001the meeting first. We'll go ahead and call today's uh board meeting to order. Uh prior to our retreat, we're going to address a couple of items that are that are needed. So I apologize again to our staff that are here. We'll try to get through this as quick as possible. Today's date is Sunday, October 26, 2025. The Was Jukan Babu Unified School District uh special board meeting. Um Mr. Diaz Ro. Are you >> roll absent and um Miss Anamar Stevens >> Okay, we do have a quorum. We'll continue with the agenda this morning. Number three is our routine business approval of the October 26 board meeting agenda. Um there's just the four action items this morning. A motion to approve. Is there a second? >> Second by Miss Animeary Stevens. >> Who was the first?
002>> Me. >> Thank you. >> Um all in favor um President Vance Stevens. Motion pass. Okay. Our action item A is discussion and possible approval change orders for Indian Oasis Intermediate Elementary School canopies project. Mr. Diaz, do you want to give President members of the board, members of the community, uh Babin uh Unified School District has engaged in multiple uh projects. Um we have received additional funding from uh the Arizona school board. Um and these projects uh part of the projects they need to be um approved by the board or ratified. Some of this uh they were oversight and they need to come back to the governing board so that we can um ratify them and get them approved. This is one of the ones. Um the motion requested is to approve and ratify the
003change orders two and three uh for the Indian Oasis in uh in intermediate elementary school canopies projects. this particular um project um it it as they were working on the project uh the cost increased. So because the cost increase we receive an adjustment and uh we need to ratify that the uh the amount has increased. President Monier and members of the board. >> Thank you. And I believe this item and the next item are the same right? >> Correct. I just want to make sure um for the sake of not only what we're required to do and oversee but the requirement of the office of the superintendent. I understand again in 2020 you were not the superintendent. I understand as well we did not have or we were in transition of an operations department management.
004Um I want to make sure that uh we have a clear understanding of what needs to happen, what is happening and that ratifying a item board that was never brought to the board's attention. [snorts] And I guess to put it frankly, [clears throat] it can't happen again. And I think that that that is expressly understood by Mr. Diaz. But I want to give Mr. D an opportunity to kind of give us an a a plan maybe in the future, Mr. Diaz, just to make sure that we're not seeing this happen again. I know that there are there are laid out policies, but obviously the policy in which this was supposed to have been brought forward and whether it was fell through some way somehow wasn't followed. It's like five years later. And it it's it's
005concerning and I understand again it's not not to bring wave any red flags but it is to make sure that we are doing our due diligence or questioning and that you are able to present something to the board to say hey this is happening it'll never happen again and here's what we're going to do to make sure it doesn't. Um but that's my comments. Anything else from the board? >> Miss just real quick. Um, you you're saying that this is uh 200 >> 2020 or 22. Mr. Diaz, I saw 22. >> Um, this is a 22. >> Okay. So, it's a a three year something that happened three years back, not five years. I just want to make clarify that. >> Correct. President Mad some of them you will find that they are from back
006on 2020. Uh this particular one is from 2022. Um we are continue to go back and continue to find what needs to be um clean up. Um and definitely this oversight we have put systems in place to prevent from happening. Um, but we want to make sure that as we continue to uh clean and and and and put systems in place, anything that it's not um um in according of how it needs to be done, we want to make sure that we um make every effort to clean our our our systems and and and approvals. >> Yeah. And I correct correct it. It is 2022, but I but I know we've had some discussion on like you said some other items that are Sorry. Thank you, M. Have a motion. >> M anime, you have
007Okay. A motion to approve and ratify the [clears throat] um Indian Oasis Intermedia Elementary School canopies project 2022 bid number 202203. [clears throat] >> Do I have a second? >> Second by Miss President. >> What do you miss? Miss >> Vance >> and Hendrick C. >> Okay, motion passes. Item B is uh another is I'm sorry, Mr. Diaz and and I'm looking at these, but is this the same one or is this a different one because it looks the same? >> Um, it is different. >> They both say 2022. one of them um the other one was a increase of price. This is the approval of accepting the funding from um um the school facilities board. >> I feel like um chron chronologically that probably should have went this should have went before and then
008the approval for the increase should have went after. But that's just me thinking how does that look if we approved an increase before we actually approved the project. >> But okay. Um if there are no questions. Um and just for the record that that's what we did here. Motion to approve and ratify the project Indianis elementary school camp canopies. >> Is there a second? >> Second by Miss Stevens. >> Miss Stevens. Miss Vance >> can motion uh >> motion carries. Letter C is discussion and possible approval of donation. Mr. Diaz, >> President Mia, members of the board, members of the community, [clears throat] I want to uh give a shout out to the Desert Amen Casino for their uh commitment and continues uh supporting uh our local community. They have awarded Babuif School District um
009Sunrise House with $65,000. And as part of our procedure is I'm asking the governing board to approve and accept this donation. >> Motion to approve. >> Motion by Miss Stevens. >> A motion by Miss Stevens to approve the donation. >> I'll second. But I have a question. >> Before you vote. Sorry. >> Um what's the plan to utilize the funds or was there a direct like what is what was was there a direct like here's what the funds are for? Um it will be focusing specifically to increase parental involvement u and to be able to provide incentives for the not only for the parents but also workshops for the parents um and also some uh teaching um some cooking classes promoting health uh to reduce diabetes. >> Okay, Mr. to the >> president Stevens. >>
010Miss Vance. >> Okay. Motion carries. >> Letter D. Finance. I'm not sure what that means. Mr. Das. >> Uh, President Maria, members of the board. Um, this is a particular project. Um, the based on the project, it was also had to be extended um to be able to get completed. Um now to be because the the the timeline for this project has expired and based [clears throat] on the findings that they needed to extend this project. Um um the governing board has the option to um um classify this project as a sole source that with the same person who started the project can completes it. Otherwise we have to start from the beginning. Um and this is part of the it is it's it's um one of the statues that provides this flexibility. So the
011the motion is to um I'm asking the governing board to approve um bark to complete the project as a soul source uh vendor. So the so we have to approve board the social source provider for request the governing board. I'm sorry I'm just going to read this because I want to understand sorry approval to authorize Bark LLC as source provider to complete all remaining architectural and constructional administration services for the innovasis intermediate and secondary school projects until such work is fully completed and accepted by the school facilities board. Okay. So, because it's school facilities funds, >> Mhm. >> we have to identify a soul source in order to continue moving forward with them. Okay. >> And just a note for and I apologize. We we could have we could have discussed it further, but we
012need to be a little bit more descriptive on the on the agenda items because it is a for a public facing document. when you just read finance, you need to kind of also include in there information about what it is you're actually putting in there. So, for the future when we're when we're developing agendas, um we need to be a little bit more descriptive. But other than that, thank you. Uh a motion to approve. Is there a second? >> Second by Miss Vance. >> Yes. And um President Monia >> Hendricks I mean um Miss Stevens >> Miss Vance. >> Okay. Motion passes. Letter E is discussion and possible approval of extra duty supplemental pay for Christina Mareno. Motion to approve. Is there a second? >> Second by Miss Kathleen Vance. >> Uh President Mia >>
013Mo is uh Stevens. Miss Vance >> Miss Hendris. >> Okay. Motion carries. Motion to adjourn. Is there a second? >> Second by Miss Vance >> and President Mia. >> Sil, >> Miss Vance, >> and Miss Vance. >> Motion carries. >> Okay. Meeting is adjourned. 8:40 a.m. We'll roll right into our call to order the barbecq unified school district fall board retreat. Today's date is October uh Sunday, October 26, 2025. Roll call. Mr. D, >> president. Um board clerk uh Vance. Sorry. Okay. Sorry. >> Hi, J. Sorry. >> And Mrs. >> We have a quorum. >> Okay. We do have four board members present. We have a quorum. Routine business is the approval of the October 26th fall board retreat agenda. Without objection, a motion to approve. Is there a second? Second. >> Second by Miss
014Kentley Vance. President >> Board clerk. Um uh Vans >> Henrik >> and Stevens >> okay our agenda is approved. Moving on. Letter D is information items are welcome Mr. D. President, members of the board and members of the community, staff member present here. Uh thank you so much and welcome for our first quarter retreat. Uh before we begin, um do we have somebody that would like to start and if you're able um and willing to stand up so we can do our um prayer before we begin um this uh day so we can be productive. Anybody? [laughter] >> I'm sorry. Okay. Um, creator, thank you for this wonderful day. um watch over us as we gather here today. Keep our minds and our thoughts clear and focused for our children. Uh help us to be
015better and stronger and give us the strength that we need to co overcome any kind of obstacles that we have today and moving forward. Watch over our families as we had left them this morning. Um give everyone who may be traveling mercies. Um we also ask uh that you watch over our children, especially our children. um make sure that they have the love and the food and the comfort and all that they need that to help them continue this year in a positive manner. We also ask and thank you for our breakfast and lunch. Um we ask that you just keep us in in uh in a good way today. Just our thoughts and you know this I ask. Thank you. [snorts] So today it's going to be uh an intense day and we going
016to get it started. um with some orientation regarding the data, the different graphs. Um this is the the purpose of today's meeting is to see what is our prog progress, where do we have um some pockets of excellence. Uh but most importantly is how we can become um again as a as a unit um and we can all collaborate and support um our students, our teachers and administrators. Um we we we continue to be on our journey. This is our third year of our three-year plan. Um and the some of the frameworks that we have presented is uh first year is what are the needs. What are the what are we going to do the promise the a promising practice and how we going to check that they're working on. We moved on to the
017next uh uh framework which is um here's what the data says. So what does the data mean? Now what are we going to do? How we going to do it? And by when we're going to do it. As we go through this journey today, keep those frameworks in mind because what we want to do, we want to make sure that um not only we understand the data, but we how we going to work on a mind frame so we can all have that same level of thinking and and and how we approaching the data through different perspectives. So at this point, please help me welcome our district coaches, Miss Kinsey and Miss Medina. um they're going to be preparing us for the entire day. So, let's give him a round of applause. [applause] amaki. Um
018that [laughter] all right Janet Kinsey um Amani um anam. All right. So, kind of like what we did last time, we're going to do about the same thing, but we're taking it a little bit deeper. Um, our vision and mission, our vision and mission statement is always at the forefront that we are, our students will be loved, encouraged, and prepared to take on the world by embracing our HIDAG. And we create healthy, inspiring, motivating, developing, achieving graduates. Our objectives today are to understand the different data types and the data that they represent and to understand questions to ask to better understand what the data is saying. And again, just like we do with the vision and mission, we like to center ourselves around the district goals. Um, and so we have our goals of proficiency,
019attendance, the essential 10, supporting and challenging, and then standardsbased instruction. And here's just another way to see our district goals um under the AVID frame of plan, do, study, and act. So, just a little bit of background information here. Um we just finished our quarter 1 benchmarks. Those happen right before fall break. Um and so in math and ELA, they are focused on those Arizona state standards that are taught in quarter 1 per our beyond textbooks pacing guides. Um and this happens in grades 2 through 12. Um, and the question types on the benchmarks are really designed to mimic those on the state assessment so that we get a good read and a good idea of how our students may do on those state assessments so we can best prepare them to show what they
020know. All right, Miss Medina has designed this wonderful organizer um and so she'll pass it out for you. It's just a nice graphic organizer to kind of utilize as you're looking at the data. It just kind of helps focus your mind. Um along the top, as you'll see, vision and mission again um with our goal of 80% of our students will score 70% or better on those essential standards. And then at the top, you'll also see the not proficient to highly proficient um breakdowns, our proficiency levels. Do you want to jump in a little bit about >> So what we're going to do while while we go through the data together this this morning is we're going to practice filling out this organizer so that when you are listening to the sites presentations if this
021is something that helps organize your thoughts it's something that you can use moving forward and so hopefully it'll help streamline the process. I also have a little uh cheat sheet for questions to ask. I'm going to hand it to you now. We're gonna get to it in in a little bit, but I'm gonna hand it to you. >> I have a question on the um on the classroom walkthroughs. Are we Is this kind of going to be the the norm for each site or is it is it just for us to >> uh the site walkthroughs use a different form because it ties into the evaluation system. This we just created to kind of help guide us through the data part, but it's something that if it helps those data conversations, we can always pull
022them in. All right. So, one of the things that you'll look at is this comparison of pie charts. Um, so here what we have is on the left hand side is our pre-assessment and the right hand side is the quarter one. Um, One thing to note of the pre to the quarter one is that the preassessments do assess every single standard that is going to be taught in the school year and the quarter one is just the quarter one. So it's not quite a one one but it still shows that that overall growth that we're having. Um so these ones here the numbers on the inside it's on the district results for the pre it's really hard to see but there's I think a 23 in there in the red slice. It's wildly difficult to
023see on this screen. >> Um, there's a 38 in the orange and a four in the green. Some of those smaller slices, like that yellow one there, don't always have labels, but you can kind of make a guess. I would say that's probably two or three students. So, these pie charts are showing the total number of students in that area. So, it's not percentages. So, a question that can be asked here is, what's a comparison between the minimally proficient between the minimally proficient students from the pre to the quarter one. So, which one is the minimally proficient of those colors there? It's at the top of your data organizer. The minimally proficient are orange. So, how did we how did this particular grade level change their minimally proficient? >> Um, from the pre to the
024quarter one assessment, how did that chunk of minimally proficient students change? Right? We decrease the number, therefore increasing them to those other areas that are higher up. So one of the conversations that we have is we look at going from the pre we had 38 in that orange section in that minimally proficient and we decrease that to 16 which like board member Vance said that is probably also implying that some of those students that moved out of that area moved up into the partially the proficient or the highly proficient. So these pie charts are really focused on the total number of students. So it's a little confusing because that number on the inside is not percent. Because when you look at a pie chart, normally you'd be like expecting percent, but that's not the case
025here. >> Is this for a particular grade or just for overall? >> Um, this when you see these on uh the sites reports, this will generally be specific grade level and content area. So like we didn't label it because we don't want to get stuck in the weeds of like what grade level this is. Um, but hypothetically, this could be like a third grade math or it could be an eighth grade ELA. So, this will be an overall cohort in their content area. So, here are some questions that you can ask to gain more insight on those graphs. Um, that is what that laminated sheet I handed you was, so it's easier to read. Um but asking questions like what was the grade level's focus to decrease those minimally proficient students because we do want
026to know what are sites doing to make such growth because we saw a big difference in those minimally proficient kids and so obviously they've planned something and so asking them what their plan was will give you more insight onto kind of where are they going. Um there's a couple other ones like uh m maybe asking what plan do you have in place to continue to support those students because we do want to know just because we tested them in quarter 1 doesn't mean we're done. These standards and questions are going to be seen again next quarter and so just because the kids did well doesn't mean that that's just where we stop. There was still kids who were in the red and there's still kids who were in the orange that we need to try
027to catch up. Um, another thing to think about is that next quarter we add more standards to this test. So, not only are they going to be tested on those that they've already been tested, but we're adding more in second quarter. So, another question is to ask, what system do you have in place to ensure that these new standards are being taught, but that the old ones are still being reviewed? So, let's practice one. we can use your your little organizer here on on the top. It's basic in information for you to ask about what grade level, what date, what test. So, if you want to leave those blank for now, you can, but it's just there to help you um organize all of the data because I know at one point you're going to
028have a couple sheets and if you title them and organize them, it'll be a lot easier to go back to them. But the first four questions that you see there, these are just questions to try to get you to dive into the data just superficially. How many students are uh currently proficient? You would have to add the green and the blue. So for example here, let's look at quarter 1. How many students are currently proficient? Yeah. So, you would add 17 and seven, the blue and the green, because we're looking at the quarter one pie chart. >> Isn't that what I see? >> Oh, okay. It's just I trust you guys. [laughter] That's okay. [laughter] >> Yeah. So, we're only adding the blue and the green because those are the students that would be proficient.
029Now, if you want to know what percentage that is of that grade levels population, you're going to have to add all of them and then divide. You could also eyeball it and give it a ball. >> Yes, that's fine, too. [laughter] >> It is. And you don't always have to know the the percentage, but it might be something that you're interested in knowing. Now, this is where the second grade teacher needs a calculator because I never taught division. So, I can't do that in my head. >> So, currently in this hypothetical grade level, 33% of our students are proficient. So then that might delve you into think of following up questions that you want to know about what the plan is to move forward because while it does look way better than pre to quarter
0301, there's still a lot of room for growth. There's only 33% of that grade level. I would I guess one of the questions I would have is um because we say 70% of our students will be um proficient and we're at [cough] 93% [clears throat] when do we get to the 70% for this particular class? >> That's a very good question to ask. >> Write it down. Write down the question because um every principal is going to be presenting. So these are the type of questions that are going to prepare us as when each principal presents in each grade level. They do have a plan for how they going to address the standards for first quarter that were not met and those kids that were were struggling or the teachers that were struggling. So that's
031the type of level questions that then we need to make sure that we write down because those are the how we're going to follow up um or or when they presenting that's the kind of answer you're waiting to hear as they're presenting. Great question >> and as they are uh presenting there is a little space down here for questions to ask. So as those questions come to you I suggest you write them down so that you already have them there when it's time to ask questions. [laughter] Um because my thinking was okay we get the data and stuff and then it's right here when we broke it down it's it's actually 33% but our our um goals are 70% of our students will meet those uh goals that we have that the 80% which is
032I guess the proficient right so if we're at 33% % now when are we going to get to 70%. for this particular class. >> As we dive into more of these charts, there is also another type of graph that principles will be displaying that's really focused in on specific standards. And so that's I think where we can really address that question of where is that room for growth? Because right now it's kind of like we have room for growth but where and so there is a chart in a little bit that we'll look at that most principles will also be showing that we can say this is where the growth needs to happen or this needs to be a focus as we move forward >> president um and as we going through you had the
033right um thought mental mentality it's if our goal is 80% of our students are going to grow 70% % or higher in every standard or grow at least 25%. Keep those in mind because those two we're looking for the big the big overarching goal is 80% of the students they going to score 70% or higher on every standard and the other goal is or we need to see a minimum of 25% growth or higher. Is there any other question anybody thought of to ask about this graph or this data being presented? You can use your cheat sheet that >> Miss Vince >> um I guess I'm used to seeing the whole pie as 100% but there's only like 75% of the students that were tested and not 100% or is that the 100%. This is
034the 75 students were the 100%. The whole chart is 100% of students tested. It's broken down into the numbers of students who fell into the particular proficiency levels. Oh, >> okay. >> That's why we kind of had you kind of calculate the percentage. See, because it doesn't show those percentages. >> No, you're fine. So, you'll also see bar graphs. This is the same information you saw in the pie chart that we just saw. It's just presented in a different format. Once again, those numbers are not percentages. The 25, the 29, the 16, and the four, those are numbers of students that scored in those proficiency levels. At the bottom, it does give you a percentage. It tried to break it down a little bit for you there. Um, I don't know why it doesn't say
035the 100, but so looking at this bar graph, what growth do you see from the pretest to quarter 1? Yes, the pretest has zero students that have efficient in 17 students. What is the another notice that you see? I see [clears throat] >> I see um a lot of the students are moving forward um some uh even the 25% range um and above. So are they so are they meeting their 25% increase? I guess [laughter] it's hard to I'm not a math person so I'm just but but what I see is everybody a lot of the students. [laughter] >> We all are math people. >> Um so that's a great question. It's hard to say because we are just looking at them as an overall cohort. So we're not looking student to student. Did they
036make that 25% growth? >> Okay, >> but we can definitely see how this is shifting. >> Um, be >> I'm trying to think of how I want to say this, right? But we are seeing that shift forward. We are seeing our students move out of those red and those orange into those yellow, green, and blue. The 25% growth that Mr. Diaz is really talking about is focused in on specific standards. And there is a chart that we'll see kind of that shows us that 25%. Um, but these are absolutely great questions to be asking because it's like how do we know which specific students, you know, are teachers having those conversations of which specific students are growing that 25%. And that's a great question to again write down at the bottom of your notes page
037[laughter] because those are conversations to have with principles. Our goal here is to look at the overarching view. It's really the principles and the teachers job to look at specifically how is how is each student doing and what does each student need to make that growth and to move into that green and blue. So let's practice. What's one question that you could ask a principal about this bar graph on the screen? I would say question. >> [laughter] >> I'm over here. >> She's prepping her. >> She's prepping. [laughter] Guys, don't forget to hit your mics, please, so people can hear you. more than half of the um um nonproficient has gone down to over% >> but also those ones that are not um moving up. I guess it's kind of relating to their attendance because
038I've always that's my thing is that if you're not there, you're not learning so or you're not mastering all that. So would some of those people be attributed to the 12? >> That would be a good question to ask because it'll give you an insight into the root causes as to why some of the students aren't making that growth. And I know a lot of the grade levels do um that is part of their data analysis when they get these results back is they sit down and each teacher looks at their individual students and starts to kind of get an idea of those students that are still in that red. What could be those underlying causes? Do we need to call our parent liaison and have them do home visits? Do we need to put
039them on an attendance contract? So those are conversations that are having that teachers are having about how do we best support our students that they have the best chance at mastery and so how can we kind of open that conversation with their the family in the community of like how do we get this kid to be successful. So, I know a lot of um sites have MTSS, they have intervention teams, they have attendance committees. And so, those are all features that they are having those conversations of, you know, what what's happening. We want all of our students to grow and to learn. And so, how can we best address those needs? So, that's a great question to ask of how are you addressing those things when it comes to making the connection between attendance and
040proficiency. Yeah, but not particularly to this. It just kind of opens more questions inside of I think we we we we look at we look at the broader picture as opposed to what what the actual like deep dive into what it is and could be. And when we talk about attendance and and or that lack of mastery, it also puts even more weight on the teacher to to not only deal with students that are either coming in late or never come to school to figure out, okay, how do I get you to understand and at the same time keep moving everybody else in the direction that they want. So, it just opens a lot for me in a sense of understanding. So, but that that was all I was to say because if you have
041somebody on attendance contract, I don't want to say you're covering yourself, but you're essentially saying, "We've dealt with this. it is now in your hands. Meaning, okay, you you obviously understand you're not here. You're not you're not you're not if you're not here, you're not getting understanding the concept of what we're trying to teach you. So my thought goes okay now we if we enter into those types of contracts does that then there and I'm not saying this putting this on anyone other than ourselves as parents or or ourselves as community to say we have to do something more about it because essentially we're we as a school are saying here's our data our information to say the more that you're not here, the more that we're going to h we're going to fall further
042and behind and eventually you're not going to be able to to I mean I know that there's probably mechanisms or standards in which we can just move forward but we shouldn't just be moving people forward for the sake of well there's nothing more that we can really get out of them we have to move forward which again leads into even further further difficulty for that child to even get anything more out of it so I I it just it's the whole system that I think Go ahead, Mr. D. >> Yes. >> The reason we're going through the data dive is because we need you to see it through different perspectives and different layers. Um, and you're going exactly through the different layers, but also seeing it. All right. So if if the school is working
043on this and the teachers are working on this and this is the growth that we're experiencing these are some of the root causes through the governing board you you're starting to see well how am I going to see it through the governing board and how member and how am I going to see it through a parent and how else we can become more effective and what else we can do to support our principles our teachers but also now build a partnership and collaborating with family says we're going to hold you accountable so the the the thinking that you're going through right now. We want we I want to point it out because this is the thinking that I want you to keep in mind as we go through every single one and see what is
044the growth and what layers what is the school doing? What do we attribute the growth? Uh what else are we doing for the kids that are struggling? Um but also is what about the parents? How are we going to motivate the parents and collaborate with the parents? So that was my commercial. Back to you guys. >> Thank you. That was that was all. I'm sorry. I know it went off but go ahead. You can continue. No, no, no reason to apologize. It's it's if you want to go back just aside real fast. Um it is it is a very nuanced thing because it's it's exactly as you were saying, you know, if a student's not here, how can we support them in their proficiency? And so it's it's it is very nuanced and there isn't
045a single answer that will address everything that we're seeing. it. There's multiple layers to it and the more that we understand those layers and and just can kind of dive into them and say, well, these are contributing factors, the more that our data analysis becomes true and we can really support those students and those staff and those those sites with it all. >> Um, >> yeah, it's those are the conversations that we have is like is attendance an issue? Okay, is behavior? And so we we dive into those layers and it's >> it's never a single root cause. >> [laughter] >> there's always so much more to it. So, um yeah, it gets >> it can be a lot. Um but it's but it's important to know that all of those are contributing factors and
046that there isn't just a single fix. Um and so remembering that when we're asking those questions of our principles, it does depend kid to kid, family to family, grade level to grade level. Um and they are doing their best to address the systematic needs at their sites. So, just kind of keep that in the back of your mind is they're trying to address individual needs in a systematic way. Um, and so they're they're doing their darnest. >> Sure. Thank you. >> So, this is one of the graphs that Miss Kinsey touched on a little bit earlier. This is a bar graph as well, but this one focuses on the individual standards on this assessment. And here is where we were looking more at the 25% growth. and which standards made it to 70% or better.
047That green line indicates the 70%. So if you see any of these bar graphs uh above that line, that means they reach that 70% mastery in that standard. So take a second to look at this data and let me know what do you notice. >> And we know the colors are kind of confusing because we're recycling our colors this time. The blue is the pre and the red is the Q1. What was the question? I'm sorry. >> Just what is something that you notice from from this bar graph since this does focus on the specific standards? >> Um I noticed that all of the classrooms started out um below the percentage of mastery and only one class um is above the percentage of mastery in quarter 1. The rest even though there they are there
048looks like there are some 25% growth. There's one class that has no growth at well there's a a tiny bit but actually no growth seems like. >> So so these are actually like the standards that they're teaching in the class. So one standard, two standard, three standard. So like the differences in what they're teaching throughout >> Oh. So this is the cohort. This is the grade level. So this one um the coding on the standards 5.RL is fifth grade reading literature standards and the numbers correspond with the standard. So you have standard one, two, three and five that were taught. >> Go Miss uh Stevens. >> Yes. >> I would say what is the >> Don't forget your mic. >> What is the standard that is taught in the U five RL1 because a lot
049of students are haven't made any progress in that particular area. And then and then in in in the basis of a week, what how many standards are they teaching? >> Guess. >> It it does depend. Um I know ELA standards they generally get two to three weeks per standard. Um in math they get anywhere from five days to probably about 10 to 15 days. >> You'll you'll see this ELAS will have about four standards. Math will have generally about 10. [laughter] It's just kind of the nature of it. Um, but there is that's not to discount the amount of learning that is in each one of these ELA standards. There's a lot that they cover. Um, so this is anywhere from 5 to 10 to 15 days. It really depends on what the pacing guide
050says from beyond textbooks. >> Okay. So then I guess what what Miss um Stevens had kind of brought to attention is that in your pre your prey your quarter one you probably definitely want to see some growth from there especially in that standard. So in that standard 51 there wasn't none. So you probably want to make sure hey something's not clicking here. I need to make sure to go back at least bring it up more than what it has because the others are at least moving in the right direction. >> Yes. as if you notice in the other standards we see at least the 25% growth like like Miss Vance said you can see that and so that's what we want to see but then yes asking about that five RL1 why why did we
051not see that growth did you guys look into the data what happened just to see you know what might have happened sometimes a standard gets overlooked or maybe sometimes a standard doesn't get focused on as much as it should have so it's just asking those questions like did you guys figure out what what what went wrong >> and I think the last time we saw some pretty good data that kind of broke it down by teacher where they did really well in that standard and it's like well did you guys talk to each other and find out hey what did you do that every kid got it because I'm over here >> and and those those are conversations that are being facilitated um for the purpose of the board conversation we are going to look
052at cohorts I don't know I don't believe any of >> okay so he'll talk a little bit about some of those comparisons but that is um something that we're encouraging and so we're providing more >> easily understood graphs can kind of kind of so that teachers can engage in those conversations of hey Miss Medina you really crushed it on five RL1 and my students really struggled can we talk about how you taught your students so that I can borrow that strategy and hopefully get my students to see that growth well. Yeah. So, we're really trying to um frame those conversations of around how do we get all of our students to have the best chance at learning it and experiencing that success. >> Awesome. M Stevens, >> um the conversations you are talking about, are
053these conversations that teachers are having at their training on Fridays or like their >> So, so sometimes those conversations are happening in their Friday PDS. um those are generally facilitated whole group. So I know that there have been some Friday PDS where they're doing deep dives into this data from quarter one. Um there is also an expectation that they're having weekly conversations as their PLC, their professional learning communities or their professional learning teams um where they meet either as a grade level um prek to sixth grade or content in 712. Um so making sure that they're having those conversations together. So these conversations aren't just like a oneandone. They happen regularly. And so these are the conversations that are regularly happening. I know at the primary campus they have um PLC's. One is focused on
054lesson planning. So what are we teaching? How are we teaching it? Let's make sure we're on the same page. And then they have a second PLC where they're focused on what's our data telling us, how do we address it, and how do we borrow from the strengths of one teacher so that all those teachers can experience success so all their students can have those high quality learning experiences. >> And I guess while on the subject, I would I would really encourage and I only say that because I feel like not only do we want students to be successful, but we want teachers to be successful. So my hope is that that is something that everyone can draw from. And if it is something that maybe someone feels they can't that they're open about, hey, I'm
055not getting that type of support. Hopefully they feel comfortable to say that type of thing rather than be put up on a report somewhere for the board to be like, well, I'm not really I'm not really showing what I can actually do. I need to be able to do better. And be open to that >> help, I guess, is what I'll say. Mr. D, do you have something? So much [laughter] >> excited about how you think this year is how we success and we have to be very strategic about how we look at data and where do we support but >> okay thank you anything else for this slide we can move on to the next >> so then these are also on your little cheat sheet but these uh questions to ask that have
056the blank. I left them blank because each one's going to be a different standard that's either doing the best or that's struggling. And so that's kind of there just to help, you know, so that so that you can say, you know, I see two standards that you guys made 70% or more uh pro pro efficiency on it. What what do you guys attribute that success to? because we do want to know what are what things that are really working really well because maybe we can put that into other sections, >> right? >> So, here's a math one. Like Miss Kinsey said, it's not just four to five standards. [laughter] >> So, let's practice on a math one because it has a lot more to delve into. What's something that we can ask the site about
057their math data? First off, everyone's a math person. >> Yes, thank you. [laughter] >> That's that's one of my small things where people are like, "Oh, I'm just not good at math." I'm like, "No, we don't say. Math is tricky, and that's okay. We may not get it the first time, but we will get it. If you can't build a question yet, what are just some of those notices that you have so far? Because sometimes that's sometimes noticing sparks the question for someone else. >> Well, the notice immediate to me is it's it's a really it's a pretty good drastic change from a pre to the quarter, meaning it's hugely different. except for one that that that I see even decreased a little, >> right? >> But above all, that's what I noticed right away.
058And there's far more majority of them than they're reaching or at least at the 70% um and beyond. >> St. I like I noticed growth um they all all the standards um have that 25% growth except for that last one and the maybe that um the um NSA1 but every everything else has increased over the 25% um from the pre-EST. So again, those questions would be like was already mentioned, you know, what did you do different? How did you teach it? And what are you going to do to make sure that this A2 um shoots up as well to the 25% at least? And how long is it going to take? You know, within the quarter or by the next quarter, should we see this increase by the 25%? We should. I think but that
059but that collaboration with teachers is uh those ones that are you know teaching and getting those really high percentages like um they they they do need to uh collaborate and help each other so that the whole school is successful. Yes, I think your your notice had kind of two questions built in. There is what do you attribute all of that success to? A lot of those standards grew that 25%. So, is there something specific you can attribute it to? And then a second part of your notice was, well, I noticed some of them didn't. So it's then it's how can we borrow steel some of those strategies that did impact that 25% growth for those standards that didn't yet. And you even had a third question in there. How can we bring these standards into
060quarter two so that we don't leave them behind. So snaps for you. [laughter] But that was going to be a question too because based and based on your knowledge both of you I'm sure um fair majority of these standards carry on throughout the year or there's some that you would have to go back and actually make sure or does it just depend on what the actual like your lesson plan or whatever it may be for the year? >> Um so looking specifically at these math ones here, most of these will kind of loop in. Okay. Um and and that's a conversation of how we're supporting different grade levels is sometimes it's hard to see where you can loop those things in. And so helping them notice like this is where you know this is where
061you can loop in that literature standard or this is where you can loop in that number sense standard. So we're trying to have those conversations and that is one of the areas of support that we are um emphasizing so that our teachers don't have to spend that time trying to find where do I where do I loop this standard in. It's it's supporting them in finding those. >> I would also hate for them to feel like, dang, now I got to go and make sure that that goes up and then forget and start to drop in on the other areas where they're not focusing attention. That's my thought to you. Okay. >> Yes. And I know um and secondary will give you a little more insight into this, but they've also kind of paired up
062where um the math teachers are paired with science. And so science is saying, "Here's the standards that I can support you in." >> And so science is saying, "I got you. Gotcha. >> And I know social studies is doing the same for ELA where they're saying, "We've got you. You keep going. We'll help support and fill in where we can." >> Okay. >> So, it's I mean, we've all had that where, >> you know, you tell your kid something and they don't hear you and then someone else tells them the exact same thing. They're like, "Oh my gosh, guess what I just heard?" You're like, "I've told you that seven times." >> The same thing happens when we're teaching. If they hear, they can hear the same thing but from a different voice and it
063means something different. And so those are the conversations that are being had. >> Um, and it's it's going to be a little bit of a bumpy ride because it changes every standard. It changes every week. It changes every day to conversation. But that is the intent is to say, how can we support each other? How can we borrow each other's success to get all of our students >> where we need them to be? >> Awesome. So my question would be like what what are you doing for standard uh GA2 because it slipped back. What are you doing to address those issues? >> I can already tell you that one [laughter] >> because that is a conversation we already had. Um that one was one of their additional standards and so it wasn't really tied into
064the rest of them. Um and so that was something that after the benchmark they spent the time in that retach enrich week addressing that standard. So you should see that growth afterwards. [laughter] >> They're part of our plan. So which is what is if you taught it in tier one, what are you going to do for tier two? And if it didn't work, what are you going to do for tier three? And President Mia, you were asking, so how are they going to keep it or how they going to maintain it? That's number six, which is how we going to spiral it so we don't lose the learning. So even though um you're asking the questions, I want to point out that what you're asking, you're reinforcing based on those questions, you're reinforcing what we
065expecting for my three-year plan. Thank you. Thanks sir. >> In your organizer, you also have a spot where there's action steps that are going to be taken by the school. So when you ask your questions or you hear them talking about it in their presentation, you can make note of it because in because what would be ideal is we can bring back these notes at the end of quarter 2 and we can see, hey, this is what we talked about in quarter 1. How did it work out? Did those action steps you said you were going to take, did it work? Do we need to adjust? And so that's the whole idea with this organizer somewhat to keep us all on the same page and not lose things in the muddle of everyday school life.
066Can I say something? I do really appreciate all your effort that you've done to make sure that we're asking these questions because I'm sure we like we look at a lot of information. We have questions and sometimes we don't. But I think you're being very intentional about teaching us and evaluating and looking at the data for us to come up with formative questions just to be more informed and be engaging. So I appreciate it. >> You're welcome. >> Thank you for your willingness to engage. >> Miss Vance, did you have something? >> No. Okay. Data can be scary if you don't know how to read it or ask the right questions. But once you start getting used to it, it just becomes second nature. >> Yes. >> And so that's our hope with you guys
067is that we can get to that point where it's just, oh yeah, we don't need this organizer. We don't need Nadina and Kinsey. [clears throat] >> Just kidding. Want you guys to meet us. [laughter] >> We'll find different ways to make ourselves useful. [laughter] I just want to make a comment. Um, it's [clears throat] Thank you. [laughter] It's it's really hard to uh I guess uh question the data when it's being presented and not feel like we're picking on those sites or those individuals who are having or may be having those low scores or there's no uh real improvements or anything like that. So, it's just to me it's just kind of feels like like I want to ask questions, but I have to figure out and find a way to make it not feel
068like it's targeting that individual, targeting whatever. But it's just, you know, we're in these trainings to learn this information to move the school forward and their students forward. But it's just I guess there should be some kind of And I maybe this is it on how you ask those questions without making it seem like it's personal. >> And if you not most of the questions on this little cheat sheet, it takes out any personal opinion. It's based on the facts. It's based on what the data is saying. And so I feel like it's not targeting anybody because you're we do have to ask those hard questions sometimes because if we don't advocate for those students that are struggling or those students that are falling behind, then who will? And so just by asking those those
069questions, we're also supporting them because if we know what they're struggling with, then we can help. >> Yeah. >> And so I think we should see it in that way instead than than it being a a negative thing. >> Yeah. No, and I'm grateful that that I mean this is an open meeting. It's public. It's being streamed. So we're you're basically getting the answers to the questions on the test, whatever it may be. I mean um Miss Enriquez is sitting here, you [laughter] know, taking notes. But but I think that that's that's that's the intention is that we're not is that we're not trying to be sneaky or we're not trying to be like gotcha. These are things that the data is the data and whether we're asking those questions maybe to Mr. Diaz privately
070or we're we're seeing them being reported to us. I think that that's that's the point too is that we also don't want it to seem disharmonious in the sense of like we're not here to just be negative about it, but we do want to make sure that we're asking questions that give people not only um some understanding because even ourselves going through it, but also for board members who maybe like you just said, hey, if you just if you just see something, say something, maybe it'll spark something in another board member to just ask that question, which happens all the time. >> So, I think that that's I'm really grateful that we're able to really dive in and learn all together and be open to it, but also look at it from the perspectives I
071think that we we forget sometimes. And I and I don't mean that other than, you know, it's just we're here to support and we say that a lot of times. So, this is one of the ways to do that is to understand better so we can know where. So good things >> and I think two things um number one these questions that Miss Miss Medina has crafted and given you all of them are framed in a positive and supportive and an action focused mindset. It's never like whose fault is this? [laughter] And and and as silly as it sounds but like sometimes when we ask questions you know these questions are all designed to get to the heart of what we're trying to engage in the conversation about without it feeling like whose fault is
072this? >> Yeah. >> And so all of them are action focused, all of them are solutionoriented. And so I think that's a huge key. Um and then I always say the only bad data is data you don't do anything with. >> Yeah. >> And so even if the data is not where we want it, it tells us something. And as long as we're listening to what it's telling us and we're acting upon it, we are addressing what that data is asking for. Um and and so I think it's it's a great point and it's the questions that you ask in the way that you frame them as long as it's solutionoriented doesn't give the impression of >> right >> whose fault is this [laughter] >> but I I think that's a very a very great
073notice and consideration is how can we engage in this conversation so that it feels like we're all coming to the collective table >> correct >> um we just wanted to show you a bar graph comparison that you will see in some of the presentations today. It's the same as the one that we previously saw, but this one's going to be comparing last year's uh pre and quarter 1 to this year's pre and quarter 1. So, they're not the same students, but it's the same grade level. So, what you see here is last year's fourth graders at pre and post at the bottom. And the top graph, >> oh, sorry, pre and then the top graph is pre and Q1 of this year's fourth graders. So you can kind of start comparing how did last year's
074fourth graders do at this point of the year to how are they doing this year. One of the things to make note of on these is that the Arizona Department of Education did update their recommended I don't they they posted their essential standards and they said these are the ones that we're going to report out on. So Beyond Textbooks did adjust their pacing guides to address that better. And so you'll notice here that some of those standards are not yet assessed. So like um I'm trying to see 4.NBTA2 was assessed last year in Q1, but it was not assessed this year. >> Okay. >> It's not that it will not be taught. It will. It's just that it's not taught yet. So some of the progressions are a little different. Um so just as you're
075looking, it's not like perfect. I know the first and the last are perfectly lined up, but in the middle we get a little lost. So, >> okay, >> just something to make note of. And this is an important conversation when we have that like when Miss Medina and I as the test creators um are engaging in those conversations because one of the things that we've noticed is um for NBTB4 the third from the right standard. >> We're seeing the same thing year to year two different sets of kids. >> So now it becomes a conversation of is it maybe the test question that we need to take a look at? Is it the instructional practices that we need to take a look at? So then we can start to think critically. Do we need to
076adjust the test so that it's accurately assessing what our students know? >> That's interesting. Go ahead, Mrs. Stevens. >> I was going to say, have you come across issues in that instance? we've started to have those conversations um about those test questions and working with the teachers to kind of say is it the test question um I know one of the concerns was our DFAS are multi-choice or open response and all of the benchmark questions not all a good chunk of the benchmark questions are like drag and drop highlight inline choice so it's finding ways to expose our students to how they're answering the question so that's a conversation ations that started to have of like how do we make sure that our students are prepared if they have the knowledge, how do we make
077sure that they're prepared to engage with the test. >> That's good. Thank you. >> Yeah. Cool. >> And that's why the benchmarks are designed like they are so that they mimic the AA essay so we can start to notice those things and address them. >> Our kids are struggling with drag and drops. So let's give them some more practice, right? >> So that when it comes to the state test, they know it. Now they can show it. Miss, >> so this um I guess in rel in relation to cohorts, this isn't like if you have the fourth graders, you're going to follow them to the fifth grade. Are they progressing? You know, because they they they there's a lot more that especially when they get into high school that they're going to have to be
078ready for. those those are conversations that we do have. Um we generally focus that a little bit more I think >> I don't think we've done it yet with the quarter benchmarks. We've done pre-post kind of comparisons there but I think that's something that we could look at engaging in conversation with. >> Yeah. Because I was just wondering between going with a fourth grade in 2425 and then another fourth grade in 2526. >> Where are we? Where are the ones step >> into fifth grade? >> And that's where we'll see that that growth when we dive into just the fifth >> grade. I was looking on the flip side of the NBT B4 the QA2 It's like a whole like that second standard from the left. >> It's huge. [laughter] >> Something went real right.
079>> Yeah, went really good there. But, you know, yeah, the I could I can feel myself geeking out a little bit. So, I'm just like, okay. Okay. But thank you. >> So, that's all we have. We're that you guys feel a little bit more comfortable asking questions about the data. It's very obvious that you're getting more comfortable with it because you guys don't even use my cheat sheet very much, which is great. [laughter] >> Do you guys have any other >> Is there a um a digital version of this so we can do it here? >> I'll definitely send it if I have internet. >> Oh, >> I'll check right now. [laughter] >> I just wonder because it I I like writing but sometimes I can just >> I can definitely share it with you
080guys. >> Appreciate it. Let's give him a round of applause. Thank you for this preparation. Um, lot to think about. Um, have a great week, rest of your day, ladies. And can now help me welcome Miss Enriquez. Um, thank you. Um, here's extra ones for the next presentations. Um, so now we're going to that was your your your lesson. Now we're going to see the test. Ladies, I also want to say uh thank you for being here so early in the morning. I also want to say I apologize for my lateness. Um but I do appreciate you being here. >> Thank you, Miss Stevens. >> Um can I just make a really quick suggestion as we're moving out throughout the day? um our phones. Let's put them right here because >> I'm going to collect
081the phones. >> Yeah, it's it's disrespectful to be on your phone when someone's presenting. Um and I know that maybe there is if there's emergencies or whatever, but you know what? We're here for this focus and this purpose. And um if you need to use your phone, uh step outside and and do that, but please put your phones up on the desk there so that way you're not tempted to check your emails or check your whatever throughout this this day. Do we wait or do we proceed? >> I think we can go ahead and continue. >> We didn't call for a break. Oh yeah, there president governing board members superintendent Diaz. So, I have submitted my presentation. Um, I did not include the standards, the comparison of the standards or by teacher. I did just
082an overall. Um, I didn't know if they were going to include it in their presentation, so that's why I didn't do it. Um, but if you do have more questions, I am more than welcome or happy to answer them. Um, so I can control this. Aaron, >> oh, no, that's me. I'll I'll be your driver. Oh, go ahead. All right. So, our district is we create healthy, inspiring, motivating, developing, achieving graduates. And the vision is our students will be loved, encouraged, and prepared to take on the world by embracing our hydug. Our school's mission is we empower our children to have a strong cultural identity to conquer challenges and contribute to their communities and their journey of life. Um our vision is all all our children will be given the foundational skills to become college
083and career ready and embrace their himug. And our core value statement is we are committed to creating a supportive environment to empower all to reach their full potential. Um, this is a repeat of one of the slides that we did in the summer as far as again what our district goals are and how we are aligning as a school with the district goals and our own goals. Um, we believe highly in the cycle of effective instruction. We're using SFA. We're continuing to use top score writing. Our building thinking classrooms is in effect. and then the BOD's model of instruction toward uh elevating student agency. Um some things to consider this year are as we were looking at the data and Mr. Diaz had asked us the question well is what differs from last year to
084this year. Is this okay? Um our class sizes have increased. So our third grade classes are anywhere from 25 students and above. Um our second grade classes have 23 and up. and our first grade classes are now at 24 and above. Our kinders are still at 20. Um we did have to collapse a class being that our student enrollment in kinder was not as high as we needed to be. Um so now we are at three classrooms for kindergarten. Um we're not content based this year because we um our allocation is only three classes per grade level. So we don't have the four teachers to do a rotation. So, we noticed that affected some of our teachers because they've been so content driven and focused on just the one content and strengthening that that now
085they're having to remember how to go back. So, for example, if they taught math, they are now teaching ELA and so they're having to remember what it's like to teach those ELA standards and incorporate that into their classroom as well. So, we will start with our quarter 1 attendance. So, we did finish the quarter strong at 91%. Um, as you can see, second maintained that 90% throughout every single month in the quarter. Third grade almost had it. They slipped that last month by 1%. Um, I was actually checking our quarter or data or excuse me, our attendance for the month of October as of right now. Um and so far we are at 90%. So this last week hopefully we can stay strong. We are having red ribbon week with spirit week. So hopefully that
086will also incentivize them to come to school. Um so so what um our chronic tardiness is still an issue. Um it's the same students and the same families, parents and guardians. And now we're starting to see with our little ones that fall and winter illnesses are on the rise. Not only with our little ones, but our teachers as well. So we highly encourage washing the hands, wiping down, you know, high surface area, touch surface areas. Um the now what is we are doing weekly popcorn with classes with the highest percentage. The kids are we make the the weekly announcements and now they're like competing towards another class like oh our class won again and so they'll talk about that. We hear them talking about it on the playground. Um teachers are also collaborating. Some of
087the third grade classrooms will bring their kids into the kinder classes and then they challenge each other. So, it's like the littles against the big kids. Um, class with the highest percentage for the month will get a pizza party and ice cream social or just different things based on season. Um, this last week, Miss Black's class and Miss Nelson's class were given a pizza party. Um, so they really enjoyed that. And then we do a quarterly drawing for the Nintendo Switch or a Kindle tablet. Um, we had three winners last quarter. Um, and then the how, again, we're doing our weekly announcements. Um, our attendance team is tracking attendance and tardies. The attendance contracts, they're not as effective as we want them to be. Um, there's really nothing tying them to that. We can tell
088them, you know, as you mentioned earlier, we can tell them, you know, your students are going to fall behind if they're not here every day. They'll sign it. We've had some parents get very upset. Um, we're also pushing that if you check your student out early. It does add up to an attendant to an absence. Um, so we've had parents who get upset because they check their kid out every day at 2:00 and we let them know they still have 50 minutes of instruction. Well, I want to beat the the pickup line or so forth. So then when they got a notice that their kid because they did that so long, their kids equated to about two absences. So they wanted to know why. So we explained it to them and they were very upset
089at the fact and now those students are there until 2:50 every day because it was equating to their attendance. So that helps >> but again we really need that push on every minute counts. I mean you you check them out 10 minutes every single day. It adds up to an absence. um our parent liaison and SRO do home visits and then this is our last option but we do file CPS reports for attendance absences and tardies. Um we also are trying to figure out a way how to track students when they get withdrawn or they're dropped. So they'll let us know, oh we're going to enroll them in Santa Rosa Ranch. We call they haven't been enrolled. Um we follow up with our SRO. he has been really good about making home visits to try
090to find out where these students are. The biggest struggle we're also having and it affects our academic growth as well is just this last week we got a student who's 9 years old, has never been in school. Technically, she's a fourth grader. Would it be fair to put her in fourth grade at this point? Absolutely not. Luckily, she is a little bit smaller. We try not to put them too low of a grade because then the bullying happens. You know, students notice. Why are you bigger than us? She's a little bit smaller. So to make sure she gets the foundational skills she needs, we are going to put her in first grade, but she's nine. So now she's already four to five years behind. We're going to try to see what we can do to
091support her. But this isn't the first time. This happens a lot. So I know when we met with um Mr. Andrews and Mr. Diaz, we brought that up is where is a tracking system? And I hate to say tracking. There's another word, please correct me. Um, to figure out when our students when kids are born and how do we effectively track them to when they're a school age, are they being entered and registered for school? A majority are not >> a safety net or something >> something. Yeah. Something like that >> network. >> Yeah. [laughter] So, >> I have a question to the to what you just brought up to go Mr. ideas and probably operations regarding like because I know it happens every year but I know when we had co we had all
092this robust amount of like cleaning systems and all of that stuff are we not running that through now just since it is cold flu season to make sure didn't we get like there was a bunch of stuff that was purchased during co are we is that all good and operational being utilized since we know we're going to >> we do have all the equip equipment with these we still have the protocols. Um and at any point um we need to exercise and and and and it's okay to do that. Um so I guess my my our role is to let principles it's okay when you see that this is is going up uh call the protocol have the custodians um sanitize and kill any bacteria in the classrooms. Do we have it? Yes. Um there's
093an interesting also challenge that we're facing. Um we do have the um ultraviolet lights uh that will sanitize um the the classrooms. Um they were okay during CO. Uh we we been challenged right now because apparently now they don't want us to use it anymore. Uh that they're not safe, but they were safe during CO. So there's now a a perception um on is it okay to use it in schools or not. Um but um our thinking is it was okay during COVID and it was helping us during CO. Um our trust does is discouraging to use them. Uh but nevertheless it's it's the system that was affected during CO that might be effective right now as the flu season comes back. >> This is the question though. Thank you though for the response. Go
094ahead Miss Stevens. I was going to say that's a good question, Juan, because I was thinking like how much money we spend on a lot of that equipment and for us not to utilize it is um not right, but also I why is it not okay to use the UB, right? Is it like a political thing or is it somebody's agenda or is it because it's unsafe? >> Thank you, Mr. Stevenson. sorry that if we take away from from from the presentation um they feel that this that level of machines they're industrial they should not be at a school um but it was a great investment on our end again one of the reasons we had a great protocol that CDC approved was because all of the the uh prevention systems that we had in
095place. So I I do feel comfortable. Uh we just need to refresh the training to our our team to ensure that they understand how to use uh the machines um safely. Um but it is the the level of um the industrial uh level of equipment that we purchased. >> Thank you. Sorry, Miss Enriquez Ben Spencer. Go ahead. >> It's okay. >> Okay. So we will go into our second grade benchmark data. As you know, we only benchmark our second and third third graders being that um we decided that it just wasn't developmentally appropriate for a kinder or first grader to be taking an assessment online. Um so it's only second and third. So here's what. As you can see in our pre and ELA and math, we decreased the not proficient and the minimally proficient.
096We increased our partially our proficient and our highly proficient. And that's what we want to do every single quarter. And as Miss Medina and Miss Kinsey stated, quarter 1 only assesses quarter 1 standards that were included on the pre. But this one's more of a comparing apples to oranges. And hopefully by the end of the year, I want to answer Miss um Vance's question. When do we get to that 70%? The whole year is our goal. at the end of the year we want to be at the 70% or higher um for students because you had asked that earlier. So I I wrote it down. I'm like I wanna I want to ask answer that question. Um so that's our goal is to ensure that they are mastering those standards by the end of the
097year. Some students can grasp them right away. Some it does take a little bit more time and more severe interventions. But um we have met as she as Miss Kinsey also stated earlier we do have two we call them PLTs now because they're professional learning teams and a professional learning community is the whole school. So when we come together as the whole school we talk all data we celebrate um and then we talk about what are we going to do next in this next quarter. Um so what so there was growth in non-proficient and minimally proficient. The tier one and intervention supports are moving students. Um we do have a variation in classes which guides the differentiated teacher support. Um so again as admin myself and Miss Pablo we look at that data and see
098where can we support each teacher and not only that but what specific needs do they have and we do that through our observation feedback cycle. So, Miss Pablo and I have a schedule. We've um grouped teachers, so she'll take she is act we did it by grade level this year to see how that would support. So, she supports kinder and second. Um I support prek first and third. Um now what we're focusing on the partially proficient students, those are your bubble kids to see how we can support and grow them to the proficient. We're prioritizing lower performing standards, retaching and enriching the alignment of the YAG lesson plans and the instruction. And how are we doing that? With targeted small groupoup instruction, targeted teacher support and professional development. We're monitoring the DFAS closely. Um weekly
099planning with ELA and math coaches when they are on campus. Um, the DFAS are your district formative assessments that they take either weekly or bi-weekly depending on how long they are teaching that standard. We just looked at first grade actually and I know they're not on here, but we noticed some discrepancies in some of the data where they would take it the first time and then their score was a little bit lower the second time. So then we were asking those questions, well, what happened? So after digging and digging and digging we decided the stu are we testing the students for are they able to take an assessment online because the first graders are taking the five question [snorts] quiz online so then we asked the question again is this developmentally appropriate for the student
100because the teachers were confused they were saying well you know for example Ruben can do it in class he's showing us the skill that he's learning but when they take the assessment they just click click click and then go because they want to move on with that. So then we said, "Well, who said they have to take the assessment online? Isn't there a way for them to take it on paper, pencil, and then we enter the data?" And the teachers kind of were like, "Oh yeah, we could do that." So this week they did it, the data looks different because we're testing for the skill. In first grade and kinder, we're looking for those foundational skills. Can they hold a pencil? Can they write the answer? Can they draw a picture to their answers? So
101we wanted to make sure are we assessing for skill or assessing for protocol and process. So we're hoping that that will take care of that. We don't want to just take that out away from them though. So we want to build that up so that by third or fourth quarter then we're transitioning them to on how to take an assessment online because in second grade that's where the huge testing test taking happens. Um, go to the next one. Uh, for our third grade benchmark data, here's what, excuse [clears throat] me. Again, we decreased our not proficient and minimally proficient in both ELA and math. And then um, actually I there was one number in math actually we increased the minimally proficient by 4%. Um and we did address that with the grade level and talked
102about what happened. We did look at each teacher um their data by teacher and then by standard. Something that we also looked at with the lower standards as you had seen earlier when you noticed one of the standards didn't make as much growth. We were looking okay at what point in the year did they take that? Did they teach that a week prior to the actual benchmark and maybe they still hadn't quite mastered the standard. So we looked at time throughout the year, how many times they went through it. We also looked at your priority standards. Are they spiraling them out throughout the year or are they just teaching them and then moving on? So we were looking at things like how can you incorporate, you know, those practice of skills throughout the day, whether
103it be um bell work, transition times, we're walking through a line, let's hold out some cards that we call it card in my pocket where we're just quickly, you know, maybe flashing different things to them. So what um there were growth across both contents. ELA had the increase in both partially I'm sorry in both proficient and highly proficient math students conceptual understanding is increasing and there is variation of instruction by class. Now what we're going to continue to analyze the data by class and standard level identify standards where growth is limited and again the alignment of the YAG lesson plans and instruction. How are we doing that? by focus data meetings. We meet every Thursday um within our data I'm sorry within our PLTS to have those data discussions. We're having small targeted targeted small
104groupoup instruction. Also in third grade we have a MAU which is move on with reading paraprofessional. So she is only assigned to third grade. So throughout the day, throughout the week, she's pulling small groups in each third grade classroom to focus on different um concepts that they're struggling with. Ongoing progress monitoring using our dibbles and then again targeted PD and support from the district coaches. So writing. So in the summer we were talking about in third grade they also get assessed on writing through the AASA district hasn't required that we do a writing benchmark. So we jumped ahead and we're like well why can't we assess our students on writing so that way they are because co as I've mentioned before the writing stopped because everything was done online. So how do we strengthen their
105writing skills and not only that but how do we track that they are growing in writing. So this year we are assessing our students K3 on writing. Um so if you noticed in this is kindergarten and first grade. So yes in kindergarten we didn't have any not proficient at the pre but then we did have one in quarter 1. And again, that's the one student that joined us late and we noticed they struggled with the writing. Um, grade one, we decreased our not proficient and our minimally proficient and then increased in all the other areas that we wanted to increase. So there is growth in foundational skills. They're shifting towards proficiency. Significant amount in both K and one still below proficiency. Um, our NAWA is we created small groups to focus on the writing instruction.
106Kinder has implemented the use of predictable charts. And what that is is they're seeing, we call them red words, but they are site words. So they'll have activities throughout the day where it's I like and it's just the sent the same sentence frame. I like oranges. I like bananas. So that way they can see that repetition. Um and then at the end of it they get to create their own class book. So they get excited about the class book, they get excited about read uh writing. So then in turn they want to write. Um and then in first grade we want to strengthen their their top score tier one instruction and then also implement journal writing. How are we going to do that? We're going to analyze um their daily and weekly writing. That's not
107only us but the teachers as well. Uh PLTS to discuss the trends in writing strategies. Um both kinder and first have noticed several different things especially in kinder. A lot of our kids come and don't know how to hold a pencil. So obviously that affects their writing. Um, our occupational therapist, Jeannie Rodriguez, is amazing. She'll give strategies to kinder teachers on how to support them with the holding of the pencil. In kinder, they always start with the big fat pencils because they're they're wider for the kids to hold. And then throughout the year, we transition them to a regulariz pencil. Um, and then lastly, we want to monitor the writing bi-weekly. Uh, writing continued for our second and third. Um again we decreased our minimally proficient and non-proficient. We had growth in second grade. We
108attribute that to top score writing being that we first implemented it last year. So first grade um so last year second and third struggled with it. But we told them next year it's going to be easier because in first they started so they're starting to see the procedures and the routines on how to write and how to create sentences and paragraphs. So this year in second now they're saying, "Oh, now we're seeing it because they're coming into second grade a little bit stronger with their writing skills." Um, and in third grade they are making progress, not as much progress as we want to see, but we are working on that. So now what also we're incorporating more typing lessons into the class and in technology because again in third grade on the AASA they can
109write it on paper but then they have to transition that writing into their typing and that's how they're scored on the AASA. um incorporating that daily journal writing and strengthening writing skills. How are we doing that? Again, with analyzing the data daily and weekly plts were discussing those trends in writing strategies and also monitoring the writing bi-weekly and second and third. Any questions on ELA, math or writing? >> Go ahead, Miss Das. >> I have a question. Um you are talking about increasing their knowledge with technology. Are there different components that are being taught like for students because I remember learning when I was like in seventh grade just the keys and understanding that um is there any like techniques that you're using or software to help students um learn how to type? Yes, in
110our technology class, um, we did purchase a program that teaches def several different skills, but Miss Adson, our technology teacher, is also sharing that with classroom teachers. That way, they can do it in the classroom as well. Um, but she only sees them once a week because they get specials. It rotates throughout the week. So, um, that was one of her biggest things she asked like, "What do I need to emphasize with each grade level?" and we told her typing is number one for second and third kinder and first kinder they struggle with writing they can't with typing um but a lot of the problems too is this texting nowadays it's not spelled correctly you know it's not typed correctly um so they transition that texting into typing it's like well it's wrong so she
111is teaching them lots of different skills so that way hopefully when it comes to actually typing their papers it'll be done correctly. I don't know the scoring process for AASA and how they look at the writing. Um, but we're trying to figure out every which way we can so that they are successful. >> Is this something that's being shared with parents and like how they could help their student be successful? >> Yeah, third grade does a lot of that. Second, every grade level sends out a newsletter and on there shares what they're learning for the week, how they can support their students. Um, we do try to have we're going to have another parent the parent and community involvement is creating another night to focus on. We try to trade off with ELA and math
112so that way we can give parents this is what you can support your child at home. >> Anything else? No. >> Okay. So, here is our quarter 1 SFA data. Um, our kindergarten, we don't have a baseline. We wait until first quarter to see where they're at. And keep in mind for SFA, this is all um reading at grade level. So, it's just fluency. It doesn't um incorporate any of the comprehension, phmic awareness, phonics skills, or vocabulary. All of that does build up to fluency. Um, so at baseline we don't have a number for kinder, but for quarter 1 they're 50 they're at 56% reading at grade level. First grade we saw a a dip of 40% to 28%. In second grade they did increase 38% to 43%. Third grade we more we doubled just
113about 16% to 31%. And then schoolwide we did go up from 31 to 34%. So what overall we had schoolwide growth, second and third grade making the most growth and then it is inconsistent growth schoolwide. Um now what we're looking at the fidelity of the program are the teachers following the program the way it should be followed. Any program is successful as long as it's followed with fidelity. um attendance comes into play because we start at nine o'clock and if our students are tardy, they come in after nine o'clock, they're missing a lot of the foundational skills that begins the SFA block. Um we're continuing and strengthening practices that support the growth and we're trying to align the instruction and intervention. Um how we're reviewing reviewing component goals every two weeks every component. So components,
114let me remind you are prek is curiosity corner, kindergarten is kinder corner, our first grade reading program is roots, and then second and third is wings. We still have a few kids that are second and third graders in our first grade roots program. This quarter we looked at the data and said, okay, which kids have been struggling and are stuck in the roots program that are third graders that need to be moved. um something's not clicking. SFA is a great program, but it doesn't work for everyone. So, we did something different with the group of kids that we are, they just need another push, those bubble kids. Um so, we put them in one class with Miss Holmes. Miss Holmes, as you know, had left us to get her masters. She focused on literacy. She
115came back. So, we're like, let's see what she can do with them. So, she has a special task. She is going to incorporate some SFA when it comes to the reading portion, but when it comes to the phonics and the phmic awareness, we told her to do something different because that's what those students need. We needed to differentiate the instruction for them. So, she has had them for three weeks now since we got back from fall break. She's seen some changes in what they're retaining. Um, and then she will be assessing them every Friday to see what are they what information are they retaining. This also supports with students who they may have a learning disability. That data can be utilized for testing pushing them towards intervention. A majority of these kids have been submitted
116through our intervention pro process which is they get submitted referred then we try to figure out different ways to support the teacher and the student. If all of that fails then we do recommend them for testing. The problem with that is sometimes parents don't want testing. they feel like it's another label on their student and what we try to emphasize to them is it's not labeling them, it's helping them to be successful. Um, so that's where we're at with those kids. And then again, we just want to celebrate the quick wins. You know, third grade, one of the teachers was, she almost started crying because she's like, "Third grade is only at 31%." But I said, "But look at the growth they made. They went from 16% to 31%." But I feel like that kind
117of lit a fire under her like okay what else do I need to do to support our students to make those those movements and to make sure that they are successful by the time we take the AASA questions on SFA? No, but I but I am um I wrote down I wanted to not only follow up but celebrate uh and um kind of hear more about how it works with Miss Holmes or the students that are that that she's working particularly with being that you know sounds like she's already kind of seen some differences and I just thought that was really neat to see someone you know that that's what she went to do and iling ing her skills or at least her expertise. So that that caught my ear and I thought that was
118exciting. But overall and then to to reinforce what you just said about the teacher looking at the the scores here, I I understand too where where those successes whether they may seem small or large are important to be celebrated. So I just want to continue to express that your teachers and all of you are doing everything you absolutely can. Um and I think it's really important. Um and I'm grateful that you're able to support them. and by looking at their strengths or their weaknesses or whatever it may be and just kind of really finding them what they need. So that was all I was going to say. I I understand and I'm grateful too that when I had come initially and had some uh uh hesitencies about SFA but I agree with you you know
119whatever we're going to use we use it to fidelity we use it to to its full potential and it extent can be successful. I I know that you're really strong proponent for that um system, but I'm also grateful that you're also open to like, hey, if it's not working, let's try something else. But but I overall I I feel like that's the only thing that draws my mind because I know that even now was what I've seen from my own students or the students in my home is that that that that progression has been kind of consistent. just utilizing what they understand and having teachers feel more confident in it is what I feel like has kind of kept them even I think Laya is over reading for a seventh grade level now even though
120she's in sixth grade and she's just a problem that >> I don't know you know just really kind of tuned into it >> right >> so I'm I don't have any other I just wanted to shout you out again and shout everybody out about the the overall data for the SFA >> Stevens I I wanted to ask in regards to the percentages for the first grade like what are some of the things that you discussions you're having on what you notice and why it decreased? >> Um so when we met in our component meetings and I I explained what components were but I didn't tell you we do meet every two weeks. So every quarter they come up with a goal on how they can support um in each component and for roots a lot
121of it is so there's there's the big five I don't know if you've heard of them within ELA it's phonics phmic awareness um fluency vocabulary and comprehension so in roots the big focus is phonics phmic awareness and fluency because you're learning how to read in wings it's vocabulary and comprehension because now you're reading to Um, so we look at, okay, where do we want to start with our roots kids? Because if they don't have phmic awareness or phonics, they don't have those sounds, they can't blend the words, then they're going to struggle to read. Not all words can be read phonetically. Those are what your red words are called um or your site words. So, how do we ensure that the kids are maintaining mastery of those as well? So they talk a lot about
122in roots. Okay, where are we going to start with? And again, they're all broken up by levels. So you start with R1, which is your basic kinder beginning first grade. So first, when they enter first grade, we want them to be at a level R2. Because in kindergarten at the end of the year, they start with the blending and the reading so that way they can progress in roots. Um, by the second quarter, our goal for them is to be in an R4. That's about mid that's where that's where the big chunk of the phmic awareness happens. Now we're blending. We're looking at different patterns of spelling um your your long vowels because they're only learning short vowels in kinder and like pre first. Um so we talked about that with our component roots like
123okay what happened here? Where did the dip happen? What are some things we can go back and look at? So then they looked at it and like well we had our goal too high because now they were looking more at a fluency level versus that phenemic awareness part. So then they changed their goal so that way they can focus on that part so that we have more fluent readers versus non-fluent readers. So we're hoping to see an increase in that. Um and then again looking at the students who are struggling the second graders the third graders why are they not at grade level and then that's why we made that class. And then to add to your comment Mr. Wendy, I wish we could teach all teachers, especially if they don't teach kindergarten first, how
124to teach a child how to read because, you know, when you're, and I've heard it from secondary, even intermediate, like we don't focus on that because we're trying to get them to learn comprehension, but if they don't know how to read, they're not going to learn how to comprehend on their own. They may be able to if you're doing readalouds. We're big on readalouds as well because that's where the students get to see how to hold the book. we read from, you know, one direction to the next. This is where we ask the questions and looking at those details. So, um, her going back was an eyeopener because now she knows, okay, in third grade, why didn't they know this and now she knows, okay, this is where I can start and it's an advantage
125for her. Um, so we've been trying to let her know like this is where you need to start and because at first she's like, am I going to get dinged? I'm like, what do you mean? I've never come into a classroom and said, "Oh, you're not doing this correctly." It's all right. Give me some background on it. Because I may have walked in and I may have asked to myself like, "Why is she doing that?" But, you know, I always give them a chance to clarify and let me know. I walked in and I saw this. Can you let me know why? Oh, well, it's because we had to go back to the root cause because they didn't know prior knowledge or they didn't have this. So, I had to make sure that I was
126teaching A so that they can get to B. Thank you. >> Anything, Miss? >> Yeah, >> you have a couple more slides. >> Yes. So, in the summer, you asked me a question about our prek kids >> that were here in prek and that are now third graders. So, we did try to pull all the data that we could. Keep in mind that when we went to Infinite C from Infinite Campus to Synergy, some of our data was a little bit lost. Some of it is still there. Um, so some things that we found in our cohort data is 24 out of our 78 third graders attended prek with our program. Now whether they attended prek at Head Start, I don't know. Um, 11 for two years. We had 13 for one year. 11 third
127graders, excuse me, have been with us for two years. 13 for one year. Three have been retained. um six have attendance concerns whether it be tardies, early checkouts or absences and one of those third graders had attendance issues but have improved. So Mr. Diaz, if you click on that link, so if you go to the next slide with the data. So, here is our ELA data in kindergarten. Um, again, these are our our current third graders. Two were minimally proficient, four were partially, five were proficient, and 10 were highly proficient in kinder. First grade, we don't have the data because that was the year we decided no more benchmarks for first grade because it wasn't developmentally appropriate. Um, so then they started benchmarking again in sixth grade. I'm sorry, second grade. The six are minimally
128proficient, three were partially, seven proficient, and seven highly proficient. And that's if they were here to take the assessment. Um, for their math in kinder, again, one was minimally proficient, and these are all at the end of the year. They're not um from pre to post. It's just the post assessment. Four are minimally proficient, six are proficient, 10 were highly and in second grade the four were minimally partially were six, eight were proficient and five were highly proficient. Um we were able to pull our I Ready data that we had previously that we were utilizing so that you can see um the comparison from kinder to second grade um when they are now third graders. So they're now taking dibbles and they're not taking I already um so as you can see zero were minimally
129proficient by the end of kinder 12 were partially six were proficient and three were highly. And then as you can see in first grade they had one that was minimally proficient. 15 of those were partially five were proficient. And then the three and I'm assuming those were the same three were highly proficient. In second grade, nine of them were minimally proficient, six were partially, three were proficient, and five were highly. Um, and this is their math data. And I won't say each number because you all can read because we're all math people. So there really wasn't whether they attended prek here or not does not determine whether they're going to be successful in third grade being that different factors come into play. Were they here? We had a few that left, came back. We had
130a few that had attendance issues. Um in prek they don't have to be here. It's it's a choice. Same with kinder. You really don't have to be in school until you're sixth. So those that's where they had the huge attendance discrepancies. Um I really wish we had the first grade data to kind of compare. Um but it didn't doesn't I would love to say it makes a huge difference, but it really didn't. And again, if those other kids attended preK at Head Start, I would like to know if they went there as well, just to see if it kind of aligns to what we have. Um, preK, we've had quite a few changes in preK with staff. That could be a huge determination as well. Um, and then we didn't start implementing Curiosity Corner, which
131is a component of SFA, um, until those kids were in first grade. So they didn't get that start with the program. >> Hopefully hopefully it at least affords an opportunity to get familiar with like structure and schedule and all that stuff. Whereas coming straight in from kinder or not even coming or skipping all of that, not even coming in at all, then you're kind of so hopefully give some support to the teachers as opposed to not just the students, >> right? Um and then the one thing I wanted to add is we were looking at ELA benchmark versus the ELA aasa. So this is a a conversation we want to have with Mrs. Medina on the alignment of the assessment because when we get towards the end of the year, we always compare where they're
132at and that hopefully is an indication of how they're going to do on the ASA. But I was sometimes my my brain just keeps spinning and so I I wrote it on my in my office. I didn't bring it with me but we were looking that as a AASA assesses the students for comprehension, grammar, fluency and writing. Our benchmark is only comprehension. >> We implemented the writing to support with that piece. So then my question was how do we incorporate the grammar piece because how much of a percentage of that is scored on AASA and how much of that comes into play when the scores come back because when the scores come back they are a little bit lower than our benchmark but then I was like well that makes sense because we're only assessing
133for comprehension on our benchmark >> and I've never dived into should but they don't provide a a basic like rubric of what? No, >> they pro they provide a blueprint. >> Oh, so it's just like >> it's just a blueprint that'll say like reading literature is a percentage, informationational text is a percentage, >> writing is a percentage, but we want to know how they score it. >> Yeah. Yeah. >> Because then when we get the scores back on individual students, for example, Ruben may have gotten a lower score than Anna Marie, but she didn't make the move on with reading cut, but Ruben did. So that's been one of our biggest questions is how do you score the AASA and what determines the move on with reading cutoff? I haven't been able to find an
134answer. >> I'm sure it's intentional, but it's also like okay. Yeah. I mean it it's interesting. >> It is. Yeah. >> Any other >> members? Anything for Go ahead, Miss Stevens. So you were talking about prek. Um you were also talking about how if students um you didn't really see a notice like in regards to them being a part of this program. But with that being said, you were saying like there are a couple of things that um that you might have noticed that could be beneficial for those prek students because you talked about the reading quarters or >> has that did that stem from what you learned over the years of what would be helpful to prepare moving forward? >> Yeah, we and every summer we start we start from the top and work
135our way back. Okay, this is what third grade knows. this is what they need to know. How do we pull in second grade from that? Okay, now second grade needs this. Where do we start with first graders and then so forth? Um, so that's why when we have these meetings and we we don't just, for example, like second and third are the only ones that are benchmark. We don't just share it with them. We do it schoolwide. So that way our prek, kinder, and first can see like this is what they need to know and this is where they need to be. Um, for example, we're showing them third grade and second grade writing so that first and kinder can attack those basic skills and foundational skills so that they can become fluent writers. So,
136we don't just, you know, you only get second grade because you're a second grade teacher. We want them to see the data from all the way down so that way our prek teachers can also see like how can I incorporate some of this? Granted, prek is only more of your social emotional interactions, your oral language, making sure students are speaking, but they also sometimes they ask, well, that doesn't really include us, but it does because if I can speak it, I should then in turn be able to put it on paper, right? >> Um, so then they're starting to see those connections. >> Great. Thank you. >> Anything else? Thank you so much, Miss Enriquez Benson for all the information. >> Thank you. All right, let's go ahead and move on. Anybody need a break?
137Are you okay? >> Can I take a break? >> Sure. Let's take a quick five minutes. Yeah. Okay. Okay, we'll go ahead and call the meeting back to order and Oops. Hold on. Mr. Mr. Diaz, while we're waiting, is there anything you want to kind of follow up with on primary data that we should make sure just give give Miss Bey some time? >> Yes. Um, I always have commercials. Um, now we're going to get to the next level. You're going to realize uh, as you can see, there's a lot of work that we still need to do, but we're looking at where are the pockets of success um, and why why is working. But the questions that you are uh or what we're trying to remind or what I'm trying to remind the governing
138board is our our plan is the thermostat. Your questions set the temperature and uh towards the end we'll have our a reflection to see okay what how is that temperature changing over time. Um, I want you to um pay attention to the level of awareness of the data. Pay attention to the principal level of awareness and what are they doing with the data. Uh, or they um we're trying to stay away from generalizations. It is if you're going to claim that attendance tell me, don't tell me show me um but not that you show me what are you going to do about it. um is the way we are framing our data dive and if we all continue to use the framework um it will al not only answer your concern that hey I want
139to be uh uh I I want to share the accountability with with the team but I don't want to sound punitive so as we stay with the framework here's what the data says so what does the data mean how we going to fix it um and uh how and by when and sometimes let's throw in who is going to be overseeing it. So th those that that little framework, this is our second year pushing it. Um and I and I hope that on the back end you start to see how the depth of the data and and the depth of the thinking. It's it's taking away that level of concern. How am I going to ask? Because by asking these level of framework questions, the principal and and the now the teachers they coming back
140and saying, "Hey, I could have done better. What are you doing?" And and sharing that accountability uh pieces. Um the level of consciousness as well. Um I don't know if you saw already in that first presentation, it's this is what a data looks like, but this is what I'm going to do about it. Um and I was happy to hear some of the thinking that you were behind uh that you were asking earlier because it it the reason we have our essential tents it is specifically to have a safeguard in place to see okay I I'm not I'm asking you to follow the three-year plan um and and and the data diet it also putting them back in the in in the planning what are you doing what are you doing about it I also
141want you to see is um the at the end of last year. I want you to remember the amount of red and the amount of blue that we have at the end. Um but what I want you to pay attention is right now at the first level um at the first quarter, how much blue are we starting to see and how we going to maintain it and how are we going to get the other ones. the level of data data that we having. Um, what I want you to appreciate is we're looking we not only looking at at the the school level, we're looking at at the grade level, we're looking at the teacher level. What is the difference is that we're also looking at it at the bi-weekly DFA level. But now that teachers
142also know, hey, we all looking at the same data. how by by you requesting a first quarter uh data analysis, believe it or not, it's a higher level of accountability because now it says, "Oh, now we're going to look at it every quarter." So, I need to I need to perform now every single quarter. So, as simple as as as as summoning us to give us an update that let that increases the level of awareness. I have more commercials, but I'll give it back to Miss Be. Is it on? >> There it goes. >> Okay. >> Honey, obje. So um it may take time to download because it's pretty huge if you go to the slides tab. But um so at the intermediate school uh we have our mission and our vision which we see
143every day and our students review every day but we do want to empower our children to have a strong cultural identity to conquer challenges in their journey of life. And then our vision is success no less. So we want to make sure that we're able to teach our students with inspiration, motivation and empower them. um so that they can make a difference on the thatham nation and beyond not just on in the classrooms but outside of the classrooms. So our goals is to increase um 25% on the ASA test for math and ELA and we want to increase our walkthroughs using um which also aligns with our B USD goals of 70% um mastery on the standards. So this is this must look familiar. Um this is exactly the same from the summer. Uh we
144just want to make sure that we're still building on what we had created over the summer. So these are action plans that we have as a school. Um, and part of these action plans, our teachers are also using um, by building on the action plans that we created over the summer, but making it their own and how can they um, as a team accomplish these goals. And so each grade level has their own action plan. I did not share their whole action plans with you because most of them have like it's a probably about 10 20 pages. It's of data. It's of um their goals. It's of their root causes. They um dissected every question and tried to figure out why their students didn't do well on particular questions. And so that um I only
145got parts of their action plan that are shared throughout the slides. So you'll be able to see parts of it. You'll be able to see their goals, be able to see their here's what, so what, and then then what. and then um part of their action steps and their root causes that um they were able to find. So this is just parts of it of what they created. Um and then uh here's your here's what, so what then what? Um everybody knows what it means, huh? Yeah. >> Okay. Um so all grade levels were focusing on the BSD goals of 70% mastery on standards and 90% attendance. So for looking at fourth grade um they were they would like to build on their accountability with um targeted prep preparations, structured interventions and uh align those
146interventions with state standards and then familiarize themselves with the testing formats that we have um with our DFAS and then benchmarks. And now looking at the fourth grade data. I don't know why it didn't move. Oh, there it goes. Okay. So, looking at ELA, um, we did have one standard that they met 70% u mastery with the ELA, but you could see that all grade all um standards were increased at least by 24%. So we're almost there. Um well we we most of them increased at least by 25%. Um, [snorts] and it shows that the work that the teachers are putting putting to, you know, they're they're meeting twice a week and they're meeting after school with project momentum. Um they meet at least once or or once a week with like maybe one or
147two hours depending on how much time they have and how but they plan as a team to try and figure out how can they move students even more and how can they utilize all the staff on campus and so it looks nice. There's some blue in there and some green. And then now they also the teachers were able to look at individual teachers. Their names are not on here but um the teachers know who they are. Um but they were able to look at see what were their root causes as a teacher. Um I know we look at the root causes of the students and see how they're doing, but what are they doing as a teacher as themsel? like maybe they're not teaching a specific standard um correctly or maybe um one teacher is
148better at teaching a specific standard and what did they do to get the higher scores and so that the they can teach the other um team members on effective teaching strategies. And so looking at the grade levels, we also notice that um there is huge growth among a team when they planned together. Looking at the RL2, you could see that as a grade level, they almost made 70% attendance. It's just off by like two two%. But when they work as a team, they are a they're more successful and they could see what the root causes are or where do they need to make sure that they focus their next instruction based off of the standards. >> President Mood, members of the board, um this is one of the graphs that was not introduced earlier that
149um we want to give you a little layout. Uh we have four um four um teachers. What you see in the blue and correct me if I'm wrong, the blue is the average score by the by by each standard um as a as as a grade level. And then each additional graph is how each teacher did on that standard. Um one of the useful um uh characteristics of this standard is show which teacher has a strength um in a particular standard or which standards the teachers are struggling as a whole or individually. So this is very helpful when they're meeting as a team to hold each other accountable and when they are doing their intervention groups. They can see if a teacher is doing really well on one particular area. then we know to put
150the students who are struggling into that intervention class with that teacher because then they can bring up more students to pass for the next um inter then they do a test um after each standard they do a DFA test and then they do an intervention test which is their DFA 2 and so um we're hoping that with the intervention class that with the DFA then it brings up their scores >> [snorts] >> I know this is the fourth grade math data. Um you could see that um there is growth. Um there is one particular standard the NBT5 that was not on the um that one was not taught yet. the NBT B5. Um the teachers were instructed to follow the BT calendar with the essential standards and when they were teaching and planning there was
151an additional standards that were added and the additional standards unfortunately were the standards to teach the week of the testing and so they did not get to those particular standards. So NBT B5 just act like it's not there because they didn't teach it. And um all grade levels at least one stand. Oh, so this happened with all the grade levels. At least all of them have one standard that they did not teach. And then now looking at each teacher. Oh no, here there it goes. So looking at each teacher for the what was this one? Oh yes, for the math um you could see that they were able to look at each other's strength and see what was happening in the classroom and what do they need to um change for their future lessons like
152the basic math skills. That is where um one particular classroom is struggling on on the basic math skills. So what we've done is we implemented DMS which is daily math skills. So every day for 30 minutes the students are um practicing their math facts. And there's different levels to it to where you start with subtraction, addition, double digit, and then you move on to multiplication and then division. We're still stuck on the addition and subtraction with double digit. we're not able to pass. We're like at 74% and we need 80% to move to the next level. And so they do this every day, every day to practice to try and move on. But um that there's one particular class who is struggling to move on. So um we have implemented math facts in our specialist
153classes. We've implemented math facts in our 21st century classes. So before they start um the afterchool program that's they're doing math facts. And we also implemented a morning tutoring group. So in the morning before school starts, there's students that sit in the cafeteria and they tutor each other with their math facts. And so Miss Morales is started this tutoring group and now we have multiple students who want to participate that we we sometimes have to turn students away because there's just too many. It's like almost the whole school wants to participate. So we turned it into something fun and something um motivating that it gives students more leadership skills because they want to help others. And so this is by math. Um looking at the NBTB5, that one's the one that's the additional standard that
154they did not teach. But the rest um because of the basic math skills that they are struggling on um this it our scores are not as um they're not all the same are close to each other um because of the class different classrooms um abil ability levels on the math facts. So what they are doing as a grade level, they're going to have ongoing communication and support with each other. Um they are going to be meeting um with their PLC's, doing data digs at least. Um they do it every week. Um they collaborate with each other on effective strategies because one person may be better at another thing than another person. Um they do interventions and monitor data. So all students have a data tracker. So they have a data binder where um it's one
155uh one sheet where it has all their data for their DFAS and their benchmarks so that the students can track how they're doing on assessments and then um they use that that as their ticket to get into events that we have on our campus. And then this is an example of an action plan that one of um the grade levels has. They all created action plans on how they will be successful and who will be involved and what they will do as a grade level. And so this is just one examp uh one example for fourth grade of what they are doing. And a lot of the action steps that are on here align with the action steps that we created over the summer. And um there are quite a few slides at the end
156of the PowerPoint. Those are slides from the summer that you had already um been exposed to. So these are these are the same exact um goals that we had over the summer. It's just they're building on it now and they're making it their own. And here's some more actions um that they are planning on doing. Making sure that they're using their data, making sure that um they're developing effective strategies and celebrating the students because um when they do something like they when they're excited about their scores, then they're more excited to complete the test. And so, um, I did give the whole school a speech about, um, letter grades. And so, every, so when the kids are done with the test and then they come up to, um, admin and teachers and they'll say things
157like, will this help us become a school? And so we're we're getting them in that in that framework that like you know what your scores do mean something and it shows that you guys are learning and it and it brings our school up too and so it motivates them to do well. So another but a big component what we did on this particular um retreat that is different from the summer is that we looked at what we were doing in the past and we're looking at what we're going to do in the future. So, we want to make sure um we know that our past strategies have been effective, but we want to build on it to make it even better because you could see by the scores, yes, we're making growth, but that but
158we still have growth on our own and that we need to do as a staff. And so looking at the future, we want to make sure that we're sticking to our schedule and we're making sure that we align everything that we do to the ASA and to Beyond Textbooks. And we noticed that um the tests that we were given to or the tests that were given to students, they were not aligning to our DFAs were not aligning to our benchmarks. So we noticed um the DFAS are multiple choice and written response. But when we gave the benchmark test, we noticed that students were not familiar with the test by dragging and dropping things and using the calculator on the um the test. And so that brought down a lot of our students because they had
159the answer correct but they didn't put it in correctly as how by using the calculator online and um by the drag and drop because they don't have drag and drop on their um DFAs that they take weekly. And so we we do have a plan in place that I'll share with you at the end. And now looking at fifth grade, um they they also want to focus on the 70% mastery for their standards and utilizing the specialist teachers for their interventions. Um the specialist teachers also help within in their own classrooms. Um Mr. Swarnaba is our PE teacher. He not only teaches PE, he teaches um math as well during for the game. So it makes it more fun. And as well as Danny teaching our um science standards. So looking at fifth grade, you
160can see there is a lot of growth. There's a lot more blue and a lot more green. And this is um this is huge growth just from last year. Um the kids are are really interested in learning and just seeing they're amazed with um with how much growth the kids are making and on one particular standard that they met 70% mastery. And then they also looked at individual at individual teachers like how did they do as individual and what each teacher is going to do with that data that they have. So each teacher has a goal as well as a team goal and strategies on how they're going to be more effective. And so now looking at the teachers, there are three teachers in third in four fifth grade. And so you'll see the red,
161yellow, and green are the three teachers. And then the blue is the average. Um so um you could see there there's two standard well one was accomplished and there's three of them that just almost there. Uh, and then RL3, I mean, it's probably just like one or two questions of why they didn't master that. And so they also have um strategies on how they're going to um improve in those standards. And here are some of the strategies that are doing just like fourth grade did. Um they want to make sure that they increase their differentiation um scaffolding uh looking at their um assessments, making sure that the students are holding themselves accountable by making sure that they also have goals um using their data and then um having enrichment activities. And then this is their
162action plan with how they're going to measure that their goals that they have in place and their timelines. And so they can, this is a live document, their action plans that they have in place. So they can keep going back and figure out, you know, maybe something um didn't work, how are we going to change it? Or if um it is working, then how can we build it with the other um subjects that we are doing? And so they also have one for ELA with more targeted small groupoup instruction. Um more instruction on comprehension. Our students know how to read. They love to read, but it is the comprehension that holds us back. And so we want to make sure we we give more comprehension strategies. Um using the data binders and then um going
163over benchmarks. And this is for math. Um there was the 5G1 which was not taught. Um but the other standards were taught and you could see that all standards at least uh reach 22% or higher. Um which is really good because then you have at least 25 almost all of them are at least 25% growth. um which shows that our students are really I mean our teachers are really working together um to come up with strategies on how they can create more effective tier one instruction. And then they also looked at their by individual teacher and how they did and how can they be more effective. And then looking by standard and by teacher, um you could see that um you know, a lot of we're we're kind of all over the place with this
164one um with math and it's because of our daily math skills again. Um but we are hoping to build on this and each standard on here has to do with basic math skills and so um that was the biggest struggle for this particular standard. So, we do have a plan in place using the daily math skills and we're hoping to increase that by by the next benchmark. And now looking for fifth grade of what they've been doing in the past and how they will fix it in the future. They do want to make sure that they have um weekly progression plans as a team. They want to make sure to have intentional seating. Um that DMS is sustained. Um studentled instruction. As you seen in our previous board video, you saw some of the students
165teaching. So we want to make sure that students are also um being the teacher a few times or showing other students being the pure coach um so that the students are just not thinking I can't just learn. I can learn from other people and not just my teacher. I can learn from my friends. Um and then uh establish Kagan and Avid to make sure it's um implemented more to where the students are able to reflect on what they are learning. So sixth grade um they do want to increase their average of 58% to at least 70%. So, they're close, but they want to they want to work even more and get better at that and move up to 70%. Looking at their ELA, you could see that many have increased um all of them at
166least by 25%, which is really good that we're we're getting those students now that are going to middle school. We want to make sure that they're prepared and ready for when they get to seventh grade. And this is a huge growth from last year. A lot of more um green and blue this time. And then looking at each individual teacher, how did they do? And then um what they noticed is that the foundation literacy skills, comprehension skills um were a big need in among sixth grade as well as the other grades. So we're trying to make sure that um the media teacher and the science teacher uh or the STEM teacher and that they're also implementing um uh comprehension skills. And then a highlight for this team is that they also have um a sixth
167grade culture teacher who is implementing um five sixth grade ELA standards in her class using indigenous texts. So all the only thing that she teaches is with indigenous texts using sixth grade standards. And so this is going to help a lot with our score. So I think from last year to now you could see there's a big growth and which is having a big effect on our our positive effect on our ELA standards and then looking at their math. um going back to how they're they are struggling with their basic math facts, but we are moving up to try and and do our best to get them to know their math facts and we're hoping that it will help increase these scores for the next benchmark. And then GA2 is another additional standard that was
168not taught. Um that is an additional standard. The other ones are essential. And then the teachers also looked at their um their gaps, their weak areas, um their strong areas and looking at what instructional adjustments that they will make as a teacher. And then looking at um our math for sixth grade and looking at all the teachers, you could see most there's a lot of 70% mastery in um in sixth grade. And that's even with the kids not doing very well on their math facts, but they're focusing on particular ones for interventions that's helping with this part. So it it takes it's a team effort. It's not just the teachers, it's everybody on the campus that is helping to try and bring these up. And you could see with all the support that everybody's getting
169that the kids are improving. And so they also looked at each individual um teacher and figured out like well what can they interpret from their data? like what can they say about their data and how are they going to um you know grow and um help each other out to become more proficient on the standards. And then here's a a snapshot of what is in their action plans. They have a deadline. They have who's involved in um the actions that they have in place. they do want to make sure they're analyzing their benchmark data, making sure that they're looking at their weekly progress checks. Um because it does we can easily easily get off track and teach something else, but we got to make sure that we're focused and stay on task and stay um
170stick to the calendar so that we're making sure that our students are successful and having our weekly data meetings and using our engagement strategies to make learning fun because it's obvious the kids want to be here. They want to have they it's fun and so we want to make sure that we're building on that and using that attendance and here's some more strategies that they are going to use as sixth grade um small group instruction guided reading instruction. Um but looking at how they what they did in the past and what they did and what they want to do in the future is they do want to have more efficient lesson planning. Um more support from home um DMS routines um and do peer coaching and they do hi they wanted to highlight that um
171Miss Wooie our media specialist teacher does help a lot in these standards as well as our um ESS teachers help. They pull out students and they work with them on the standard that they are teaching that week. And um Miss Martin, our culture teacher, who also teach sixth grade standards. And we don't want to leave out Miss Wood, our self-contained classroom. Um she does have 12 students. Um they there's four students who are nonverbal and so we are all in the process of trying to learn sign language. And so we're trying to learn the basic sign language so that um we can help them be more successful and know that they we we want them on our campus and we want them to feel welcome as well. Just because they can't talk um we can
172still other ways to communicate with them. And so we wanted to make sure that we highlight um their class and that they've also um decreased their behavior um by I think it was like 50 no was it? Oh by 50% they're able to manage their um emotions. uh they were there's also some students who participate in our SFA roots program and so they go with the parah to the roots class and they participate in the same activities as the other students um and they have a 92% um collaboration with parents by um communicating with them and having contact with them on class dojo. So that was and then now looking at our SFA I think the that's Chile. So I think Chile is the reason why it's so hard to um open up the file.
173He's hold he's um he's making the file too big and that's why the file is so hard to open. [laughter] >> [gasps] >> Um so Chile um is part of our PBIS program and which is goes along with our SFA program. And so just by our first quarter, you could see that we've increased by 14% in fifth fourth grade and by 9% in fifth grade and by 15% in sixth grade of students being at grade level and so which is a huge growth and we actually have so roots is the foundation of SFA and then there's level two, three, four, five, six. And there's another level called the middle school level. And we actually have six students in there. And so, which is really exciting because they are reading some really um some really intense
174hard uh middle school books right now. So, like The Hobbit, um um Number the Stars, um they're reading some in some really um intense books. So, and they're excited. I got to teach their class the other um yes the other day because this the teacher was out and it was so much fun. Just the kids were excited. They were um telling me all about the story that they were reading and they were like this is like real life stuff. This is can really happen. And I was like I know. And so they just made it fun. Um compared to just reading non-fiction books. Um these are books that of things that could really actually happen. And so, um, we're excited for those students. So, we will have six students going to seventh grade as of
175right now, um, who are reading at above grade level, who are ready to go. Um, and there's more titles this year, um, more multicultural texts that the each grade level was able to use. So, we're we're excited to use those that the teachers will be implementing soon. And now looking at our attendance, um, as we do not have a parent less on, so all of our teachers, all of our staff have, uh, put on that hat to try and help with, um, with reaching out to parents. But most importantly, um, it's the teachers and the staff that are making school fun of why our students are coming to school. Um we acknowledge them in our morning announcements and um we follow our our who's in whose house is in the lead every day. Um so
176the students are excited to see who's in the lead um on the TV and the cafeteria or in the office. So thank you to tech for making sure that that was updated. Um, uh, well, Alturismo is in the lead and there's a lot of rumors going around that we're cheating, but we're not cheating. Just make it official. We're not cheating. Um, this Altruismal sticking out this year is the Vindy Wand last year. So, right now, Altruismal is in the lead. So, we're super excited. Um, is the talk of like every day they're talking about it. And so when they're here, they also get points with that. And then they get their RCA shirts. They got a RCA lanyard. Um they were able to participate in a short dance. Um we have an attendance committee. And
177then they were also given um students who have missed uh five or more days received a attendance contract letter. So I put one on your in front of you. Um that was the letter that went out to parents. uh explaining to them that on average in Arizona 10 to 15% uh students are identified as chronic absenteeism of students. Unfortunately, us we're we're at 31.66%. Which is double of what the Arizona has um as a state. And so we wanted to make sure that we're sharing that information with the parents and we want them here in school and how can we support them. And so sharing this data and sending out the letters um yes we got parent complaints, we got um parent calls, but it but now parents know like we're we're paying attention to
178our attendance and we want to make sure that your students are successful and how can we support them. And so we did have um a very good turnout of parents that came to the campus when we had one day of where the parents can come in and sign the their attendance contracts and we would give them resources and how can we support them. Um we did have a good turnout. Some came in kind of grouchy but after they left they came they left um more motivated to get their students to school. And so so good job to our teachers and our staff for our attendance. So in summary um looking at all the data the fourth fifth six you could see um there is a lot of growth and based off of their past and
179future data we want to we wanted to support them as admin by making sure that we align our professional development to um to the teacher goals. um do more peer coaching where the teachers are able to go into the classrooms and and then monitor trends with our walkthroughs and our data um more one-on-one support and using project momentum as their dur during their extra duty making sure that their PLC time is using um using it effectively by reviewing the data and coming up with um strategies for our next lessons. And then us being part of project momentum, we have access to Navi and to Adele. So Navi is um is through Pearson which creates our ASA test. So when Nav'i, our students are going to be taking a benchmark in November and then they're going
180to be taking another one in February. And that test pretty much aligns exactly like the ASA test. So, we're wanting to give them more practice on how the test looks and our teachers are also able to get in that Nav'i program and create their own tests. So, it gives them more practice. And then the Adele um Arizona digital educators library that one gives is AI generated where it can help them create more effective lessons and more effective strategies in their lessons of how to um use more graphic organizers um be more studentfriendly because you go in the classrooms and you see the objectives on the boards on their focus boards boards and sometimes they tend to be very long and sometimes we know for they can't master that whole standard in one day. So we
181want to make sure that we're able to use it more effectively so the students can hold themsel accountable for studentfriendly objectives that they can master in a day. And so um that is what we are doing as a school. And then the rest of the slides, those are slides that you have already seen over the summer. If you wanted more information of what we're doing as a campus, um those um the rest of the slides are things that we are doing. And so that is it. [clears throat] >> Thank you so much, Miss Beay Lewis. Uh Mr. Diaz, I have a I have a request and then I'm gonna have I have some questions. Can we because this is a lot of lot of information and I'm trying to read it at the same time
182be able to listen at the same time and ask break down questions. Can we work on setting better of a standard of how that information is put on the board docs because I can't open it. Haven't been able to open it. It's not it's not here as well as barbecue middle and high school. So whatever link or whatever program they're using to share this information with us, I'm not even able to access. So if I had even if I wanted to look at it prior, can we work on something that's going to be a lot more accessible on board docs that can that we can get into for sure without having any delay or any kind of um I don't want I also they worked on a lot of stuff and if I I don't
183want to be rude and be like I didn't read it because I also don't have access to it but I'm trying to make sure I'm also looking at it here printed in front of me. So I want to leave that with you first. Um, Miss Beay Lewis, thank you so much again for the information, the robust information. I'm not saying that that's a bad thing. I think it's important for us to have all this information. We probably asked for it at some point. Here's what I wanted to make sure I asked. Um, I'm I'm reading and I'm understanding and I'm listening. One of the things I want to try and and express is I understand where we feel and how we are how we feel about our letter grade for our schools, but I don't
184want that to be as a driving factor for students to feel like that's their responsibility. I mean, it is in a sense that it's our responsibility to make sure that they're understanding standards, that they're participating, they engage, that they're present, which many of your students are present at school, which is phenomenal. you mentioned. Um, but I but I also want us to not put on their shoulders that that that that their success is, you know, contingent on a grade level from the states. I don't care about it. Me personally, I don't. It's a great thing to have and it's also beneficial to have, but to me, I don't want students to feel like they're they're they're going to be held responsible if we don't or do not increase that grade level. that aside um when
185I'm looking at the teachers data and again I want to be I want to say we are here about student successes but I also want to make sure our student our teachers are successful. What plan do you have in place to continue to support those student those teachers that are struggling um that have been struggling? I know there's some imple in imple implementation of what the suggestions are in this report, but I wanted to hear specifically from you what is your detail plan to support those teachers that are not showing any kind of because there's only in each grade level there's either one or two teachers that are doing really great in each standard and there's teachers that are very much not. So, I I just wanted to make sure to pointally ask that question
186of you and I guess that'd be something I'd be really interested to pay attention to um at our next quarter deep dive, but I just wanted to I mean, you don't have to answer that now. Of course, maybe it's something you want to put together or maybe you have an answer, but I just that popped in my head is um I know you're you're encouraging and I see how much you support the teachers to like collaborate and have that time for their learning communities or their or their learning teams. Um but what what are you holding yourself to to say okay here's what I here's what the plan is um because these are my teachers and I want to see them um um thrive as well. What supports um do you plan to have you
187know kind of moving forward >> and so that is um the summary slide here. So we we are planning on making sure that we are giving more one-on-one support to those specific teachers. I just didn't want to put their names on here. No, no, no. It's understandable. >> And um for we noticed that um look because we looked at this as a whole school um and looking so every teacher saw each other's scores. Um so we wanted to see well if there's one teacher that has really good scores then what are they doing that's working? And so that's where the peer coaching comes in. So, um, all the teachers would like to go visit other teachers to see what they're doing. Um, Morales and I, we go in the classrooms and we, um, we also
188teach, so the teachers can see us teaching. Um, it's only fair that they see us as well teaching. And so there's there's there's admin and then there's other teachers that are helping to do the peer coaching where they can see each other um, teaching. And we gone in classrooms and um videotaped, okay? And we've told them in our professional development so they can see examples of what effective lesson looks like, our effective strategy because we do we are focusing on three specific um domains on their evaluation when we do our walkthroughs. And so we wanted to give them examples of how it looks. And so we're trying to come up with ways of how to support not just those teachers that are struggling, but everybody. >> Right. Thankful. I thank Thank you. I'm glad to
189hear you say you guys actually will demonstrate and kind of give and I don't mean to say that teachers can't shouldn't be able to like okay I got it but I think you know let me let me do you do type of stuff like we do with our students. Um >> and Kinsey has also gone in and taught math too. >> Awesome. Those [laughter] are the questions that I had so far. Anyone else? Miss uh Stevens, >> I was just going to say those are almost the same questions I was going to have as one, but one of the things that I wanted to ask was um with some of those teachers, are they first year stu um first year teachers? Cuz that's probably like uh a huge factor of some of the things that
190are happening. And if not like or um and hearing what you are planning to do is really helpful because those are going to be my same questions. >> Yeah. Um those particular teachers who are struggling um one is a new teacher and um the other one we are working on working with oneonone. Miss Vance, >> you uh I just wanted to make sure I heard heard you right that um you had mentioned the percentages that your goal was to have them increase by next quarter to the uh 25% or 70. What was the percentage? they they want to each grade level has come up with a goal to reach 70% attendance. Um the 25% is the ASA data. So next we'll know if we reached our goal next year when the ASA test >> results
191come out. >> So each quarter your goal is to reach >> an additional 25%. >> No to no so each quarter we want to reach 70% attendance. I mean 70% mastery on standards. >> Okay, that's that was so that was okay because you said attendance. I'm like >> okay so each goal you're you're each quarter you want to meet the 70% goal. >> Um thank you. I think that's fantastic that you're looking at each quarter not by the end of the year. So, thank you for that and thank you for all the hard work that you are doing. >> It is a lot of information. Um, but when we were asked these questions, um, I I mean, I'm I only see parts of the day in the classroom. Yeah. >> And the and since since
192I only see parts of the classroom, the teachers are the ones answering these questions. they can answer more better than me because they know the root causes. I don't know the root causes because I don't know I didn't see every each lesson that they did and what happened and why the students didn't do well. And so this the whole pretty much the whole PowerPoint all the slides are pretty much made by the teachers. I gave it back to them and said this is your data. How are you going to sell your team? How are what are you what do you want to share with the board members about you guys? Because I only see parts of the day. I don't see the whole day. And so the rest of the slides after this are my
193slides but mo all these slides are are by the teachers >> that that's actually thank you for that for sharing that because that that I mean and again earlier we were talking a little bit about perspective from the board standpoint. We don't take into consideration as well that there are also behavior issues, absenteeism, tardiness, sleepy kids, all of those things that also play a factor into this overall overarching uh um goal to have 70% of mastery by 80% of students. But leading into that, I wanted to ask, you said there are six sixth graders that are reading at seventh grade level. How many total sixth graders are there? Total sixth grade I believe. Do you have the exact number? >> 81. >> Awesome. >> And we have quite a few who are in level six
194um that are really close of moving up. So, we may have two um two sixth grade levels or the middle school levels for next quarter. Um we're we're almost there. They're they're almost there. So, we may have maybe I'm we're hoping maybe at least by half of the half of the sixth graders will be at grade level when they leave, too. >> Sounds awesome. That'd be something to really uh pay attention to as well. maybe something I would ask that we continue to hear updates on because it'd be really great to have let's say 80% of the students or more be at or beyond the grade level when they when they move over. And it's and I know it's it's it's a it's it's I know it's not far away or it's not something that's
195not possible, but I think it also sets another goal for for all of us or our students as well and teachers and whoever to to say, "Okay, we have this many. let's try and shoot for another 10 next quarter, another or whatever and get up to that amount >> because I feel like overall so much of what we deal with ends up being with how well do you comprehend what you're actually taking in and reading and and understanding. >> Um I mean math we're all math people as we've said over the over the course of this morning. Um, but I think that reading and that comprehension, that literacy, that understanding is a whole other level of of where maybe middle and high or secondary, you know, you don't realize that until you get up there
196and you're like, okay, I have so much actually I have to understand as opposed to, you know, this the the stuff you get in in the [clears throat] elementary side. [sighs] Mr. Hendricks, anything? >> Just I just wanted to comment on the the sixth graders that are grade level and above. Uh because that kind of tells me that they're ready, you know, for the next level >> and then from the next level hopefully they'll be ready college. >> Yes. And um we've also made sure that all staff have been trained on SFA. Um, so myself, uh, Miss Morales, the AP, um, the counselor, Miss Flanigan, our behavior specialist, um, Sky, and our ESS teachers, they have all been trained on SFA so that in case anybody is absent, then their class is never um, canceled,
197that there's always one of us that can jump in and help um, sub that class if if we need it too. >> Awesome. Miss Stevens, >> I think that's wonderful. I think that's so amazing that you have that teamwork with um and you created that system not only for your staff but for your students because you mentioned how students are excited and I've heard like friends and people in the community saying like, "Well, my kids don't want to miss school because they're trying to earn these things so that they can go to these events." and they're excited about learning and you can see it and you can see it also in the benchmarks. I am super excited about the math marks because there's no red in this from the first quarter and like most of
198it was red >> when you got started and now look at it now there's none and so I commend every single person on your campus who's making those efforts to educate our children. >> Thank you. I will let them know. I'll replay what you said. >> [laughter] >> Thanks. >> Um, I guess I just I I just had a comment about, you know, how excited you said the kids were to um have their school letter grade and um the um what Juan had shared uh about that. Um, and I just really hope it doesn't um, I mean, you you because you found a way to get them excited. You got you found a way to have them want to be a better school, uh, better students, you know, all that learning and stuff. Um, I
199don't want them to feel uh, let down or to, you know, by by telling them that that or won't tell them that the great letter doesn't matter because it, you know, it's it's hyping them and it's it's getting them to feel like they're progressing and they're they're part of that and they want their school to be an amazing school. So, I don't know how you're going to work that out. But also, what Juan mentioned was about the um the percentages of um like the 70% um what is it? The student 80% of the students will demonstrate 70% mastery and and you're moving toward that goal. So maybe that should be the goal for the school is because you're almost there as a school. if you just move toward that and and how somehow change uh
200tweak that the thinking of of of that you you'll have you'll have met that number one goal for the whole school district. So, >> I really I really um >> love your campus and and the way everybody's uh working hard to make sure that our students are are going to make it. They're, you know, they're they're doing what they have to and and yeah, there's there's those uh teachers that um need help >> and like was mentioned with uh the way that um you're going to move forward in that manner to make sure that those teachers uh get the help they need to maybe teach a different style and and to talk to the other teachers that are are um seeing that high progress in in whatever areas that they're doing. It's just working together.
201And so that was mentioned already, but I just I just really like the way that you run your school. And for me, it's like the school that has the most um school spirit. You bring in people to to help the student and that's that community, that engagement. That's what we're looking at as well. And I think that really helps to to motivate. So thank you. >> Yeah. and and we I think we end up talking uh our data is like a an everyday normal conversation. And so um and they and the kids know what a C A F A D um B A is. And so since they know what these percentages are and when I shared with them about um about possibly being a B school and then when I go around the campus
202and then they tell and then they they also tell the teachers like we don't want to be a B school, we want to be an A school like so how can we become a A school? So, it's not only our teachers and staff that um are wanting to be an, you know, a B or a school, but it it was actually the students that came up with like we can be an A school like they're motivated and so I've heard some parents come back and after um talking with them, they're our kids keep telling us to check the um Babo Babo um Baba Cubri Education Facebook page. They said you're gonna post on there when the letter grade comes out. I was like, "Yeah." I was like, "I'll post it on November 1st when it's
203official. See where we're at." But it's it's just something to show the students our hard work that we put in as a school and that our when you do hard work together, you work together, um you do accomplish things at the end. And it it took a while, but at least we're there. And so we're we're just excited to find out the scores >> and and and and I wouldn't and I apologize if that's how it came off. I wouldn't ever want to discourage and or discredit the the effort that anyone is putting forward to it. What I mean is that as much as you as much as the effort as we put towards what Miss Vance just said, the goals that we have right now have gotten us to the place in which we
204are. And I think you have been one of the ones that have been really intentional and and very it's very much observed how much that culture that that climate has changed. And what I what I fear only is that because we're going to lose so many of our teachers soon >> that we're that we're getting far ahead of who now do we need to look out for and almost headunt so to speak to help bring in much more and continue that success as we move forward. But I think so long as we have the plane the playing field the goals consistent with and maybe even we we shoot a little bit higher in the next three year or five year um plan 70% was good let's get it 72% or whatever it means mastery and
205go from there I think so long as we're focused on that and as much as you all have given you yourself and every one of the staff members who helps bring in all of those individuals that come to help motivate the students an eventuality when we're all in that same mindset and the students I will I will attest, you know, they're very excited to be able to see where they are, whether it's blue, whether it's um uh green or, you know, those proficiency levels and they're they're equating it with, oh, I'm blue now or I was green and you know, and it's really exciting to hear them because I know what that means. And I'm sure parents out there are like, "Oh, what are you?" No, I'm I'm So when my son comes home and
206says, "I got a blue." I'm high-fiving him. I'm telling him, you know what that means? You are well above and beyond where you need to be. Keep that up. You're doing amazing. And and and I think that's the mindset, too. We need to also share with our parents. And I know you guys really have a good um handle on bringing in community, bringing in families when you guys have your little events. And I think it's really awesome to to continue to see that support. But that was my only meaning is that I I think that we just stay the course and we continue to maintain. And then I started thinking about, you know what, yeah, we're going to need to look think about how do we continue to maintain, especially with new staff soon, but
207I but I felt like we have the right person at at the helm. So, I'm looking at you and your team um to guide us and to continue to guide us where we're where we where we are looking at these things really really positively. And I don't mean to ever come off negatively, but I just think that that's something we we we can pride ourselves on is that y'all have really made that turn around and I really appreciate it. >> Thank you. and and we are in the process of making sure that um dayto day if we notice our systems in place that we have on our campus that we're documenting it. We're writing it down. We're creating a handbook of like okay this is what we need to do if this happens or this
208is what we need to do to train this particular teacher. Then um we have these systems in place to make sure that next year we have every we're not running around confused. we know what we're going to do and we know who's going to help uh the new teachers. Um so we're making sure that we're training all the teachers that are coming back. Um we're keeping them in all the trainings that we have available and trying to build them up to be the next um leaders when the other teachers leave and making sure that all the lesson plans and effective things that they resources that you they use that they're keeping track of those things so that we use the same thing for next year. That worked. >> Awesome. Okay. I mean, yeah, especially if
209like I mean, not that there's going to be any drastic changes to like the standards that are going to be required, but the tips and tricks for sure. >> Yeah, because it it when you find lessons on the Beyond Textbooks, there's multiple lessons on there and our resources and you can I mean, a a new teacher could easily pick one that's not effective and it's boring and the kids are not going to like it. So, we want to make sure that we pick the ones now that we want to make sure that we use for next year. >> Yeah. >> Okay. >> Miss Stevens, >> I was just thinking about what you said about losing teachers. a suggestion and I was just for Ruben really and you think to consider is those pair of professionals
210that are currently working trying to build them up into leadership roles are becoming teachers here that are to replace those teachers that going to be leaving because I think they're probably not on their radar but I think if they're given those opportunities that could be a possibility. >> Yeah. >> Well, thank you for all your feedback. >> Thank you. Thank you so much. That's it. Thank you, Miss Pigus. >> And Miss Bon, can you hear us? >> Miss On, can you hear us? >> Okay. Um, thank you for your patience. I know you've been waiting for 40 minutes, so thank you. Um, so we will be moving forward. Um, if that's okay, President Mia. >> Yeah, that's fine. And Yes. Let me know if the audio can do an audio check. I think I have
211to That's right. on my end. The audio doesn't audio Maybe she needs to >> Hello. >> Can you hear me? Conc. >> I can't hear you. I'm logged in and I'm talking to you. >> Um, I went ahead and put you on the phone. Um, and I'm going to go ahead and present on my screen. testing. >> I can hear you. >> Okay. Um, so I'm going to go ahead and and and do the uh present >> whenever you're ready. Um, you are welcome to present. >> Okay. Um, hello board members >> and President. >> Um, go ahead and start. If you share your if you share your screen, >> I'm sorry. Okay, thank you. >> Okay, so the B USD mission and vision is listed there. Um, our mission is we create healthy, inspiring,
212motivated, developing, achieving graduates. And the district vision is our students will be loved, encouraged, and prepared to take on the world by embracing our hack. And these are the district initiatives. It's nothing new and it's things that we're all going by in the district. Next slide. And then we have our attendance or stretch goals, which is 90% or better for schoolwide attendance. And then 80% of our students will show 70% mastery on essential standards or 25% growth. Next slide. And these are the integrated action plans. Again, they're nothing new. They have been set up um at the beginning of the year and you've seen them. And it's Baba Cubri Secondary Campus will increase math proficiency by 25% through the implementation of Beyond Textbooks and aligned instructional practices. And our goal too is um we will
213increase ELA proficiency by 25%. Um so it's the same. And then Yeah. Thank you. Okay. That's good. No, we're good. We're going to ahead and move on to our first standards. So, we have our seventh grade math pre-benchmark and our quarter one benchmarks. As you can see here, in one quarter we have nine students who are able to um achieve proficiency in math standards and 20 students move from non-proficient or minimally proficient to partially proficient. Um, this is important because you know when the state tests us for AASA um the state that orange and the red together that's all red for the state. So our goal to get them in that yellow shows that they're changing for the state standards and that's kind of why we went with that number instead. And if you go
214to the next slide, taking a look at this, you can see that there's consistent growth across all the standards when we're comparing quarter 1 this year to last year. Um, if you take a look at that middle standard where the red hits the 70% last year, >> um, and then compare it to this year, we're really close to that and you say, "Oh, dang. We're a little short." But the reality is no, we're not. Um, if you take a look at the standards on the right side of it, the growth there is greater. Um, because they they're really close to 25% growth, but we're consistently growing on the side. And this we can credit to having an actual math teacher in that position. Um, last year we did have a substitute teacher in that position.
215And this year we have a certified math teacher and in this capacity you can see that they're growing in more of the standards because of it. Um and then we'll go to um seventh grade ELA. And then in ELA we have eight students who were able to achieve proficiency in ELA standards and 11 students move from non-proficient or minimally proficient um to partially proficient. So, we're growing them. We definitely are. Um, we are growing them. Let's go to the next slide, Mr. Dia, so we can look at the standards. Um, again, if you compare our growth this year to last year, we have more students growing consistently. We're getting higher on that percentage of proficiency. Last year, we had a backslide in one of the standards. This year, we've just see that red. We're growing
216and we're growing. So, we're going in the right direction. and yeah okay so what based on the two information from ELA and math there's been consistent growth so the students are learning from our pre-EST to our quarter 1 that's given um we have 8 to nine students that have moved into proficiency in each of those content areas so now what are we going to do we're going to continue to monitor student progress we're going to continue to identif identify students that have not yet reached proficiency and provide retach opportunities. And then we're also going to adjust instructional strategies to address those remaining gaps. So, how do we expect to do this? Um, we're going to use the DFAS regularly to track ongoing progress. We're going to continue with interventions. Um, we're also going to use
217PLC's to incorporate data-driven instructional planning and we're going to engage students with goal setting and progress tracking. This is going to be going into the next quarter. Um, the students are taking their assessments, they're taking their DFAS. What we want to do because we are in middle school, we want to continue to teach them to become advocates for themselves like so they can um see where they're going. So going into the second quarter, we're going to have them begin to track their progress with each of the standards, which is different. They can see it in student view. Um if you go into a classroom and they take a DFA, some of the students will see that they didn't do so good, so they close their laptop real quick because they don't want to show it,
218right? But when they've gotten five out of five because the DFA is only five questions, they're really proud and so they want to show you their their success. But we want to empower our students who are struggling by allowing them to advocate for themsel like I don't get this standard. I really need help. So let's help you grow. How can we help you grow? And we hope by allowing them to track their progress, we can be working on that. um direction. Okay. And go into eighth grade. Okay. This is eighth grade ELA. We have eight students who achieve proficiency in those ELA standards and 14 students that move from non-proficient or minimally proficient to partially proficient. And then yes. And then so we go to the standards again. Um this one specifically you can see
219that 25% growth was observed in RI1 standard and what that means is they're on their track if we do 25 this and then 25 by second quarter we'll hit that line of success where we have 80% of them proficient. Um okay. And then the next eighth grade math. Right here we have six students who achieve proficiency in math standards and 20 students who move from nonproficient or minimally proficient. Eighth grade math is a little different. The standards that were assessed last year are not the same as the um standards that are being assessed this year. Um, as Miss Kinsey told you guys earlier, um, AASA has incorporated their essential standards. Those are the ones that they're going to test the most. Those are the ones that are important. So those standards change slightly and so
220we don't have a direct standard to standards chart from last year to this year. That's the only great effect here. So what with [snorts] eighth grade? Um there has been consistent growth from quarter 1 to quarter two or pre-est to quarter 1. Six students in math and eight students in ELA have moved into proficiency. Um 8th grade. We are also going to continue to monitor student progress. We're going to identify students that have not yet reached proficiency and provide retach opportunities. and we're going to adjust instructional strategies strategies to address those remaining gaps. How are we going to do it? We're going to use the DFAS regularly to track ongoing progress. Again, that's one to two weeks and we're going to continue with interventions. Um we're going to use PLC's to incorporate data driven instructional
221plans and we're going to again engage students with setting um and progress tracking. Again, this will be new for eighth grade as well. this um next quarter. Okay, now we're going to go into the ninth grade ELA data. When you take a look at this, you see that four students achieve proficiency in ELA standards and 27 students move from non-proficient to minimally proficient. And right here, if you take a look, this one's circled. More than 25% growth was observed in RL4. And there's consistent growth amongst all standards. What does this mean? That means they are working on it. They just need a little more time. And we'll see them be able to get to the proficiency soon enough because with ELA, these standards will be repeated. So, we'll see them in second quarter and in
222third quarter as well. Okay, ninth grade math. If you look at that first one, it's all red in orange. Five students were able to um but at the first quarter, five students are able to achieve proficiency in the math standards and nine students move from not proficient to minimally proficient. Go ahead, Mr. Diaz. Okay. As Miss Kinsey also said, when you take a look at the math standards, there's a whole lot more math standards than ELA standards. Um, 80% proficiency was observed in one of the standards. 65 proficiency was observed in two of the standards and 25% growth happened in four standards. students are learning and they're growing and that's what um seen in this um presentation or this slide. Okay. So what again there's been consistent growth from that pre-EST to quarter one. Four
223students were um proficient in math and five in ELA. This time we um for this one we're going to continue to monitor that student's progress. That's important. and we're going to ingest those instructional strategies to address those remaining gaps. But for ninth grade, what we've done is we've actually paired a content teacher with an elective teacher. So what does that mean? That means auto now can help with math or the art teacher can help with reading. We paired them up strategically so that the ninth grade teachers moving forward can continue to grow on the standards for that current quarter where that elected teacher can now try to continue to keep the standards that were already taught relevant. Um, and then how are we going to do that? use DFAS regularly to track ongoing progress in
224the PLC's to incorporate that data-driven instruction and that collaboration between that content and elected teachers um to continue to strengthen the non-proficient skills. Okay. 10th grade ELA, we have students who um 10 students who achieve proficiency in ELA standards. We have 18 students that move from non-proficient to minimally proficient. And again with this one, you're seeing those consistent standard or consistent um growth. It's coming along. 10th grade math. This is geometry. We have one student who moved from non-proficient or minimally proficient. The interesting thing with this one though, take a look. We have one student who moved but two of the standards have more than 25% growth. So what does this tell us? That means the students are struggling with math. They're struggling with the concept of geometry. Um, okay. So, what we know is
225there's been consistent growth from the pretest to quarter 1 in ELA because the 10 students moved and there was minimal growth. Um, there was we can say that there was growth with the math because it's 25% in two of those standards, but it was enough to move one student, right? According to that big pie chart. So, what are we going to do? We're going to continue to monitor student progress. We're going to adjust those instructional strategies and we're going to pair them, the content teacher, with the math teacher. The difference with this one is we know that the geometry teacher is a first year teacher. So, we know this teacher needs support based on this data. At the beginning of the school year, Mr. Diaz had a plan with us. We sat down with the
226instructional coaches. They did ask us what supports we needed and where we wanted them to direct their supports to. During that time, we knew as a firstear teacher that there would be some learning curve and we would need assistance with this. And because it's a content of that, Miss Kinsey has is already aware that that support is needed in that classroom with that teacher. Um, but how are we going to do that? That's how we're doing it. And it's the same as with ninth grade, Mr. Das. Okay. 11th grade ELA, 10 students achieve proficiency in ELA standards and 29 students move from highly proficient or minimally proficient. And you look at the red and orange in this, it's pretty because it's a lot more yellow, right? Next slide. And you take a look at this
227and there's 25% growth in two standards in one quarter. So at this trajectory, if we do the other 20 by winter break, we should be at that 70 for all those standards. 11th grade math. Um we have 17 students who achieved proficiency in math standards and 34 students who move from non-proficient or minimally proficient. This one's the fun one. 70% proficiency was observed in four standards, 65 proficient in two standards, 25% of growth in eight standards, and there's consistent growth in all the standards. So, what again, we're seeing that consistent growth. They're working. They're all moving in the right direction. 17 students in math and 10 students in ELA move proficiency. Um, we're going to go ahead and continue to monitor progress, adjust instructional strategies to address those learning gaps. And again, we paired the
228content teacher. So, this math teacher has an elected teacher who will continue to um reinforce those standards that still need work. And that's how we're going on with it. Okay. 12th grade. I like this one because you see no red. We have 17 students who achieve proficiency in ELA standards. 35 move from non-proficient and minimally proficient. So 60% um proficient observed in three standards. proficiency observed in three standards. Um 20% growth in three standards and 25% growth in two standards. Again, the comparison from last year to this year, the students are growing and we do have a new English teacher in that position. So, her methods are working. um 12th grade math. We have 12 students who achieve proficiency in these math standards and 25 students who moved out of that non-proficient minimally proficient um
229category. Right here, 70% proficiency was observed in three standards and 25% growth in four of those five standards. Again, we're going to be consistent with what we're doing. Um, they're working in the right direction. We have those 12 students in math and 17 students in ELA who have moved to proficiency. We're just going to continue to monitor and adjust um the instructional strategies. and they um this math teacher is also paired with um an elected teacher to assist with those standards that we need to grow in. And I believe that's it, Mr. H. And now any questions? questions from the board for secondary. [clears throat] Miss Once, can you hear me? >> Yes. >> Okay. I I I I'm have any questions. I just think it's it's going to be really interesting and this just
230is something I thought about because you know Miss uh Miss Kinsey brought it up and then you talked about it a little bit but uh I really want to follow up kind of based on the data how well those the collaborations or the teamups are going to look say like the outcomes as we're moving forward like based on whatever their collaboration may be or how they integrate each other's um whatever the needs are for the students. based on what what they're looking at. And you talked about earlier we talked about a math and a science teacher teaming up and and vice versa. Um I think it's awesome. I think it's a good idea. I think I like I like the the mindset or at least the uh I like that we're putting that into play,
231but I but I'm interested to see what what the what those outcomes are as we're moving forward. And um obviously as much as the information as you provide it, I I it doesn't spur any questions. I know that there's it's the first quarter. You've already kind of set some uh goals to look at for the next one. I think we've talked a little bit about how some of the data in the in the standards um what the expectation is moving forward. But I just wanted just to say that I'm interested in the followup on the outcomes of those collaborations you guys are talking about between those teachers. And not to say to point it out, but just because I want to see what the, you know, what the outcomes are, how it looks when when
232we get down the road. But that that was it for me. Anyone else? >> I guess so. >> Um, they are meeting weekly. On Wednesdays, it's our PLC time, so they are meeting weekly. Um, and then after the long quarter, like because it's the bigger test, the DFAS are shorter, so they're allowed to meet weekly. Um, but when we're discussing more than one standard, um, that sometimes comes out during our Friday PDS. So, it's twice a week, um, some weeks depending on what we're doing. >> Okay, cool. >> If nothing else, >> I just >> Go ahead, Miss Hendris. >> Oh, well, I didn't see any attendance data. >> I'm sorry. I was told to put attendance data on it. It was it was the academic some of the other teachers they chose to add
233the attendance. Um but the focus of today uh it is going to be the academics. >> Okay. That's because the other ones >> No, it was it >> nothing. Miss, thank you so much. Really appreciate you putting together your information and again I'm I'm looking forward for the followup. Oh, I'm sorry, Miss Stevens. >> Oh, I'm good. >> No, no, she >> Okay. Thank you, Miss Ane. Thank you, >> Mante. Thank you. >> Lunch 30 minutes. All right, we'll break for lunch. Okay, >> ready. Okay, uh we'll go ahead and call the meeting back to order and I'll turn it over to Miss Mazison for the Indian Oasis Middle High School report. President Mia uh members of the board um we have Mason that she's going to be uh working in presenting the data I
234want to start but also based on what we have learned this year at accelerated how are we go what are we going to do differently so we have met as an LEA and we met with Mason and looking at what are the different behaviors what are the different indicators being that accelerated school is going to be different. What are we going to be looking at that not only is going to prepare our students in transition either to a career or to or a college but it's what are the indicators that are going to give us the behaviors that we want and the information that we want so our students are successful whereas the other schools representing the progress we don't want to repeat the history of what we experience um with uh with the accelerated
235so these are some of the indicators that we will develop the Simpsons monitor and this is going be our baseline um so you can see and be on board on what are the indicators that we're looking for for our students to be successful. So Mashi, please take it away. >> Good morning. >> Forget to hit the button on there. >> There you go. >> Hello screen. >> Good morning, President Wendia, board members, um Superintendent Diaz. I'm here today uh this morning to uh participate and um present to you the accelerated data dive that we have ready for this morning of October the 26th. I'm not sure um if you want me to go per each slide or if there's a slide where I should start off from >> so that we don't repeat. Okay. All
236righty. Well, we'll go ahead and get started with our vision statement and um our um also our our um mission statement. And um for the vision statement, our vision is to prepare every student to be to become college and career ready by engaging our students in a highly personalized learning environment. Our mission is our mission at Indian Oasis Middle and High School. Um, Accelerate Campus is to provide students with a supportive and engaging learning environment where students have access to hybrid curriculum that engages computer-based learning with direct instruction to meet the needs of all learning styles. As an alternative school, we are dedicated to our students who are credit deficient as well as those that seek to learn at an accelerated pace. Um, with that said, with that vision and and mission um statement said
237and with u Mr. 's um introduction. It it leads us to uh the next slide where we um talked earlier in the year about our year 1, year two and year three um journey. Um with those in place and now integrating the and understanding the idea of what is that action please that action piece that will drive or get to these um these goals that have been stated. Um so in uh year 1 uh 23 24 the foundation and and vision in the purple are to establish leadership expectations, improve instruction, maximize learning time, promote family and community engagement and creating a healthy school environment and using data guide as instruction. Year two for the 2425 systems and engage it's the three big it's uh the the big three are attendance course completion and curriculum high
238impact checks for understanding egenuity messa which is our dual enrollment partnership with um itanana community college and projectbased learning uh and student [clears throat] voice year three at the goals there uh for this 2526 is refinement and trust uh targeted PD in math and ELA specifically with those two content core areas strengthening and blending learning SCUP daily five cafe is uh looking at areas where we can strengthen um and enhance what is our model at our school which is a hybrid type of a model where we have the teachers in place but also all our curriculum is digital monitor student progress with fidelity um in which our students have been and will continue to chart their data and build trust through open stakeholder communication. And um that is moving us on to the slide that
239we see here where um we have presented um the data information on this slide. And for the 23 24 letter grade at a C is where um we stand with the state letter grade for Indian Oasis Middle and High School, specifically Indian Oasis High School. um coming in um and understanding by looking at this um data information. We are not the the common um formula as the rest of the schools. Um it is um unique in that um our formula um takes um if you will um picture a bucket and in that bucket um are specific students who have attended Indian Oasis Middle and High School from October 1st in con and have been continuous through May 1st. So there are slight um differences between our school uh our school's formula and other schools formula.
240And looking over to your right um we see the areas where we can see growth. So proficiency um is an area where we can um focus on and target as well as academic persistence. Credits earned and on track to graduate e proficiency and growth does not apply to us. We just don't have the numbers for that. and our graduation rate um and college and and career ready. And if I miss anything, Mr. Diaz, please go ahead and jump in. Um we did not receive any bonus points as um in this particular year. Um the percent tested of our students is another area um that we will be working on to maximize our points. And our a AF letter grade um is at a C. But it's also important to keep in mind that um with
241the alternative formula um there's an understanding where we look at year four, five and four, five, six and seven and they take the highest points um and they keep those. So um it's a little bit um new to me. So um we can definitely revisit that piece as I am learning about it as well. >> [clears throat] >> In the next slide, um we have here is um our proficiency and what that weight is and the points received and is at 49 academic persistence 8.9 credits earned 5.0 zero on track to graduate as you can see there are no points given there the e proficiency and growth we could have gained 10% but again our numbers are not there I don't have enough eels in our school to be tested and be given those points
242um and our graduation rate at 2.83 83 and college and career self um college and career ready that's a self-report score by our school or the I um the uh district is at 24.5 so uh total point sum 4.172 total points eligible are 80 which um indicates to me there's a many or much potential percentage earned 52.15 total pon bonus points is at 1.5 and total points earned 53.65 and the percent tested 76.92 for the year 2324. This slide here um indicates that um the ELA earned 8.57 and ACT math 0%. So, um this tells me that there's areas of growth for ELA and in math um indicating those um are going to be my um goals um to >> [laughter] >> share with [clears throat] you what I plan to focus on as far
243as action pieces. Okay, growth to graduation. Um, again, I'm learning this information. It's new to me and I'm not 100% sure if I can communicate that, but it's uh the numbers again indicate to me that growth to graduation um is an area where I am going to want to focus um and understand deeply the this impact for my for my campus and to putting into action a a plan where I can um make sure that I'm either filling up the gaps or or persevering to to to see what um what support my staff needs and my students need at my school particularly since um we most likely um can gain some areas of um growth >> [snorts] >> This is the piece um that again I I just found out uh about how our formula
244works. I it's um was explained to me that um as the data comes in every year with the state of Arizona and the formula is placed to our particular um school there's um year four five six and seven and the year that determines what uh will be held on to determine that score is the highest score um of that um of those one two three four ers. So, it's my understanding that um those it's important that I uh keep some type of a a dashboard or um uh lay out my my information to where I understand it um so that my formula is unique to me and to my plan to to um maximize the growth. Um, see the college and career ready self-report total at the bottom. It just um says it again. It's
24524.5 with a little note indicating that college and career data was self-reported by the LEA or the school. And there's more specific details on that. What we see here in the next slide is the McKinley um McKinley Vinto and um what has been reported in the past and um the scores indicate to me that um this is another area where um I can again deeply um understand it, dive into it and and um create a goal or a plan for this particular one uh where um McKini Ventos are being reported adequately and on time and graduation rate for foster care as well. Um graduation rate for special education is another area that can also um and will be looked at for these goals. for the first one um that I went ahead and put together
246um and again it's all all all of the ones that I will be sharing with you they're um action pieces um to where I can go ahead and implement or start implementing those now and um the first one is academic persistence so increase students who remain enrolled from October 1st through May 1st uh it's very um important that I not only um target or know who those students are who have um been enrolled from that particular time and consist and consistently because those are the students in that bucket that are most likely going to be tested again for to get the results for that formula. And um with that said also um another academic persistence is it's possible that I have to um um make sure that those students who are in this bucket um
247either maintain where they are right now or move forward. So, I need to um we will be looking at um plans in place for these students not to fall behind or um prevent from them from falling behind because what we want for these letter grades is for those students to maintain and grow because um if we just let them drop for um for whatever reason if they should drop it'll impact our letter grade negatively. So by that I will uh create uh weekly student progress dashboards and egeneuity to flag students falling behind or um are inactive. Conduct bi-weekly persistence meetings um with myself and teachers to plan interventions for those at risk students. Reinforce connections and purpose through student success meetings, short-term attendance goals and incentives. um things that have been going on on my
248campus at the moment, our certificates and Arizona T recognition boards. So, they've been getting um you know, incentives through that and attendance contracts. Um, at the moment I have um um well I do have numbers for that if if you would like to know um who or um not who but how many of those um students are on attendance contracts with the hopes of maybe putting some of the that reflection back on our students and letting them know that they are on that um on that contract. Number two, ACT participation. Uh the goal is to ensure all eligible students complete the ACT. The action steps for these would be to schedule ACT prep blocks through Ingenuity, which is um something I just recently learned about. Did not know that that was available to us. Um
249and happy to hear that it is. So uh we are planning to um go ahead and making those uh flex periods using free practice resources, ACT Academy, Egene's built-in prep. Um the next one is to use reminder messages, morning of incentives and breakfast to drive full attendance to improve our ACT participation. Make ACT part participation part of each student's graduation plan and conversation so that it feels personal and not optional. And goal number three for sped is um our goal is to improve support for sped students using existing structures structures already. Um those action steps are to coordinate with district sped office for monthly inerson or virtual case management support and compliance checks. Have checks um excuse me have teachers track IEP accommodations in ed and egeneneuity and document support provided extended timeg guided notes.
250Set weekly teacher admin check-ins for sped progress to ensure completion goals stay realistic and individualized specifically to the students. Another goal is number four student uh the number of students tested uh which was uh another indicator on that formula that we saw earlier where we can grow. So this is specifically to the state assessment participation. Our goal is um to achieve the 95% participation rate in all required test state testing um action steps. The action piece is to use egenuity attendance logs to identify and contact test eligible students early and starting and start to have those conversations early in the year. offer incentives for full testing week attendance, raffles, snacks, fil trips and privileges and use district family layon or in this particular case um also we are considering and have used um in certain
251situations SRO or other district outreach resources that we already have for students who are absent or avoiding testing. The next one is uh five is a science proficiency and um this um goal here is to raise the proficiency by making virtual science more hands-on and relevant. Our action steps here are to integrate egenuity science content with simple nocost real world real world experiments or local relevance for example water, soil, desert ecology, things like that. Hold monthly science challenges or projects to apply learning outside the screen and to use short eenuity checkpoints and minimize quizzes to monitor uh mini quizzes, excuse me, to monitor understanding and retach as needed. Six is our graduation rate. Um here our goal is to increase on time and delayed graduation completions. The action steps for these are to conduct monthly
252graduation audits for seniors and super seniors using egeneuity progress reports to track credit recovery and diploma completion. Implement credit recovery Fridays and flexible lab hours to uh for accelerated completion or retake opportunities. build GED and adult education transition pathways for 18 plus students or those approaching the age out limit ensuring that every student exits with a next plan aligned to their goals. Partner with the tonam community college TLC to expand dual enrollment opportunities allowing eligible students to earn college credits while completing high school diploma requirements. introduce career and job readiness events. Uh, example, job fairs featuring employers that hire without a diploma to connect students with immediate workforce options, apprentice, apprenticeships, and training programs. also collaborate with tribal workforce development and community organizations to provide ongoing guidance, resume support, and postgraduation followup, which is um
253an area that we haven't tapped in this year. Um seven, a math proficiency. Here, our goal is more specific and targeted um to those students in that bucket. Um once we identify those cusp students or those students in in our bucket, we are planning to strengthen fund foundational skills for credit completion and testing growth, our action steps there are very specific to those students to establish daily math minutes across classes using egenuity warm-ups or free platforms, but also to create teacherled and small um peer support sessions for students who struggle with math progress in our curriculum, which is egenuity. um tracking weekly math progress u with visual growth charts to motivate students to meet and exceed those completion targets not um listed um but uh additional leadership and sustainability steps that I would like to
254include here um and have more conversations in the future are to maximize the digital platform platform that we currently have. Um so uh Imagine Learning is um the um company that um Egenuity um works through. So um reaching out to Imagine Learning and scheduling an inerson or all day PD training um all staff to use Egenuity data tools for early intervention, grade recovery, and progress monitoring. Student accountability. Have students continue chart my data and set those weekly completion goals and review them with teachers um or admin each week during advisory culture and connection. Um Tuesdays at 10 with ASU um has began um at our campus and this engagement and support um through ASU uh will celebrate progress. Um Naomi Tom uh she is uh the um ASU um program director who has been coming
255um to our campus to establish this outreach for our students. Partnership outreach invite free local um presenters uh tribal programs workforce mental health colleges to increase relevance and connection staff collaboration and leadership distribution. Um, also this here is um additional leadership that that I would like to go ahead and expand on, which is to assign um our two teachers that we currently have right now with more focused roles. And um my plan is to have one of the teachers be the um lead in the academic data and the other teacher um be the lead in the culture and engagement for um our students. and with for this plan in place. Okay. And with that said, I'm ready to um take any questions, comments, and um anything that I perhaps might have left off or was
256not aware of. >> Thank you, Miss Bazon. Uh I have I wrote some notes and I do want to make sure [clears throat] that I'm expressing foremost that I feel like are efforts especially with the accelerated campus to me they're a little bit of a crossroads and I don't mean that in any way to say they're they're an amazing part of this district, students, the staff, the campus. I think I've said before, Mr. as I'm sure you're aware and Miss Mison, if you haven't heard me before say I I will consistently say that that campus is an opportunity always to try something different because those students obviously we've tried to I know I we've tried to I know in one way or another put ourselves in their shoes to the degree that they're there for
257a reason, a purpose. My interest though is that with you're coming on and you're developing strategy is that there is some more onetoone focused plan of action, plan of outcome, plan of like, okay, here's you. Here's where you should be and need to be. And then we can gauge that or grade, you know, look at the data on that as they're moving through it because it's it's not going to be the same as our other campuses the way that they're presenting data to us. Obviously, it's almost per student where they are, what they're doing, how much they're applying themselves that's going to really reflect because with two teachers per se plus yourself, you know, this the success or the or the fail, I don't want to say fail, the successes of it are going to
258be really dependent on what the students are going to apply themselves to. So, what I feel like might be the opportunity is to not only really utilize what And I just say this because you're coming into this with with you're fresh, you're new, you want to be successful, but maybe that is a way to work with the students, the staff that are there, particularly the families or students themselves who may be caring for themselves, so to speak, that here's here's the goal, here's the end result. Here's what I see for you based on what we can do. Now whether you're making that or not is really going to depend on how much you're going to commit yourself. But also to me I feel like if someone is there the ultimate goal is to get them
259out of there and back into in my opinion back into regular classroom if that's because I feel like that's where they're going to be not only not to say more successful but I think that to me should be the goal. Now, now that if that's how if that's how anyone else feels, that's just solely on my opinion. But I also know but I also don't want to put I don't want to put less emphasis on what we're asking for for all of our other campuses. But I think it does need to be presented in a way that it can look like what we're asking for in the terms of the goal set, the mindset, and the overall outcome that we're hoping to see. Now, you're you're correct in saying that I I I when I
260look at what what basically what they're looking at when it comes to graduation attendance. So, so long as we're meeting those standards, we're almost like okay in the in the settings of an alternative school grade or report or whatever it may be. So I guess that's where I want to leave what I want to leave with you in this after this first quarter is maybe that's something to to look towards after in the next quarter's report like after sitting with you guys and looking at knowing what I know now evaluating the students evaluating where we are here's where I think we can be by quarter three or whatever because we're going to do second quart this first quarter second quarter by quarter three here's where I think we should be. Here's where our potential graduating
261students are going to be and here's what we're doing with them. But but more more importantly, here's where the students that that can be at that level and maybe we are going to look at a a transition plan back to the regular high school secondary campus for them. But I also don't want to get in, you know, I don't want I don't want that to become a place where you just put people because you don't want to deal with them. That's also not okay in my book. But I think it's also important to acknowledge that that campus has again opportunity and potential to be really impactful and more focused. And I guess my other question would be to yourself um include include in a discussion or a plan what are what are what are the
262um what are the recruitment efforts or what do we what do we need to make sure that you are you have as administrator from us from the school. I know I know it can't be much and I don't mean to say that to negatively put anything on it, but I do know how much those two teachers are dealing with. And I only say that because it's two teachers to how many students almost 100 give or take is. And while we're asking a lot, I know we can't expect miracles, but I think we can look at it from that perspective of that campus has opportunity and potential. I want you to feel supported and that that's what we also want from you yourself and from your staff. I'm not saying that that's not what's happening, but
263I am saying I I look at I look at what you're presenting to the best that you can. I'm also looking at it from that campus is very different than any others. So that's that's just what I wanted to leave it with and and I'm sure the other board members will have comments or questions about it, but to me that that campus is precious and it can be very very successful. Um just need somebody who's going to really guide it and and decide this is how we're going to do it and stick to it and and and be sometimes be the bad guy and like here's where we are. I need you guys to step up and be here too as in students, as in parents, as in family, as in community because we do
264so much and there's so much potential even from the staff themselves that go well way and above and beyond that I don't want them to feel cut off either from, you know, what they're what they're what they're used to doing. But I guess that's just my the way that I'm looking at it right now. And I guess over the years because again we we have we didn't expect to have any changes in leadership and and what I've at least been able to observe is that that shifted mindset has been successful to the degree that it's not where you put the bad kids. It's where you put the kids that just need extra that accelerated level of education, one-on-one, more time, more effort, capability to move to the degree that they can themselves as opposed to
265sitting in the system that didn't agree with them or they don't agree with or whatever whatever it may be. So, I don't know. I know I'm I'm probably preach preachers to the choir. I'm sure you go through this yourself in your own head. I just want you to feel supported and that that's where my mind goes. um when it comes to the campus and what to expect maybe the next quarter reports I know we look at how much the students are how many um what do they call activities they're doing on the reports and you name a student of the month and but maybe maybe maybe that level two for yourself I'm just speaking to you particularly maybe there's a different way you want to identify a student of the month maybe it isn't those
266activities Maybe it's something that's something you want to have more foundation and ground to. Hey, we put this plan together with this student at the beginning of the year and look where they are right now. I don't I mean, regardless of activities, they're moving in a way that they really want to be successful. Let me celebrate them and and get the, you know, support of the teachers. But I mean, I'm just I'm just speaking out loud, but I feel like you're still trying to find your way. And I'm just speaking because I'm just observing. still feel like you're starting to find your way. I want you to feel confident and put your foot down and get your footing and really, you know, do do what you feel like is going to be the most appropriate
267because you are obviously brought forward with purpose and you you have a purpose. I don't want you to feel like you're consistently having to uh balance or weigh certain things. Um, that's just my take on it so far. I don't know if that's on or off the base, but I feel like I just wanted to make sure you felt that from from my end. And regardless of what what the community or not regardless with or without their, you know, their their praise or not, that campus is is still um to me um special place. and and and and I want to be able to see that we have not only the communication, the knowhow, but the skill and the profession to make it make our students very successful that come out of there, which you
268guys are doing. I just I don't want anyone to feel like one bad review means the whole thing is bad. It's not. But I also want us to be able to look at and see something that can be presented to say, "Oh yeah, they are paying attention to everything and making sure that it's all taken care of." But that's that's anything else from the board. Stevens. >> Um, thank you for sharing that information and also sharing the information that you just found out about looking at the score and things that are taken into consideration from the past few years. Um, it's true. Um the school is there to help students be successful that need that additional support and I truly believe like what you are doing or what you're implementing is going to help uh
269our students be successful. Not everybody learns the same and everybody learns at their own pace. Um and also has a different learning style and I think it's really important that you're embracing that um within our students and I'm grateful for the staff that are there. One of the big things that I think that I'm excited about that you are implementing is the career readiness stuff, but also TOCC being a an intricate part of this as far as moving forward because sometimes people are not thinking about that. They're just not they're not thinking like that's a possibility or this is something that could happen. But opening up doors for these students actually creates a brighter future for them. Um, and I think overall, um, understanding when those students are getting ready to age out, like thinking
270about the next option. Um, I know TOCC does have the program where you can go to, I can't remember exactly what it's called, but, um, where you could take a year of classes and earn credit and get a degree, but also get some college credits with that. And I don't think a lot of people are aware that's an option for students to do. Um, and I'm always trying to make sure that students are aware of their options because there's always hope and it may not seem like there are other avenues or things that can be done. And sometimes students get in the weeds of like feeling hopeless, but there are options for students to do that. And it's amazing to see the students when they complete because like they're going through whatever they're going through
271in their lives, you know. Um I alternative high school has a heart um a place in my heart just because I am a product of it and if it wasn't for alternative high school I probably wouldn't have graduated. But so many opportunities that were given to me from me completing school and um Yes, I fumbled through life and all that, but without education, there are so many things that um may were made possible. And you want to see that for our students and even if they're not going to college, but [clears throat] also getting them into a program that will be beneficial to them, like getting some skills, some job skills that get them to be um in the workforce and people finding their way. So, and you see it, you see it all the
272time. So thank you for your effort. >> Miss Cris, >> um the accelerated school before with the alternative school. So I guess in my view with that is that it gives our students a second chance but also to fulfill the the um getting them ready to or seeing if we could get them back into the the regular school system. and some would not prefer that, but some would love to go back, you know, but depending on of course where they're at, you know, and in life and everything. But um the um oh and as Anna Marie had mentioned in regards to um um career and job readiness, the college also has the workforce development program which is on the other campus which provides a lot of and in regards to the earning credits toward um
273your high school diploma and earning credits toward your college uh degree. So, and I and I can't remember the name of it, but yeah, they do have that. And so, that's something that uh with the workforce development, there's a lot of stuff that that they offer also along with the the um um dual enrollment. Yeah. because I think throughout the whole uh TOCC college there is the requirement of the language >> and the history which would be part of the dual enrollment in regards to getting them ready for whatever they want to do you know after but also I think that it's important to for them to recognize who they are where they're from what opportunities they have and I think something that um and I'm glad that you're working towards ensuring that they're have
274the in the way that your system works and getting or uh be ready to graduate and not have any downfall in the area because that was kind of you know um um not very good to happen and very Some of our students think second, you know, [clears throat] have second thoughts about, you know, am I in the right place, you know, >> and you know, they are because they wanted to come earn their credits in order to graduate >> for some reason, you know, because the school systems wherever they were, you know, they fell behind or, you know, and as I said, you know, life happens. But I think that with the [clears throat] type of initiative that you're doing, with the kinds of plans that you have, I feel confident that looking forward that
275we'll be able to provide that more for them. And I guess that was also my question. I was thinking that what your enrollment looks like and you have are we going to provide any more staff for the for your school? Because did we some people But we didn't fulfill the positions. So I was just kind of wondering how whether or not that was going to go ahead. >> You going to respond? >> Yeah. Um, as you know, uh, hiring in the middle of the of a quarter of the middle of a semester, it it's a challenge. However, our efforts have not stopped. Um, we continue to advertise. Uh we continue to give tours. Uh Miss Mason has also recruited u long-term subs that um have come for some session some parts. Um we have um
276received a support from Mr. Cody Garcia as well. Uh he was one of the long-term subs that he's been now uh the long-term sub for um ELA. Um before he was Miss Garcia and Mr. Alvarez um working pretty much solo in and in in and um yeah short-term subs right now we have provided the additional level of support uh we are looking at other strategic uh ways in how we can provide additional support you have approved u the monitors [clears throat] or securities um also that that's going to be additional support that um to monitor not only the primary but also the intermediate uh but we're also looking at um creative ways and how we can also will add um predictable ongoing counseling um and and credit uh credit review support uh from the high
277school as well. So, we continue to find uh ways and be creative to continue to bring that level of support. >> Thank you. >> All right, Miss Vance, anything? >> Um so, what what I'm looking at is the Uh the information that was presented it has letter grade 23 24 October to May 1st. Is that that year or is that supposed to be current year? Um a couple of uh a couple of pieces of information. We want a school to be successful. If one of the one of the goals that we need to ensure is how do we make sure students stay enrolled from October 1st to May 1st so there's no disruption um and the idea that how do we continue to be enrolled so that they're successful. One of the additional benefits by
278having the students continuously enroll from um October to May there also the students that um will be counted towards the letter grade. So this is a two-way goal. Number one is why aren't our students enroll consistently uh from um October to May. So then the goal is we need to make sure that so that they are eligible to be considered for this type of data. Um one we need to ensure that we do whatever it takes. So students are enrolled throughout the year. Um that there's no they don't drop out that 10day drop out or they don't transfer. They need to stay where they're at. Um otherwise even if they're switching between the high school and the accelerated they're not going to count for either school. But it's also not healthy for our students throughout
279the whole year playing pingpong between those schools is we need to show a life skill which is commitment. So that commitment is from October 1st to May 1st. U that's what the continuously enroll that cohort then is used to see what else do they need to be successful and based on what else they need to successful that's what those seven layers of pillar she wants to look at. Um the data that you see in it is that um not only from 22 23 from 23 24 but one of the pages uh the very last one uh that had the the grades um there's a typo uh is supposed to be that last year's data 24 and 25 says 23 24 but it's actually 2425. Those are the points that we received um already and it
280has a P on the bottom because we're painting to see what the letter grade that equa equates based on the new uh breakdown score. Um but it's by looking at this we're seeing okay how will the students be successful and why aren't being successful. So based on on those different pillars that she chose is the pillars that they need to be successful in the life skills either whe they go to college whether they go to a career or they transition back to the high school. This is what they're going to need continuously enrolled to make sure that um they they they are ready for the ELA proficiency, science proficiency, math proficiency, uh that they take the test because some of them they're like, "Nah, it's a test. I'm not going to show up." It's commitment,
281consistency. Um, so it's a long answer for a very short question. That's why. Sorry. [laughter] >> So, I guess I was just uh wanting to clarify on paper what we're looking at. It says letter grade 2023 October 1st May 1st. I was wondering if this information that's on here is um school year 2324 or is it supposed to say uh 2425 because now we're in school year 2526. >> So let me start with that one. This is what was presented to the governing board. Um where it says points um that was um 2223 and then the next one is 23 24. The challenge is now um this one that one is um 2425 and that's the one that I I I made a correction here but I need to not only made a correction but
282re resubmit it so I can correct it. This is a current point. So what Miss Mason is looking and say is like why weren't they successful in proficiency? Why weren't they successful? Why did we only get these points in graduation rate? So if these are areas that are important for students to be successful, that's how she created those pillars. Okay, that clarifies >> sorry >> that because I'm looking at like why are we looking at information that's kind of like two school years ago when we should be >> kind of looking at most current. So >> yeah, >> if that was an error then it'll be it'll be most worked on. And then that I guess to me kind of goes into all these steps that you're going to take to work on those things.
283So, okay, that that was what I was wondering like, wait a minute, what's going on? >> Where where are you pulling this from? Because if that's just you changing the year 23 24, how do we know that that's 24 25? Where does this come from? >> From the Arizona Department of Education. That is a preliminary uh results that you can find online. >> So all of these are just you just did it wrong >> the screenshot. Um the dates are wrong but not the data. >> Okay. Kind of makes me feel like are you sure? >> 100%. >> So you're what did you say P represented? >> Um the it's pending. The letter grade is pending. Uh but those are the actual scores that the school earned last year. >> So I guess If this
284is data from >> last year, is there any kind of data that we have for this year? For this like how everybody was presenting for this quarter? This is how we started and this is where am I not seeing am I seeing did I miss it? >> No. Um what every single school >> anything that happened to get any kind of numbers for us to >> look at? This is um I was saying in the beginning uh what you see every single month you're looking at the activity uh completed and the attendance when we met as an LEA with the high school even though that has been presenting the data that we're collecting that's a little piece but we're not looking at everything else that school and our students need so I'm moving away Miss
285Mason from only looking at the activities activities and only looking at attendance to looking at what is the bigger picture. Why aren't our students being successful in developing these these um uh pillars that she's choosing for these uh plan? Um are there any data that that we have the data that we're receiving is from last year based on how they did on all of the different categories. Um but moving forward what you're gonna see is the data to demonstrate and I like the way Mr. Bundilla uh put it. It's um what is a progress on the goal set. The second one what what is the progress to changing the mindset for the teachers from the students and the third one what is the current outcome based on on on on on those areas. So, I'm
286going to use that as a framework because I think those two are very powerful. Um, yes, we can bring you the attendance data and the activities data. However, by doing so, that is not moving the needle for our students to be successful. So, uh, she was supporting challenge to come up with a more broadened and and and looking at all of the different indicators that our students need, not just that. >> Yeah. >> Okay. So, so next uh report would be starting from this base what is moving forward what has been accomplished and um based on this new information that we're going to be looking at in the future. Okay. >> Okay. I also in regards to what that that um letter grade you had said that your math it had a score of 8.57
287but it actually was ELA [snorts] right? >> Yes and zero at math. >> Yeah you had mentioned the math. So >> yeah there's nowhere to go but up. I was just saying that um [clears throat] definitely um putting these pieces um with that broader perspective just because we do have to individually look at our students for who they are, what they're going through, where they've been, where they're going. It's just been a a beautiful gift from them individually for those who have approached me on their own and said, "Can we sit down? No one's ever sat down with me. Can we sit down? Can you explain to me?" So we take out, you know, the transcript, the credit, uh, paper and they do the math um, you know, so that they fully understand it. We
288we, you know, break it down to a point where it's more um, personalized and and individualized, but also just um um, can I explain this or or express it in a way that is impacting to them? Um, and I have had those conversations for students who um can and and they may go to um a traditional school setting, but again, their choice is is is our campus um for various and you know, respected reasons. um and that's where they feel that um they are most successful and that is the placement that they feel more comfortable with um who they identify themselves with or their situation with and they are choosing to stay at our campus. So I'm seeing that those individual students um more promising in showing growth in this particular formula for this particular
289purpose if we're going to um you know in speaking of um state letter grades because those are the students who have been there um um since probably 9th grade and you know have been there for a while and are planning to stay there and and have really expressed that they have no really um desire to transfer over. So, that's going to be a a challenge for me to see um you know, why isn't that they're not going to the traditional um school if they can? I mean, do I push them out? That would be the wrong thing to do. Do I would So, I right now I'm just doing a lot of listening and understanding and honing in on to um looking at all all the buckets, not just this bucket, right? to um see
290where those um where those students fall in. and and and and I think earlier like we had discussed with several well I guess a couple of the other principles is that this is I mean and I understand this is one way to kind of track and see where we are but not knowing again where and how and what they're actually looking at. Mhm. >> You almost kind of have to like throw the kitchen sink and everything just to try and make sure because like was explained somebody may be, you know, excelling at some level, some may not and then >> be based on whatever the the test scores are for the state >> be even more than the other person and then that. So to me, I feel like the more that we can have
291something that can really be reflective of the students progress academically, you know, whatever it may be, whatever you want to make sure to gauge it. I think that that we we should be able to to to make sure that not only as that standard of of care, but standard of of of academic um academia, whatever you want to call it, is is at the standard that we expect it to be, then we if we're not, then we're doing those students a disservice by just looking at the very base level of things that we can look at, which I know you understand, which I know Mr. Diaz has said. You know, you're looking at a really small piece. Let's look at something something that I think can be a lot more substantial for the sake of
292we should be and for the sake of our students deserve as much and our communities, our families. The last thing I was going to mention is um I know that there's opportunity for a lot of our students and the workforce development um was brought up, but I also know and I'm hoping you are talking to like one stop because I know they also do some paid internships opportunities for like 30 days. They'll pay for somebody to go work. U I know some of our students could utilize that skill and be able to still do their and actually they do require that you're you're still >> um doing school work but I think and I know this is probably not the most public thing but even trying to look at different uh entities like tua sometimes
293they'll they'll do a little internship program. It's not public like I said, but it might be a good opportunity to reach out to someone and ask, hey, if there's ever any opportunity and students may thrive, you know, learning different, like we know, students may thrive learning different types of of fields and and so on and so forth. And TUA tends to always be one of those areas where you know people look up to what what they're doing and how they're doing it because of the professionalism and the utilities the utility space is so wide and range that they train you for everything that you're going to do there. It might be something that helps to push them to to graduate and to get what they need done. But again, all of this is just to
294say I I stand with everyone in the sense of that school is very special and the strengths I think you're recognizing are are there in that it has the ability to be very personal and and to that means so much more drive and passion to just see them be successful. Thank you, Miss Mazon, again for being our >> last but not least today. >> Stand up. Stretch. Now we're going to get moving. >> [laughter] >> Because because [laughter] >> too much attention on that So we're going to move on now to chronic absentism. Um we had heard our principles we have heard um at every single school um and and in the process not sure if you agree um but we can benefit now how do we bring the same way that we brought uh
295clarity with the goals and what we expect um as we continue to move forward and and and we reach other levels now we're looking Why isn't this working? Why can we look at now this area? What is it that is not working here? Accelerated was an example um of if we've been looking for three years at the number of activities completed, but when I look at the letter grade and uh ELA performance is not even uh it's like 8 8% that we got for math zero. Um it's then we need to look at something else. One of one of them also it's now chronic absentism. The higher we get into partially proficient proficient highly proficient now is going to start targeting us as as today I I heard you guys say well what about this
296this area? What about this area? So now we've been more strategic because now we need to look at what's not working and how we going to make it build a structure for for that. Chronic absentism is going to be one of them that I I put it on it because um as we heard the presentations um from our principles and now there's an opportunity for us to create a structure so we can now maintain success. So as the leaders of the organization [snorts] for tier one if we see Yes. Oh, and [laughter] that I do. Erin is setting me up. Um, Erin, sorry to bug you. Uh, underneath the cabinet there is little boxes with markers. This one, um, it it looks like my hair. It just fading away. Um, tier one. Um when we
297were listening to our principles and the presentations, we saw some some schools having incentives, some to schools having contracts, some uh some um um >> the ones that work. Let me try these ones. >> Then do uh parent leaison uh SRO visits >> and and and and those are the little things. But and now let's let's let's talk about how do we create now what is going to be the expectation moving forward. It's if one of the suggestions also uh from HRDC was well what are you guys doing? What is the board doing? Well we do have a lot of more things that we can do. We can always find ways in how we can support our families and students. Um and Miss Constance was saying, "Well, you know what? Um in other districts, they
298have a policy that if you miss more than 10, you don't get credit." So, um and and and do we have the power to do that? Yes. Can we do it now? We can, but we cannot enforce it until next school year because we did not give enough to notice to our families. However, as as attendance progresses progresses, the very first time I presented to you, which was uh the chronic absentism, we have 70 75 students that fell under that category. A few weeks later, I look I went back um to look at the the uh from the beginning of the year until the middle of October and that number increased to 125 students. So it it is we need to then now uh we can do more and how do we do that it's
299how do we now make it an expectation and how do we bring that tier level one what is the minimal expectation that we want our schools to do based on what you have heard all of the principles what are some things that we we want to uh let's look at it through the parent point of view through the board point of view and through the district leaders um if we were to now say This is the expectation. What would it look for tier one? What do we want all schools to make sure they do for students that fall that have fallen in the chronic absenteeism? >> Are they all doing it consistently? >> So, how do we bring that >> there? So, what is the mandatory? What do you want to see as a board?
300What is the minimum expectation across >> creating a system and what they all follow and saying like this is what we're doing when we're dealing with chronic >> so if they had four steps that we're going to do as a district what will those steps be what will be the very first steps >> document contact >> so number one is bring it to attention contact will that be a a call would that be a conference would that be a letter what kind of Huh? Contact uh conference. Okay. What is the la very last thing that you want them to do? If that is the first thing that you want to see them do, if it doesn't improve, what will be then the very last thing you want them to do? When didn't we didn't one
301of the schools say that they're already making um reports? I mean, what do you call it? Um >> CPS reports. Okay. So, between contacting the parents and CPS, what else do we want to see happening? >> Documentation. I think that's a big part of it. uh uh contact uh conferences um and is document show documents >> should be documented. Yes. >> Show documentation >> and then where would the contract following >> part two I think contract right? you know contract and after that visits and then after that CPS if it doesn't go anywhere from there sounds but I don't know what do you guys think >> home visits >> I think those home visits should also include like >> resources >> a toolbox yeah a toolbox or resources or because it could be and it's
302not like this for every student but it could be like just what they're dealing with within their family like they may need support. >> I think those sources should be inclusive each time to be honest. Yeah. And when >> maybe there's a way to by that visit make it so that there's an actual partnership visit as in not only SRO but a I don't know what do we say a um somebody with the nation. I don't know who would do who would do it to be honest. I don't know who would do it but I think it would be good. I think you would need to see >> I think you would need to see what Yeah. Who the individual person like it would be >> like an individualized approach. >> Well, there are some
303instances in families where they already have an open like connection either with this inner mountain or if it's another behavioral health source. But I don't know. I'm just saying big I agree there. There probably needs to be more to it before we include you know >> is there cases and and there may be cases I guess more or less and when we do the contact conference that we find out well they're not going to school here anymore but they didn't come in and withdraw they just you know but I would have require I mean the other schools I thought would probably require you know uh some type of document that they withdrew or they no longer go to school here and then if they choose to say well I'm going to go to school then
304they give them a number of days to show that they're in school there you know or you know just So that way they're aware that the final number four thing if we don't we follow all these steps and the final thing is they aware that we could be reported to CPS. They could also run into if they over 18 and not coming to school. >> So, do you count the chronic u absences uh after do you count the 10 days? >> I was going to say when does this kick in? Yeah. >> Is it the first? Oh, they've been out a week and boom, we need to make contact. >> Yeah, because I know that after 10 consecutive days, they >> they already dropped. >> Okay. >> Quarter one, if you're more than 4.5 days,
305now you're chron chronically absent. >> Okay. >> Quarter two, if you have nine, more than nine, you're chronically absent. Third quarter, if you have more than 13, you're chronically absent. If you have 18 or more, you are chronically absent for the whole year. could mean not consistent, not in one week in a row. It could be however many you miss in a whole. >> Oh, consecutive period. >> So, right now we have students, some students here and some students here and it's barely um >> they come one day out of the week or two days out of the week. >> Okay. >> Because it has >> because you have to be 10 consecutive days. You get dropped on the 10th day. They'll come on the n on the 10th day and then restart that whole
306>> and then and then they can come back and reenroll after >> Yeah. play a sport, then why why are they even allowed to play the sport if they are already um in that mentality where they don't have >> Yeah. >> Why are they allowed to play? >> Yep. So, I'm going to add it here that it should be then part of the eligibility. Okay. Um, and I know here is CPS or um, law enforcement. That is the the the most chronic level of step. >> So, I guess the question now that I'm asking is because like you said, you miss four and a half days in the first quarter. you're chronically absent to the board or to to what we're talking about. When then do we expect this to kick in? The first day
307that they're actually not at school, hey, you should be at school. Or are we thinking by the are we talking if they're not there consecutive days of the week? Hey, you need to make contact. You need to have a conference. Why? What's going on? Anything else we can help with? What happened? I'm just checking in because in eventuality if this keeps happening dot dot what happen boom they go into the next quarter. Oh, you're missing four or five more days. Hey, we're here again making contact. This is your contract now. You need to be here or dot dot dot. We're going to have to go next next quarter. Oh, I'm missing five more days and oh now we need to do a home visit. I have some resources for you. if it's just you can't
308get here or if it's just like what is it? Because otherwise the next stop is law enforcement or CPS. >> Okay, I see. >> Mhm. >> And we're looking at some gauging some some thresholds to gauge that or are you talking about just those numbers up there? >> Um asking >> this is what I monitor and I send my principles. >> Okay, >> look at this. This is where we are now. I need you to follow up. But every single school is now doing something different. So what I'm looking at is how do then we build a structure that is a district structure. So if you're a parent and you have three different children, one in the different single school and only you getting letters from one and not the other ones even though that
309three, what I need is consistency and and something that we can add um and and and and bring bring u we have the power to bring this in place and also the next level is if you notice um and and I can't wait to show you as part of the reflection what our uh board report if you go back five years ago, what it looked like versus what it looked like now. What is the difference on a score as we go through that reflection five years ago to now is what you choose to inspect shows your intentions. What you choose to pay attention. So if now if this is something that we're going to be looking for, great. You have the attendance. We reached the attendance. Now let's see your progress on chronic absenteeism. How
310do we then embed this into our board report by side by side? This is your attendance. Great. A good example is Miss Vay Lewis that said um yes, we have 90% attendance, but our percentage of chronic absentism is higher than the states. We need to bring that down. >> So, but if you notice now looking and being strategic, why are we stopping? We want to grow. Why do we need to do more? Well, now they're letting us know this is the next level that we need. But those are the are here. But you also heard in in other schools when you asked do you even have an attendance um committee said no we don't. >> Uhhuh. >> So that takes us now then the next the next one >> which is go ahead Miss Stevens.
311>> Yes. I was going to ask so the parent leaison when students are missing school do they immediately call and say if they do not get a phone call from a parent saying my child's not going to be in today do they call and follow up with them on a daily basis Some schools do, some schools don't. The question is now as a district liaison are should be expected to not to log followup. Show the evidence who's contacting them. Well, then they we need a place to log it. and and now if I see 10 students that are chronically absent and then I need to see 10 logs the parents did were contacted says hey your kids not here why is it medical perfect make sure that we log it it's it's medical um but
312if if if it's not it says hey you've been unexcused for 5 days this quarter you're chronically absent right now for first quarter you're chronically absent but if you now continue to come to school. You will drop automatically by not having any absences. You will no longer be considered chronically absent. If by now you have already 18, you're going to be chronically absent for the rest of the year. If you already reach 18 absences, you're chronically absent. So for [snorts] those uh for the rest of the year for the state, they're going to be chronically absent. for the the the other students is we even though we still need to follow up, we still need to follow up and says you need to change the behavior because we still need you to learn. We still
313need you to graduate. Then we need to prevent anybody else reaching those thresholds. How? By contacting them uh by having a contract. But make sure we do a home visit is this is serious. And the last one, you're not getting it. I need to take it to the next level. But some of the thing is that if we have a parent leaison we need to see then what is the log of the parent liaison how how are they tracking it how they following up how they're supporting the parent and say you need resources let me help you what resources are we providing to those families >> right >> is the parent leaison the first rule of action or is there other people that should be assisting this like uh counsel school or should it be
314the teacher >> for absences? For regular absences that are not chronically absent, they already have their system. The teacher calls them. Uh the office uh attendance clerk calls them. Now we're looking at those that are now chronically absent. This is a special category now that we need to make sure we follow up and bring that clarity. One of them you said is a parent leaison. Um all schools they need to have incentives. All schools they need to have [snorts] a committee. I didn't hear a lot of them in other she talked about incentives and so did um primary but [clears throat] secondary incentives. >> So a couple of things again I'm I'm only going very general. Why? because I want to put together an extension of our attendance policy to address chronic absenteeism. By doing
315so, then I need every single school to address and update their attendance plan to reflect how they going to address the chronic absenteeism and by doing so how we going to track um our progress. In the beginning of the day today, I said one of the ways that we changing the mindset is by identifying what are the students need, what are the practices and how we going to monitor the progress. Well, the need is we need to reduce uh uh chronic absenteeism. The next layer, what is going to be the promising practice or the strategy or the actions? These are going to be the actions. How do we go on a monitor? The how we doing is by them uh updating the attendance plan and two by also adding the uh chronic absent absenteeism as
316part of their board report to bring us updates and this had ideas to generate more ideas. >> What else comes to your mind? more so the transparency of it all. I think that if we if I didn't understand that whole top part what you just talked about, I guarantee our parents don't understand that at that point you reach that point. >> We need to be very intentional with our messaging to say we're having this discussion. It can and will affect you. Here's what you need to know. Mhm. >> And uh I would say if we can host a study session or some sort of something to say this is where we're going to have a little bit more discussion and talk more about it, implement this moving forward. I think there's some expectations we can
317set now like you as a superintendent can start to like lay the groundwork but I think as we're moving forward definitely inform >> I would also say um infographics and sharing that on social media sharing it with students when they're going home oral >> which is due notice due process effective now blah blah blah >> and by Having this now, we also giving our principles a new tool. >> Yeah, >> the board expects me to do this. This is now an expectation. I'm reinforcing part of our policy. Um, this is thinking to general more thinking. I'm going to be bringing this back, but I wanted to deposit u a seed so we can begin the work on this. Um I'm going to bring this back in the next board meeting as part of an idea.
318Um I will presenting it with my principles and say this is a minimal expectation. Is there anything else that you're doing that we need to give you credit for that or is there anything that is working for you that you want the other principles to also be part of it so that it can be more uh collaborative and and we can get also the buy in. >> Those that have great attendance, they're going to say, "Yeah, let's put five pages." those that don't have good attendance, they're going to say, "That's a lot." Well, it is. >> Yeah. >> But it is. Um, any questions regarding this project? >> No, I can already hear some of the push back, but like you said, >> push back. I think by doing that creating something >> I think
319by doing that creating something to uh that's universal for the school district it shows the um legislative oversight committee that we are doing our part and committing to uh the chronic absenteeism was mentioned before. What are you doing as a school? >> I think that although we have been or some sites have been really focused on trying to and have brought those numbers down. Um I think that all sites need to do that especially I think it's it's really important that all sites have that um >> the team um to um what is it the the attendance team or whatever to make sure yeah the committee to make sure that they those things are happening as far as the layons is that isn't that kind of their primary thing to or what what is their
320primary? >> Why can't that be one of the responsibilities of the liaison to be able to put together an attendance committee >> and that was one of their questions? >> What else are they doing? >> Um I guess because this is all in the best interest of the students and preparing them >> for life. you know, we have jobs and if we're absent three days and not calling in, we're going to lose our jobs. >> Oh. >> And then also college, you know, you have to be in classes >> because college is totally different from your, you know, high school where the amount of time that you spend in those college classes depends on how much you're going to get out of it. I think framing it in the sense of setting a student up
321for success includes >> this because I for one can already say that I would have if I were just hearing this anywhere else it would come across you know negative. Yeah. But knowing now how I have to look at it as a parent and now as a board member, okay, if I'm gonna if I'm going to say speak of this, introduce or support this type of effort, then I need to hold myself to that same standard. And I can see it the same way. It's like sometimes, and I've seen it so much in other in other areas that students just have the run-of-the-mill over their parents. And that's that's too bad. >> But hopefully this also gives some support to the parents in the sense that hey, I don't have a choice now. You going
322to school. I mean, you know, I mean, because we're we're in a whole different type of realm of parenting and a whole different realm of of student, but we have to do something like we're said. So >> um one of the other things which um Juan bought it was a is a good idea. I know that um the uh intermediate had received that grant for parenting skills, you know, all of those uh from Desert Diamond. That that was kind of like what that was for. Um and I think that at um the other sites, I don't know if they've applied for grants for things like that, which is really helpful and useful in a manner where they have those incentives and those uh things to promote that uh community involvement and and and making sure
323that the parents have life skills because sometimes some of the parents they don't they don't have those life skills. And so there that's maybe some of the reasons why their children aren't in school all you know when when they should be because they don't know how to address those and and be the parent. So I think that with all of this it it's not only just for our students but it's for our community. So to we're we're looking at um having our community be better and um it just it's it's kind of like a all the way around. It's not just the students. It's it's everyone and everyone should be involved. Like they say the community raises the children, >> you know, and we should kind of see it in that in that way. SP
324just kind of stirred a little bit of something in my mind and I'm thinking about it now as a parent who would respond is we need to also be ready to activate certain levels within our of our capability to say well my student said this was bullied was treated was blah blah blah. Okay, that activates a whole different level of support that we can provide as a school. So, I think in that contact portion of it, because some students may or may not feel comfortable, you know what I mean? And parents will be very adamant to say, "Okay, well, here's how we're going to address it. Your student still needs to be at school, and this is these are the steps that we're going to take to make sure they feel safe, confident, comfortable, and
325able to be here. But I but I also don't want I want that to be documented as well to say, "Hey, we were here. We gave you we we tried to do the best we could. now you're just literally deciding to not be at school. >> Um, but we also need to step up and be at that level to say we're ready to provide support for those types of instances. You know, >> to answer your question, um, the intermediate and the accelerated, they did receive uh funding from the DDC to create incentives. So did the Sunrise House. The Sunrise House created um uh they got the $65,000 in which we can then say, "Hey, can you put together a parent intervention training for those students who are chronically absent so we can provide them how
326they can ensure that this is not happening again? What is going to be their plan that they're going to create or put together and what additional support they may need so the students are in place?" >> And then uh another aspect of why students or teachers do we It's sometimes like it is health or it's care or it's those things. Those other activated systems of support need to be there. Sunrise house with their um um you know whether it's feminine hygiene or whatever it may be that's necessary, hygiene products in particular. But I definitely think that we should make sure we have all of that ready to go. But on the other side of that is our Do we have a nurse practitioner? Do we just have just a nurse? Is there some things that
327we can do on site for students as opposed to making parents? No, not really. They'd have to still schedule a health care visit which sometimes takes x amount of months or whatever it may be. I guess that ties all into our psychological services as well. But but I'm just thinking on the side of healthcare. >> Um what we can or can't do when it comes to that. >> Referral us to our social emotional learning department. >> Okay. No, no, the thinking spurring more thinking. >> The um they used to give up because they know they brought some >> the hygiene and stuff. >> Oh, they >> and I know um in the past the sunrise has given uh alarm clocks. >> Yeah. >> Oh, okay. to some parents that may need it. Um, >> Stevens,
328sorry. >> Um, I was going to say I always think about um the Children's Harlem Zone that's in Brooklyn. like they have this whole system in place of how they created change in this small area, Brooklyn to increase the number of students going from preschool all the way up to college. And it is a it is a community effort. So you think about this, they all work together to create this system, to create this community to increase these students. And it's been a framework that Obama pushed, but they have all these things in place where that they were working with community partners making sure that students were um being taken care of because we talked about like these parents not being a part of it. So one of the things that always I remember reading
329because when I was going to school I remember this was one of the research things that I did was looking at how they did this and they worked with wick they work with the current hospital with the doctor the hospitals how are we promoting education from the womb and to your parents and if their parents are not don't have jobs or they don't have services what are we doing to get them to those services when they're going to the hospital, if they're going to are they applying for Wick, what are they doing? Um, teaching them how to be a parent, giving them parent lessons and um about massaging their child, reading to their child, like just so many avenues that you can think about. And it trickled into from starting this school into the community
330and how it became like a huge problem a hugger solution of how they were combating the educational system. So I always I always think about that because it's something that we're thinking about but I would say like look at that >> have your teachers look at that because there's so many resources that are there >> and your thinking generate more thinking um this is where I think I fell when I met with HRC is by saying this is the level of support that I need from you >> is to give them some starting ideas so that they they also start thinking well we didn't think of that. But yes, that's easy. Something that promote education, something that promote incentives, something that promote all the other partners. Um, but I want to be able to say
331this is what we're doing when we when I get here. What are you going to do? Because at one point I I need you as a community to step up so we can work and address this together. It's 10% of our kids. That's a lot. >> Yeah, >> it's a lot. It it it um if we can bring it down. No, what because together we will bring it down. Um and and I don't want to give up on on what additional supports that we can get and even if it's from local communities, not necessarily from the the bigger picture. Um but if we can begin um having these conversations when we go and promote what the USD B USD is doing um to to to awaken that that curiosity is like what else can we
332do as a community and and for parents to start hearing hey it not only B USD it's also HRDC but also my local community promoting attendance. This gives me plenty to work with or to get started. I'm going to be bringing back. But if you have anything else before I move on to the next one, let me know once. >> Huh. >> Yeah. Well, a lot of service and you're going to definitely see it with all that happening. I see so many negative impacts that are going to change because of the shutdown and I think about like services as far as like TUA a lot I mean maybe I didn't know a lot of people who are aware of the services that you provide as far as like working with student people who need assistance
333and how is that like people just feeling overwhelmed and beat down by the them and like >> how do you walk them through life and say like these are the things that you need you you learn but most people you know like take it upon themselves to do that but some people don't you know some people need that you need to walk them through the process >> Oh yeah for sure >> I'm sorry >> no I just need uh or not a selfie um so I can start working on that >> was like even with like looking housing. People People assume, oh, you know how to get a house. There's a process. You really had to sit down with people and help them understand, especially those that have never ever had a rent payment before,
334they don't not to put it past them, but because if you lived in a traditional home or something, you you never ever paid rent, >> right? >> But now you're in a whole different situation where, oh, I didn't know you were going to ask me for money for the month for my house. Yeah, that's what that's what this and it's so sad because they get to that point where they're like, "Well, then I can't do it." Yeah, you can, but you you have to hear the resources that can help you do that. It's so it's so strange, but it's also like >> But if you don't grow up in with money, >> and you have somebody also providing for you. >> Yeah. >> It it becomes a a crippling point in your life and you
335have to learn how to work through that. and like going through the system and I learned this a whole lot when I worked with students at TOCC like just them trying to get them to resources and how can we be that will be beneficial for them um moving change transferring over or even moving into a city and like >> moving to a city is a whole different ballpark like there's things that you never have to consider when you were living here. >> Yeah. It's so much taken care of. >> Yeah. how to apply to a job, >> right? >> It's such a big step. >> Even just phone etiquette like answer the phone or even leave like like respond in some way. The less you say, the worse it can be. But the more you
336explain, you know, >> so what I fool is not okay to answer. [laughter] >> No, thank you so much for your thinking. Um, again, I I I'm excited that we gotten to this level. um of need uh that as we continue to see the the the progress is how else can we support you sir >> we don't have access to your >> can I presentation >> access >> what Please refresh. >> Refresh. >> Okay. Thank you. >> Um, Enriquea, are you still here? Enrique, do you have a minute? I just want to give a shout out to Enriquea. Um, that was her first meeting that she set up um with in in in Bordox. Uh, she put the binders together. So, thank you for helping us. Um, especially when Bennett is out. Uh, you thank
337you for your support and and I want to just um give it a shout out. Uh let's give her a hand for [applause] um without her I would not be able to run this today. Um I I understand that we had some hiccups and I I apologize for that. Um but nevertheless Enrique she stay all week and and supporting and also after this morning she had all of the presentations ready to go. U thank you Enrique I appreciate your support. Um now for this presentation um it is a walk through um and it is a reflection um and your influence um I'm going to use a quote that Christopher um my boy um told me is nobody hears a greed grow over the years but everyone hears when a branches falls down. um you're leaving
338a legacy as a board. Um and and and over the years you're going to see in some areas that we have worked and and some areas that we still need to work on. So the we set up um our five goals. Why do I keep bringing it? The more we say our goals, the more you know the goals, everything that we presented should be aligned. Um why is it important for the goals again is because in the last the next semester in the last quarter we're going to have to go back and say what are we going to change on these three goals. Um what is going to be the next following goals? Um what are going to be the ma the the the themes? Um we were successful with the three-year but we're not
339done. We still have so much work to do. so much work to do. Um, but it is the intention of the three-year plan was number one to bring everybody on the same page. Two, to look for indicators that going to determine if we're getting closer or not. Uh, today you kept hearing um, it's well, we want to reach our 70%, we want to get closer to that 70%. Because before that language did not existed, you helped set out that expectation. You said nothing less than this. Whatever it takes, we're going to start from here. And today, based on the presentation, it's like we're getting closer. We're growing this, but we're not done. We need to get closer over here. And even you question says, "Hey, what about those that didn't close it? They did not
340get close to the 70%. What's going to happen about that? We change our mindset. We change our lingual, we change our expectations um by having clarity of what is a min expectation." And I was excited when somebody said, "Well, in the next few years and then we need to slowly raise it." Yes. What you say and why you inspect it is so critical because it sets the bar. Three years ago when we said we going 80% of the students, they're going to get 70% or higher, it was like we're never going to get there. That was that was a real the mentality we will never be that was so out of the galaxy like that's so far that's so far and this year we started to see some last year but now in this quarter
341now they're starting to say no but we want to hit the bar now by quarters. Um and and that's what we want to now maintain. How do we celebrate that? How do we acknowledge that? How do we do that? Framing. Framing instead of reinventing the wheel. Um since day one, the the first framework that I want to continue to bring back. Um it is the three big questions. It's how do you turn any organization around is by ask by asking what are the needs? What are the practices that we going to change our behaviors and how we going to monitor the growth. this the second one now it became almost a second language uh or um we normalize that well here's what so what now what um because they don't have to think from scratch
342we needed to let people say how are we going to address that data what did they they were afraid um to say am I going to say the wrong thing with the data um but because we gave him a goal and we told him the questions. How are we going to be closing the gap? How are we closing the gap? And if you notice that some of the principles are saying, well, I I brought it back now to my teachers. They need to do the thinking. And one of them say, uhuh. I'm going to bring it all the way down to my students. They need to know their own data. They need to help and monitor the data. So for this year, I was saying how we going to uh form it, how we going
343to norm it, and how we going to be performing. and and today we it was an example of how we're going to be performing. Um as a district um we came up with ways in how to monitor the academics by content, by standard, by teacher and by students. We also um as an organization we're looking at the attendance by school, by grade, by teacher, by student. And now we taking it this year a f a step further by now collaborating with HRDC. We're going to show them by community. What is the attendance based by community? Um letter grade is one indicator but it's not all of the indicators. It's only one um selfie but it's also what are the different tools that we that we can use um to motivate everybody. So we using different
344ways to to motivate the intrinsic motivation is we using hey how many standards are we reaching 70% and you're helping with that the way you acknowledge this meeting alone the fact that you said we going to have quarterly benchmark uh reviews the p the power that it carries why you choose to pay attention is going to show the intentions is going to show what is it that they need to show us and and and and they're going go back and say, "Hey, every quarter, they're going to be looking at the scores and they're going to be looking by school. They're going to be looking by content. They're going to be looking by teacher and and the level of awareness." Now, some of the teachers, well, no, we want to reach higher now at this point.
345So, it is how do we use all of the systems already there? But it is because you're paying attention, because you're asking those questions, because you're setting the time, you're making pretty much everything else easier because you're setting up the temperature in that thermometer. So, this is what I want. This is what I want to expect. your questions such as well I want to see how that um how the collaboration is going to work. I I want to see what that impact is going to have. You're not saying that's working or that's not working or what is the school trying to do. No, say I want to see how is that working. It it you you giving and feeding the principles and the teachers this is our goal. These are the practices. You set the
346practices. Okay. Now tell me how's that working? And you also saying let us know what all the support you need what as a board we want to make it clear do you have what you need. So that level of of of interaction is m is bringing everyone um on the same target and on the same page. In the [snorts] beginning of the year during the kickoff, we celebrated and gave awards to um everyone that show pockets of excellence that in the beginning of the year by having everyone and acknowledging they got a little the trophy is like the trophy like this big. We brought um Milianes and we gave her also the trophy for for for doing what we expect engaging the kids making it culturally relevant. These are some examples of what we're looking
347at and and this is current examples of excellence. I want you to see the red. I want you to see the blue is last couple of years. How much blue and green do we see? This is your legacy. Now, now we're not celebrating until the end of the year. You set a new bar. You set a new standard. This is your legacy. It's by the first quarter. They want to showcase hey this is what we're doing by the teachers now uh understanding that we also looking how you doing individually are you bringing it above or below what is your contribution to the students but for us it it was my my my um hour [laughter] our coach is like no we need to we need to change it I'm I'm meeting with grade levels I'm
348meeting individually because now they see which standards they need to help with which teacher they need to support. So this level of excellence is how do we celebrate this? How do we make it public? Because what we choose to pay attention is going to show intentions and it's the psychology behind is um we still have a lot of work to do. We still have a lot to but second grade last year they said the standard guess what they were celebrated they're sitting it even higher this year. the amount of progress that they have demonstrated this year and this is by [clears throat] the first quarter. Look at the amount of red and and and and orange uh between the pre and the post and both ELA and math. How they closing the gap. So if
349they did it last year and they doing it this year now we have two consecutive grade levels moving forward that they're going to be strong that they're going to be strong. Today you heard Jolen and say we have these many students already above grade level that in the past the song was a students are coming below grade level. The song is going to change this year. Now we have by the end of the first quarter 11 students above grade level. Look at in second grade math. Um even though that's what the the pre and the post your legacy was we going to minimum bar was 70% or higher. three years ago that was again the galaxy um Andromedas which is the closest one from the earth um but look at we said 70% look at
350where they're at look at my teacher and by looking at this which teacher shows that is struggling which teacher is teaching the is the lead so what is this graph doing now to our principles is saying I need to talk to this teacher I need to make sure I support this teacher our our um math uh coach says, "I need to see why they not being successful. Is it the test? Is it the teacher? What is going on? Let's look at it further." So, we're focusing on then um what else can we do versus blaming our kids? We set the bar and slowly it took three years. It takes a minimum of three years to turn a system around. Um but we're not done. Here's the thing. It's it's Yeah. Let's celebrate, but let's be
351realistic. We still have a lot of work to do. This is a new progress. [snorts] We're looking at it's part of our plan is that um the students are going to score 80 um 80% of seven year on the standard. So, we looked at it by grade level on the top. But now, what happens when the kids are not learning? Well, we have a system in place so that we can monitor. So the the first graph uh or the first uh level is when students take the test in the first time and then they have to do some retaching and for those that did not get the scores we're going to give in a different score to see if they went up. So that that is called tier one and tier two interventions. It's retaching.
352So now when we look at it and we see it by grade level and by teacher and then we see okay are they being effective or not. What additional support do they need? And in this case, second grade is showing their interventions is working as well. That's what they've been successful. But we also looking at, okay, how are they doing with the lesson plans? The highest score is a four. So, as we checking the lesson plans, what additional support do our teachers need? Are they steady up for success when they're ready for the lesson plans? So, that's another system that we have in place. So we now we know not only when the the the scores but let's see how ready they are they to to to teach and if not what additional support how
353often do our principles go into the classrooms for the teachers that need the most support. That's something that we can track and we're tracking and and it's part of our conversations for second grade. Um it is how many times have we been there to celebrate and continue to giving feedback. They're showing growth but guess what? We all need support. This is what the data look back in 2021. That was a post. That was at the elementary three years ago before their three-year plan. That's how the students how the students did by the end sorry that by the end of the first benchmark versus how we're doing right now based on that assessment the different assessments but nevertheless is little by little how do we change that mindset so we can grow look at the amount
354of red three years ago I mean 2021, that was four years ago. Um, and how we continue to attack the red by the end of the first quarter in October 20 uh October 11. This is what the data was for the entire intermediate school in ELA and math compared to what you saw today. But back then the expectation to grow if you remember what the 301 goals were the students they're going to grow 10%. The the first year when we said no you have to reach 80% or the students are going to 70%. And and they have to say minimum is 25% or higher. That's it. But it's how do we change the the thinking, the mentality, the mindset. Now you have it uh right next to each other. This is um look at what
355fourth grade looked like four years ago versus what it looks like now. The LA and math. This is again your legacy. This is you set the temperature, the expectation, but we still have students in the red and the orange. Let's celebrate everyone that made it through. Let's see what else are they doing by we asking them all right this is by first quarter. How you going to retach it by sec by by the next board retreat? How did how did you fix those students that did not make it that first quarter? How was your retaching? How you going to maintain those that were yellow uh green and blue? How did you maintain that level of proficiency and and and and increased it? It is um the data dive example. Um what happens when the students
356are not getting it? It's how do we how do we then um train our teachers to be able to look at that data? Well, before even with the uh the data dive um the growth was not being experienced. So the teachers the principles they have to change the data dive to be able to change their the the the teachers uh thinking and what they were looking for. Fifth grade that's what it looked like um back in in in 2001 by the end of the first No, I'll take this back. This is pre-benchmark. Pre-bench. Uh the one on the top is by the end of the first uh benchmark and at the bottom the end of the first benchmark. Now look at what fifth grade look like versus what it look like now. Sixth grade. I
357want you to see what ELA look like in math for sixth grade. For fifth grade, um what we're looking at again, this is on the top is how do the students do um by the end of the first quarter and on the bottom how do they do uh by standard and how do they do by each teacher. What I want to point out is the system that we have in place to look at the data by grade level, by standard and by teacher. What do we see here? Um you a part of our reflection. How many they reach 70%. If not, how much closer? Which teacher struggling the most to teach a specific standard? How we going to support that particular teacher? And if you grew um it 25% and you did not reach the
35870% that we need, how much more do you need to do? How much closer did you get? If you already grew that much, look at how much closer you are to meet the 70% to some retaching and interventions. Oops. Same thing for sixth grade. It's highlighting our system in places that we need to look at how they doing on the pre versus the post as a grade level by the teacher um by the standard by the standard by teacher. Once again, the question for my team was which teacher has been the most successful? Which teacher is struggling the most? Before we blame the students, let's look at see what do we need to do as adults to be able to prepare ourselves to be able to execute and and and teach that standard. Um this
359is where we were um July 21st through May 22nd. The highest score that we saw by the post, it was 45% by the end of the year in um ELA, 43% in fifth grade, and 28%. thoughts, comments. If we would have done everything that we were doing the same, this was this is the best we could do by the end of the year. >> Again, we have a lot of work to do. We have a lot of work to do, but this is how we were in 2022. The high school, if you look at look on the left, this was the board report at the end of the year on the left hand side, the chart. The challenge with these tests on the left, teachers created those tests and what we found out those tests
360were not aligned with a state test. So there was always a surprise. How come we look that we do so good but when we take the test look so bad? So we change the test. Now the teachers they don't create it. Now we use um something that is already standardized and we saw a major dip dip when when we change the test and what we see now it is it may what you see in the pre and the post it is aligned with what um the state is going to look like as onset was saying is we have so much work to do at the middle school and high school even though we see growth um the amount of reduced uh through the Today the orange and the red is still red. So especially starting
361in seventh grade, boy do we have work to do. We have our work cut out. And oh this one for eighth grade even though we see the amount of reduced but when I add up the red and the orange we have a lot of work to do. ninth grade. Um, we can celebrate the ELA. There was a major change in the ELA. Um, it was greatly reduced. That is a path. So, what does that tell me? It is that this cohort of ninth graders. They coming in strong and they they they teaching them. So, the next four years, we're going to be raising the bar because they're already coming in strong. What was also different? Um these students had the opportunity to attend summer school and they had the summer bridge to teach him um
362in in the additional uh skills study skills. So they're successful this year. The math we have I'm sorry this is the ELA uh for the 10th and now we have geometry as well um for 10th grade. And when we look at uh the pre the pre and the post um ELA looks promising geometry that's an area as you heard with constant it's still needs a lot of uh support this is a new teacher um in in the district or through the district uh Miss Kinsey is supporting this teacher to be able to uh understand what the expectation is going to be our 11th graders um this is something that we definitely definitely need to celebrate. This is an example of um extraordinary work. Uh these are students that regardless of any gaps um students that
363the teachers they're demonstrating that our students are going to get what they need. Look at the amount of yellow, green, and and and blue by the end of the first quarter. This is something to celebrate for ELA in uh for 12th grade. It's al finance algebra in ELA um for 12th graders or seniors. Um look at there's no Z there's no red in ELA um in the first quarter and the amount of uh red and orange reduced also in finance algebra by the end of the first quarter. So it's how do we maintain the level of success the morale so that they can continue to be this successful and what I wanted to point out in in the next section is from just from last year to this year. What did we change from last
364year to this year is the awareness that we checking u um the data we show them at the end of the year um you should have seen everyone's face when we gave them the scores by teacher and says here this is how you supporting or not supporting your students um and look at how the students did last year compared to this Here another example it's in ELA 12 from last year to this year the level of proficiency how it has increased for finance algebra from last year to this year raising the level of expectation even last here they did not reach the 70% but look at it now how many standards refills okay and we we spoke about attendance I was looking at the attendance And that's not what I wanted. But we were talking
365about attendance and what is it that now what we need to do to increase it. What I wanted to share and and share with the governing board today is that we may not see all of the blue that we want to see in one year. What I wanted you to see is how your efforts, your support, your share accountability over the last three years, the difference that it is making not only for our students but also for our teachers. Oops. And I'm going to open it up now to the governing board. What does that mean to you as your reflection? You saw all of the reports. You saw everything um that the principles have to had to share with you. You share the reflection. And now as a governing board, what are some ways that
366you want to continue to support What else can be done and by when can we accomplish whatever we think uh we else would we need to do based on what principles presented based on what I presented how else can we support our our our staff how can we do that and by when and how we going to see if we met that goal I would als I would say like professional development for teachers, encouraging those that need additional support. >> Should I hear your mic, Miss >> Oh, sorry. funding for those opportunities for professional development, but also funding for opportunities for incentives to encourage students. Um, but also our staff. I think if you show support to your staff, um, they're going to take pride in what they're doing. >> [clears throat] >> I'm gonna
367I'm gonna say because I think it it goes a long way is is just being present sometimes. Showing our presence is important as much as we can. I know it's not always possible, but there are things that we can do just simply as showing up, going in the classroom, being a part of the the overall effort. But I agree on the first two points. Um, I might as um along with all with that that we be um highlight those um highlight those teachers or the staff that are, you know, really um moving forward. So I think that's one of the things that um even though we do the um himak award, I think that uh if we're if we're going to be really successful in trying to get uh the motivation going, then we should
368be really highlighting those individuals who are extraordinary. And um whether it be through the incentives or just the acknowledgement on social media, whether it's on our um our um our um our board out there um just somehow really highlight those individuals. You know what would be neat in that line [clears throat] in that line is giving that opportunity to the principles to highlight them in their video or high I think somebody used to do like a bomb the bomb teacher or the bomb something. I thought that was neat and I haven't seen it in a little bit but they would you know shout out themselves not themselves but you know shout out their their team members. Miss Cedric, anything. >> I think um um transparency and that our parents, our community understand where we're coming
369from, what we expect of them in turn of um I guess just getting support from them for the teachers, the administrators, our staff. just exactly what they do, you know, because I think a lot of times they they wonder what do they do, you know, something like that. But >> um but I think that and and and I agree with with everything else that happened. I think advocacy too, like showing that we're out there >> pushing for those initiatives that are going to be supportive of them and their compensation, but also some of the things that they have to deal with. I feel like, and somebody tell me if I'm wrong, anybody, not just the border, but I feel like it's almost it's almost less. We're almost so less. You'd be dealing with so much
370more at any other school district than you would be at ours just being a if you know what I mean. Like with the velocity or the chaos that's happening. I feel like we're we're outside of that because we we recognize the importance of simply education and not introducing these like radical types of things that could be that could just cause chaos. So I'm hopeful that that we're again like that we continue down that path of the importance of the student and the education side and not you know not be well entering into these things and these are things that I think that we I think genuinely all feel the same about but you know >> I don't know how I don't know how that helps but I'm just saying general >> I was just going
371to say you bring up a good point but we do also have people in the community have diff different different views um and we're going to How do we address those different views when um those things arise? And I think we do a good great job at it. But you're right, like and we went to the board conference. >> Yeah. >> There's so many things that schools are dealing other school districts are dealing with that we don't even have on our plates, which I'm really grateful for. >> Yeah. >> No, I know. I mean, it's those it's those little simple things. the simple they just don't bring any actual real value to us. I think I mean like she said there are definitely peoples with views that have the same type of understandings out there
372but we've been able to coexist and look at the the bigger picture. as your superintendent, I want to thank you um for all of the different layers and the fact that you're you're giving us the opportunity to share um early during the year the progress. I want to thank you for making the time and being here and wanting to know how our students are performing and not at the middle of the year, not at the end of the year. This is part of your presence when I put a star because we want to make you proud. We want to make our community proud. So the fact that you paying attention by saying I want to see how everyone is doing, that alone is sending the message we care and I want to know how we're
373doing. And how do we now find a way to to celebrate them? That is part of my job is how do I bring opportunities for us to celebrate them? This is part of our job as we begin our crusaded visiting all the communities to tell our story. It's Facebook is saying one story. um the community is telling one story. It's going to take time to build that trust. But if we continue to send, hey, this is what we're doing. This is what we're celebrating uh by marketing it by by videos, by holding events and and and acknowledging it. Um it's we do a great job right now with the kids, uh by by having the student of the month. Um, now we have two schools doing the corly awards assemblies and and and this year
374the the middle school and high school. I was very pleased to see the amount of more parents that they're like now coming and saying hey I want to be part of it. We had one that was running and they're like are we late? I said you're super early but thank you. Um but is that they bringing the level of acknowledgement positive reinforcement for the right reason and the extraordinary pockets even by student level parents they want to hear how the students are doing. Nobody wants to hear how bad our students are doing but sometimes we have to wear uh th those big pants and say but we also have to have a courageous conversation because things are not working such as chronic absentism. Um definitely the professional development uh we provide uh for new teachers
375we have uh the yearround support but it's not enough. So the professional development now by giving them the to empower the team and and our coaches and say where do you need to be and say I want to be out there supporting them then go let's schedule it they they it's screaming. So, thank you for trusting that level of support as well and showing how they're supporting incentives. Um, every school has a little bit different incentives, but also for our staff, um, there's different ways of incentives. They have the 301 incentive. Your presence, your time, it has no price. Your presence, you are our boss. You are the, you are the members of the community. Your time has no price. Your words carry so much power because it's when when we hear that you're you
376notice the growth, it it gives that endor that it releases the endorphins to say, "Hey, I I want to do better for my students." But when you also say, "We want to see because it doesn't work." It also carries so much weight because hey they care and that's part of being courageous is saying things are not working here. We need to see a different system in place. It carries so much weight. It is important for for me as your superintendent and and and for the staff to have these conversations and to be able to have um this level of planning and understanding because we calibrate on what's important. If we take away our goals and we take away this, there's going to be so much noise and we're going to be all over the place.
377The reason we don't have a lot of the issues and and and drama that is going on is because you're supporting a very clear goal. You want our students to be successful. You want our teachers to be successful. You have our principles to be successful. You said it several times throughout the whole day. We want you to be successful. we want you to be successful. That carries with weight. It's the fact that you you're you're when I need you, you said, "Hey, I need you to be here and I want you to give a spill." Um, and at any point, President Mundia said during the community uh the Puma um meeting uh the Puma County meeting uh that he had to give a speech on the spot. He said, "Well, that's we have to be
378ready at all times because that's how we do all the time. That's what I do with you guys. Like, I need you to give me a message. I need you to give you speed. I need you to give blah blah blah. Um, but it I want to thank you for your commitment. I want to thank you for giving us this this time and space. You have full jobs, you have families, and you're still making it a time for everybody else's children, for our community children. Um, it is as more reflection carries weight. Um, because now based on this, let's work together and make this happen. Um and that is my job is now how I can I support my governing board now to provide this level of awareness so that they can see how your
379work it makes a difference. You may it may seem that because you're way up here that your work is not making a difference. Today was important for me because I wanted you to see your legacy. I wanted you to see over time the small changes that you making over time it is working. But we're not done. We still have so much work to do. So I will need your support. I will continue to be your support u and and in and continue to creating these opportunities, continue to hold us accountable and continue to have those courageous conversations. Um we let's use our differences to create more thinking, but at the end of the day to continue to be stronger. Um I look forward to our next one. Uh any thoughts, questions, uh comments? I'll be
380more than happy to record you. Now, >> anything Stevens, >> I was going to say that it was it was a good day to be here. Um it was great to hear the each site share how they have progressed over like at the beginning of the school year till now and it's only the first quarter. So I'm excited to see what the next quarter brings. Um, and also to hear how they're celebrating what they're doing and realizing where um, realizing where they need to focus their energy as far as what needs to get done so these students can be more successful. Overall, I think each site did a really great job in sharing that information and gave me more of an insight of what they're doing. And you're right, presence does make a big difference.
381Um, representation matters. I think like um especially in our own community and I and preaching the choir because I don't come to a lot of things, but really I am grateful when I'm able to be sitting here or being a part of something because we chose to do this. We don't get paid to do this, but it's something we're passionate about. And honestly, I'm it. education changes people's world. So I'm always gonna make sure that I have some kind of aspect of being a part of that. So I thank you for the opportunity to learn and grow all the time. Every time I come here, I always feel like thank you cuz sometimes our own personal lives and our our jobs sometimes beat you down. And then so to come here and like be a
382part of this is like, oh good. This is what this is why I'm here. So, thank you. >> Thank you, Silia. >> Um, [clears throat] >> I had a hard time getting here, [laughter] but because of a lot of things that are that are going on, you know, in the family and whatnot, but um, we, um, but I am glad I am here and I've been, what happened? microphone. Can you speak closer to the microphone so we can't hear it? >> Oh, can you hear me now? [laughter] >> Um, but you know, the the 50 plus years that I have worked in education uh for at different levels, you know, I've um I've enjoyed that opportunity. I've enjoyed the work that I've done. I've enjoyed being here and and I am so thankful for these
383young people here that are here today with me. Um because of their insights and and the different and where we're going in the district compared to where we were in the past. And I, you know, and I'm just so thankful for that. And I think that you have a lot of families. you have a lot of our staff, our administrators who also I think um really appreciate the support that we put forth uh in efforts for them to succeed in their schools uh their their their students education, you know, because I've always thought that, you know, our students deserve the best education and and you know, in with the jobs that I did here with the school district and then and now the job that I do um in education where I'm at now and
384then including being part of this this this school board and thank you uh Ruben I think um you know when I mention you everybody oh I love that guy you know because you you make things here for us for the schools um exciting you know, and I think that's kind of one of I, you know, some of sometimes I think that's some of the reason why our students get so excited about being coming to school because I remember uh we were at Walmart and my granddaughter saw you and she got all excited and she was saying, "Grandma, that that that man, that man." [laughter] I said, "Oh, that man from the school." and and she got really excited because she knew who you were because you meet your presence, you know, from the beginning. And
385so, uh, but again, uh, like I said, you know, I'm so grateful and and and I feel good that when I do leave, you know, that it, you know, everything is moving the way it is and we're moving to this to be successful. and the difference between when we had we're so much um trying to get our our grade levels up, you know, to where we're at now and celebrating all this, you know, it it's it, you know, it it just does something to my heart and I I love you all. Thank you. >> Thank you, Miss Sio. Um I feel like Today in a lot of days and a lot of times I think just piggybacking off what you both have said today was pleasantly and very much uh gratefully appreciative of that we
386that we took the time especially but but also how much of the reports were so were they're were very positive and there's [clears throat] always room to always room to grow always things to work on. But I think that in the years that we've been able to sit here and some of the things we've had to discuss, decisions being made and and you know, whether good or bad, um the culmination and everything else that we've of everything that we've come from and done, it's weird to say I've sat here for six years because it doesn't feel like that. yet. Um, looking at these types of this type of information on a on a on a on a on a scale of what we're setting as the expectation and and and seeing how much we're right
387there. I think has definitely really felt like this is again like just was mentioned, this is why we're here today. This is why I'm here today. This is why we do give up the time um and try to do our best to be to be present and and to be um um to be informed and and to give the respect of of listening, responding and or at least taking in the information and and truly digesting it as we should as board members. And so today just kind of reinforces that. And I'm grateful um of course for for each of you ladies sitting here and and to everyone who who plays a part in in the overall effort that we're putting forth and m Mr. Diaz and and to all of your your your cabinet. Um
388there's I think there's there's a lot to say, a lot to there's so much I think people don't realize that you all actually put yourselves through just so that we can see one child succeed. And that says so much more about how much we as a people care for our own because we don't and I'm saying this as a person who has had very much experience in it. We don't give that much to our own as much as you give to someone who you don't know. And I and it's it's it's um it's something to work at as a people, as a community. And I know it's possible, and I know we can, and I know we will. But I am ever grateful, I think, as an individual to be able to sit here, support,
389take the time and and to continue to to set the bar and at the same time support getting to that bar and that level and um surpassing it. So today just really did reinforce so much of um and you putting it into perspective, I think, Mr. D, is that look at where we were. look at where we are because I remember sitting in here thinking the same thing. >> What are what am I going to do or what are we going to do that's going to actually be an impact here by the time we're gone? And and I'm hopeful, of course, Miss Sylvia, you're seeing, you know, firsthand from from what we where we come from, where we've come from, and where we're going. And for me, the the snapshot that we have in these
390last six years has been nothing short of just it's it's it's truly impressive to see and truly impress and and I'm I'm very grateful to be able to support. Um, but I know we can do more and I think that's the point of like me challenging myself as well to learn more, to understand more, to be more supportive, to be understanding and and to be more open-minded and and continue to just impress that that this is this is a good place to not only work, but a good place to continue to engage in the upbringing and the education of our children within the community. um particularly our tonam children, but I know that there are many um who come that are not from tonam and I think that that hopefully is expressed in a way
391that you know we tried to build that community be simplistic in that you will be loved, you will be encouraged and you will be prepared when you come here no matter where you come from. So it's been a really good day to to kind of reinforce that. Um, as as was stated, you know, I for me I I am really grateful and and it's very exciting to see um the beginnings of our visions. Um, I know we started out with our three-year strategic plan by clearing the land and then, you know, we're now we're we're even though we're in the we're in our second third year, third year, we're we're starting to see the efforts and the changes that are slowly coming along, but still they're coming along. on. And that is really something because
392in our statements and in our visions, um, we want to see those, uh, graduates that are going to be highly accomplished in whatever field they go, uh, whether it's secondary education, whether it's straight into the workforce, but that they do something. And I think this is the beginning of, you know, setting that bar for them. Not only them, but their families and their communities and their, you know, everyone that looks is going to be looking up to them for the future. And I think that this first steps because like ES was mentioned, we didn't have a plan. There wasn't really any set goals previously and now that we're on this this um mission, we see those changes. We're seeing we we've lifted the bar and going from a 10% increase in growth to 25% and
393I hope that increases even even higher in the future because that's what's needed to turn um our school around and and it has already started making that circle. So, I'm really I'm really grateful. And yeah, it it does take time. Like somebody was asking me earlier, you're in a meeting at Sunday. [laughter] Like, yes, I am in a meeting. Don't bother me. You know, um because we make that commitment and and I know each one of us had a vision when we had started, a personal vision of what we wanted to see for our children. And we're for me I'm I'm seeing that and I'm seeing that it's also um getting out to the communities like getting others involved um whether it's um our oversight committee the educ the nation's education department um some entities
394here in the nation the fire department, TOUA, they're really supportive in making sure that they're present. Um, so it's just to see a community evolve in making sure that their children are educated and that they move forward is really uh is very inspiring. It's really good to see and and I'm so glad that I'm part of it. I'm so glad that all of us here and for I know Sylvia has been here for over 20 years but Anna Marie and Juan and and I just for the six years we've been here that it has been an eyeopening opener for us. There's a lot of stuff we didn't understand and we didn't know when we first came on board and sometimes it got really hard >> and I didn't want to come to meetings. I was
395like no but then it changed somewhere along the line it changed and it's like I have to be there. I have to be there to make sure that we keep going because that was one of the reasons for running was we wanted to see transparency. We wanted to see change. We We didn't want to we wanted to see things move forward and not just stay the status quo. So, I'm really grateful for being here. I'm really grateful for for Reuben and all that energy that you have. [laughter] And and and we all see it. The kids see it. That's the most important thing is the kids see that energy and they see everything that you're you're you're putting out there for them and that shows a lot when the when the children acknowledge you that's
396pure that's from the heart and that's where it should be. So thank you. >> Thank you all. >> You know >> I know this this is a lot. I know this is a lot, but it's um your responsibility is bigger than mine. Um you're you're changing an entire community. I'm only educating the kids. Um thank you for your commitment. Thank you for your time investment. Um I'm sorry for every every time I pull you in. Um I don't know how to do it any other way. I want you to be part of it. Part of it as well. Um I'm very proud to serve you, to serve my to autumn community. Um and this is only the foundation. This is the new bar. Um and and we still have a lot of work to do.
397Um let's continue to focus on what matter. Um don't let noise distract us. Let's address grab the bull by the horn when it comes our way. I trust you and I trust that um we're going to continue to collaborate and work on our mission, our vision and whatever our new three-year goal will be. Thank you all. Enjoy your evening. >> You know, I I it was when you mentioned that it's been three years. I My god, there's been so much that has been done within the three years and how fast it went. How fast it came and went. >> Yeah. and Erin, thank you for being here also. >> Thank you. >> Yeah, quiet over there. >> I I I say that too for any of the staff members that had to be here because
398you're right, like it's a Sunday. Like, who wants to be doing something on Sunday? Most people are trying to get relaxed and get ready for the week. Um, but they gave up their time to be here to share information. And also like at night time, most people are going home and don't get home. But we when we're here, they're they're still here with us and they present to us and they have to travel back home. >> So it does, you know, they make an impact in our kids' life and for them to stay here and share that information is really valuable. So thank you. >> All right. If that concludes our information items today, all we have is our adjournment. Motion to adjourn by Miss Sylvia Hendris. >> Second by Miss Animeary Stevens. >> President
399Moabo. >> Um Vans. >> Masappa. >> Hendricks. >> Mapo. >> Miss Stevens. >> Mosapo. >> Okay. Three.