001Where's the people? Yeah. [Laughter] >> We'll go ahead and call today's uh meeting to order. Today's date is Friday, July 11th, 2025 summer board retreat. Turn it over to Mr. Sabalo for Roco. >> All those present Juan Bodia. >> Kathleen Vance. >> Sylvia Hendricks. >> Hi, Adam Stevens. >> Jessica Male. That completes ro. >> Thank you. With that, we'll continue with our agenda. We do have a quorum. Number three is our routine business. Letter A is the approval of the July 11, 2025 board retreat agenda. There are no objections. I'll motion to approve. Is there a second? >> Second by Miss Silia Hendris. >> All those in favor of the motion. >> So >> Kathleen Vance, >> Miss Silvia Hendris, >> Anna Marie Stevens. >> Motion carries. >> That number four is our information items.
002A today is um our welcome and invocation. Mr. D. >> Um President Maria, members of the board, and members of the community. Uh today we're super excited. Um superintendent. Good morning. I hope you guys are doing okay. My name is Diaz and I am the superintendent, members of president and members of the board and our uh distinguished uh members of the community listening. Um this week, I mean today and tomorrow we have two pack days. um that I highly encourage not only uh our our our team but also the community um they will be able to learn the foundations and and and the journey that we have gone the last two years and where we heading. Um I thank you for being here uh for the next two days um buckle up because we have
003a lot of great information that we want you to take away um that is going to help us. Before we begin, um I want to ask for a volunteer to see if we can do the invocation so that we can open our mind, hearts, and spirit and we have so we can have an amazing great day and hopefully a good and incredible next year. So we if you can if you're able to let's stand up so we can do the invocation and if I have a volunteer please do so you sorry as we um gather here this morning um and plan for the future of our students for BUSD and students everywhere. We hope that we succeed and and have a great year for everyone, for all our students, our faculty, I mean our teachers
004and our um staff. Again, welcome everyone and thank you God for giving us this day. Amen. >> Amen. [Music] Right. Um, letter B is the district operational data initiative. >> All right, here we go. Um, and >> you're not on, >> huh? >> Not green. >> Now we can go with the answer. Thank you. Um there's a couple of things um that I want to go over before I begin. In front of you, you have all the wisdom that you're going to need for this upcoming year. Uh you have a binder with all the documents. Um they also available online. On your left hand side, you also have a cheat sheet. Um there's two copies of the cheat sheet. Um and it's going to make sense for the whole thing. And as you're taking out
005um you're going to see how we're going to be able to be a individual as a farming individual as what is going to be holding us together. Um based on our well what much of threeear plan uh we will be um um providing you um with a big picture in the future. But before we do that, I'm right by now you probably know and now aware that we always start with a preassessment and a quiz. So at this point I'm going to have you do a couple things. Um on this one we will be writing what is going to be our commitments as a boarding as superintendent for this coming year. We're going to write everything that we say you know what that should be one of amendments. Let's write it. And at the end
006of these two days of this two-day journey, then we're going to go back and say which ones after we discuss it are we going to come into cuz everything sounds good in the moment. We the emotions are going to drive us. That's the one. Let's put it on there and then we'll evaluate it and determine which one we going to add to a strategic plan. The next one [Music] I'm going to bring you closer to you. We spent two years and and I have um asked President Wendia for the last two years to offer every single meeting to start with a mission and and he has um ongoingly stated in an effort to support our vision and vision and the district and the superintendent I want you to remember for each one of the goals
007um without cheating without cheating without because um I want as a board remember it is a team and as a board I want this activity to be done as a board um and collectively because then we know where I need I need you to put your energies which go you need to remember okay throughout the whole here throughout the whole uh uh retreat. Our goal is to show you how you going to meet each one of the goals. Every single school, every single department, every single person is and our plan is to see which goal are we going to meet and and if we don't know as a as as a leadership these goals, it's going to put us in in in a in in a predicament. So, who is a brave person to be
008the recorder and everybody else uh doing anything? All right. Having said that, uh, I'm going to give you only 10 minutes, but I'm going to give you 1 minute for each one. Right? >> Go for it. [Music] >> Look at your >> transpiring, motivating, developing. You're a cheating. >> Yeah. treatment. H I >> M A H I M D A [Music] 1 minute. >> It's 5 minutes. >> Oh, the whole thing. >> For the whole thing. >> Oh, okay. >> Something about [Music] something about getting ready for the >> It's delicious. to our last. >> Don't get stuck. Move on to the next one. [Music] >> Uh 80% >> 80 80% of our students will >> achieve uh 70% u or more. Yeah. 70% or greater mastery. 90% [Music] And then the other one is
00925% um for the year >> increase [Music] >> theory [Music] proficiency. um kind of um community >> outreach. >> Um what is that? Um where they go online and they look at that the parent portal. >> Um it therapy Okay. And >> yeah, supporting supporting other words. Yes. >> Walk. >> Okay. >> We have a new uh resolution, guys. >> So, the new resolution is that we're going to use the author, right? >> Okay. >> I'll take that one for them. >> No, you don't have to write it down. I I I'm just making my transition that I need to walk away from Unified School District to walk walk mom cook. Uh trip mom. And I'm missing the when I wrote it, I did not know how to do it. Now they tell me how
010to cook. >> Mom cook. >> All right, next one. Um, for for that, um, I'm going to go ahead and get started. >> Take away the axes. >> Yeah. [Music] >> All right, Sylvia, here's for your class. You want to be our teacher. >> Oh my god. >> Yes. >> Your advance. kick off. >> Okay, it should be ready to go. >> Ready? All right. >> I have no idea what I'm doing. >> Moore, thank you so much um for being this year. Um it's been a pleasure. Um and this year is going to be uh an incredibly challenging year. And then tomorrow the number one job for for Ben is to update Jessica Avenue's picture. Um so you are correct. Um thank you when you said the vision. And here's the thing. It's I
011need to go back and correct it. >> I don't know if your alarm's going off or something. >> See you exceeded the the task. Did you complete anything? >> Okay. Yeah. That's the vision. That's the mission. Oh >> no no no no. This one is it's backwards. I need to correct. That's my mistake. But you are correct. When you said, "Hey, no, that's a a vision." You are correct. And and and thank you. Um and our vision um it is we create healthy, inspiring, motivating, development, and achieving graduate. Now, the part that you guys struggle is here is this. It's only the definition meaning our way of life. So you we're almost there. It only took us three years to get here. uh the big picture. Uh this is what you're going to see today.
012And this is so important uh to point out and to keep on the back of our mind. How do I get rid of this? One of the greatest challenge that we have had was are we all going the same direction? Are we all heading the same direction? And that that >> there you go. We have been trying to um measure even though we have two hemispheres. Nice. Even though we have two hemispheres um we've been focusing a lot on Hey, the school is the school. Yes. Because everything that we do it is so that they can be successful. everything that we do all the way from um our grants, our curriculum, our hemodog, our special education, our CFO that also oversees HR and payroll, our Sunrise No, >> our Sunrise House, our IT department, our
013counseling department and operations grounds and and and uh I'm sorry, facilities um our transportation department. By the end of this journey, I want you to keep in mind is are we all doing what we're supposed to so that they don't fail? So that they don't fail. Here is the net. And if that's not happening and then we're not supporting a reason the primary reason we are here but we cannot disregard that as we're doing this you hire uh the superintendent um because I'm also holding every single one accountable and and the goal by today is so you can also have an idea um or the infrastructure in place and try to keep this web together and and and focus. Um and and the challenge that sometimes it takes with that. Um what you see in
014front of you is a binder of what connects here I'm responsible for. This is what I'm trying to make sure we all complete. And how we going to do that? It requires first of all understand our goals. We need to understand a rule. So every time um every time you see something, hey, that's evidence of this or that's evidence of that. Sir, sir, I thought you were um next next if you don't mind me. Have you seen a mouse? >> Yeah, it's not a touch screen. front of the class, please. [Laughter] [Music] >> I miss my big screen. >> And I give you the access to the house. And let me see. >> Is it turned on? >> It sleeps and I can't get it back. Of [Music] course, >> the man comes in my
015present. presentation a great deal is going to focus on the operations and you and it's a general overview and then you're going to see also a general overview to framework thinking for the curriculum and instruction department. So again the curriculum instruction they're going to focus on the curriculum instruction overview and prepare you to how we're going to be looking at the the the plans. I'm going to give you some information to once again share how what else it requires not only to be looking at how those things are doing. >> Can we refer here so you can keep going? >> Yes, of course. And now we're going to continue to do that. Um the next step it requires a little preassessment and to be able to be successful with a threeear plan. We have three
016things. We have three stages. >> Huh? >> So we all have it here. Can you >> No, you can actually keep doing. >> All right. So there's three three phases. It was year one, >> what was our goal, year two, >> what was um our our framing uh goal and what is going to be our year three. So I'm going to give you now three minutes come together as a team and um I'm going to then ask you you have the marker right? >> So I just >> we have three stages in the three phrases that we're going to frame our mind but I couldn't break three >> like a dual screen. Okay. You read all the documents. That's true. >> Thank you. [Music] It seems to >> and it was working but because it
017was all >> it was supposed to be man. You guys you guys are on fire. We get we earning minutes. Please have a seat. You are correct. He was um clearing the land building structures. Now what we going to go what we going to be doing is um maintain the success. However, when you get to this point, anything that still was struggling, we need to change it. Anything that some of the structures that are not working, we need to double check. There were some phrases and and some purposes. Year one, it was a year to diagnose how we doing how we doing as a district. and and and that you the frame the the the framing um that we were using what are the needs what are the uh of uh uh promising practices and
018the last one was what do we do when we working what do we do when we don't once we change our structures then we moved into fine now let's see let's look at the data how to read the data the next year was how to analyze we spent all last here. And there was a couple of uh inking that we gave you to help us reinforce and share the accountability. And it was Here we go. And it was Here we go. You ready? >> Here's what. >> So what? >> Thank you. Thank you. That's what it was. >> It was here. What? So what? Now what? >> Okay. >> But internally, we also needed to do well. >> Uh now what? How are we going to do it? How when are we going to do
019it? And by when and who is responsible. So that's what we spend the year doing so. How do we prepare for next year? This is where I'm going to need our revenue board for as a body to maintain success. One of the things um that you hear is we're doing it already. We're doing it already. Oh, we're doing it already. So this is the next phase. Are you ready with me? Mhm. based on what says okay if you're doing it at what level are you at what level are you are you forming it are you norming your team or are you performing it ready are you forming it >> performing it >> are you um norm Norming it. Make sure everybody knows what they're supposed to do. >> What are you performing? >> Ready? I
020we >> norming it. >> Performing. >> Hold on. >> What are the three areas that we're going to focus on this year? [Music] >> All right. That's how we going to do it. So the cheat sheet that I gave you is 8% is a comprehensive um comprehensive um uh graphic organizer. So a as we go it's to understand how can you take me back one slide of the proposal how are we identifying what are the needs what are the promising practices and how do we monitor and and how uh uh what does the data say what the data said um tell me what the data means so what are you going to do how you going to get it down by when and and who but And if you're doing it, I want to know
021at what level are you? Are you >> are they presenting? We're going to be asking are you >> or >> norming >> or >> performing. >> And the data should show us. So when they're presenting, it should let us know if they are for uh e they are forming, norming or uh performing. Julie slides forward. Um what did we do um for for the year one? What did we do? Number one, we established a three-year plan. We said with the next three years, we're going to increase our proficiency. We're going to increase our attendance. We're going to be teaching standards and we're going to support and challenge our team. How we were going to do it? Through benchmarks, classroom visits, reports, check-ins. next year. Um it was uh for the year number one is and
022and and if you remember we were coaching say when you ask me if something doesn't make sense the number one phrase that I want to hear from my board is what is your system in place I'm curious to see what is your system in place or can you come back and report what is your system in place why because that is framing our thinking it is developmental feedback says I I I clearly got that data show that's not working but instead of saying hey it's not working the the idea behind is give me your best thinking what is your system in place next slide so uh the the next year which is um clearing the land the next one sorry this is where I want to uh check your test these our car back to
023you. As the governing board in the next few years, you're going to be challenged with a hundreds of pages, but your number one goal is how are they supporting their goals? How are they supporting their goals? The first two has to do with achieving with performing. The third one has to do solely about instruction and a plan for instruction. The number four and number five they are commitments uh that we're going to uh supporting challenge give the tools. Number five is that we looking for number one the lesson need to be engaging. Number two, uh the flu is a number three. It is part of the hand that we are required to find ways in how integrated it and that is uh the standard base. So this has to be the engagement and nothing as
024you said. I'm going to give you now 3 minutes to now go back and correct the one give give a happy face to the ones you got and correct the ones that you didn't get. Go ahead. Three minutes. standards. Yeah. Bessual Action. Please. >> It's working now. It should be. >> Let them sweat. That one. There you go. So tell me about your reflection on your pre post. >> Um >> I for me >> I don't think they were far off. We were just thinking different like ways. Yeah, >> because it was >> because because in the beginning we really focused on these >> and that's where it's >> um now and next and done with this one here the same because I know the last time when we met we were you weren't sure
025of these right here but then when we were saying the himach was part of them gold and I knew that was that one but these two here I forgot about the central tenant. I thought it was >> Yeah, I thought it was >> Yeah, >> you were not far off. You getting the co where it goes and we can fix that. But now you know today then >> as we going through um when most of the presentations today are going to be about instructions. I want you to focus on the on the essential 10. The essential 10 is do they have a calendar? Are there um um do they have a curriculum, how they going to spread it out, when they going to teach it? Uh do they have a plan for lesson plans? Do
026we have a plan for formative assessments? Um do we have a system in place for interventions? Do we have a plan so that kids don't forget what they're learning? And we have a plan uh for ensuring that benchmark take place and that we analyze the data and we use it to make changes. Um that we using pull out programs or after school uh school programs or summer school programs for those that are still continue to struggle. And um one of the goals that we're trying to push is uh do we have system in place to continue to connect rather than dump information. Right now we are connecting we're going to be dumping information in person to with an effort to change the dumping of information to connect. The last one is no one is going
027to be successful unless we coach. So in the whole system there has to be coaching. The number four, the number one uh what I want you to remember is actually the phrase our goal is to support and challenge. Um when I got here five years ago, the governing board kept saying we need to change the status quo. We need to change the status quo. So this is uh the root in the GSO number four. You wanted to see something different. So we can change the status quo. How do we do that? Sure, we want to support you, but once you have the support, we're going to challenge you. That's what we're doing. And the last one is um we are continue to um find ways how we going to integrate now we have also uh
028a resolution that is making it as part of our priorities >> question so far we good >> what about outcomes um in so >> based on the outcomes um that's what we have um the the formative assessments we have also the benchmarks but if you remember also Take me back. Um then uh two slides. I think it was one more. One more. One more. How we doing in checking the outcomes? Well, we know we need to get where we need to get to. What is the mind frame that I need everyone the thinking that we need is the >> here's what so what now what >> as well as well if you say that you're doing it I need to know if you are >> norming norming >> performing >> exactly so moving forward that's
029we measure the it's what are we doing differently as a board and as a team we're changing and evolving culture How do we change the culture by changing the mind? How do you change the mind by giving them the tool? Next one. Next one. Next one. Next one. So once upon a time and and and when we started BTV it beyond textbook this is what became very relevant when we had a lot our last um um Cognia um Cogna helped us to get >> accreditation >> accredited and also So the recommendations um they have been is that this is where at one point we were as as wi much of a culture. This is we we felt like we were going in different directions. Everybody uh working on silence sil silent silos >> silence >>
030silos. Um and our goal was to to get direction by having the three-year plan. And by having the three-year plan is a uh every single person uh every single department, they needed to have a plan support forming our district and board uh plan and changing the thinking. um so we can hit our outcomes a proficiency as well as an attendance as well as parenting participation and connection. There's two main aspects that we're looking at proficiency and outcomes. the end of the row is 70% and higher but the minimum growth that we expect is >> is 25% >> is >> 25%. >> Thank you. Thank you. >> Um next one um skip I already went through that. Um so this is some of the things that we have been working on uh to be able to
031go through the same direction. the grants department. One of the things that we did was uh projection and set budgets um and and and and lock budgets and this is how much you can save. We set up also an outcome that we were going to save $4 million each year. So by the end of our second year, how much are we supposed to have? >> 8 million. >> How much money do we have based on on on the Tuesday report? >> 10 Thank you. By the end of next year, what we supposed to have? >> 12. >> So even though I said that by the end of the 3 years, we're going to have 12, right now we have exceeded because I also said, well, if we say that we're going to need eight, lock
032the budget at 10. >> And I went under for like $200,000 from the 10. But I exceeded the goal uh for the in. So now we need to get that that $4 million for curriculum and instruction. What was different? We created that department. We created a department of curriculum and instruction by uh to provide the coaching, the calendar, the classroom visit, the accountability uh partners, not counters. Um we have um also we brought in a uh we grew our own director of of ESS. We also made changes in the CFO department because that direction that we were going, it was going to get us in trouble. Um, and what we doing, she's back. We have our our CFO that is helping us to reinforce the policy, uh, quality check, training staff, and and working with
033auditor general to make sure we're heading that direction with HR. We be hitting recruitment, recruitment, recruitment to make sure that we have the least amount of vacancies as possible. ringing the bell. Ringing the bell for next year. Um 12 international teachers have to go back unless they get a waiver. The chances of getting a waiver, we don't know. Uh under this administration, however, is that we need to start that recruitment now for next school year because here in media is going to be a brand new school because almost every single teacher has to go back. So we need to start from script. >> Um from payroll, um it's reinforcing policy. It's the checking the documents. uh holding us accountable with the supporting documents so we can also be clear um in that area. We have
034uh been successful in the HIV program. Um I'm proud to say that we made it into one of the priorities and we've been working with the priorities and I think we are ahead of what the nation is doing when it comes to creating a program and teaching the young the um we've been successful in getting the funding for three consecutive years. We're going to begin getting the funding for this academic year. It took us a year and two months to get the funds from last year. So let's see how long it takes us for this upcoming year for it department. It we maximize all of the funding to continue to make sure we have some of the latest technology in the classrooms and continue to have the funding to provide counselors at every single site
035which in some district that's not the case. from the operations ground and housing. Sometime did what it takes um to have a successful operations department and facilities department. Um anything that is not working in the building becomes a disruption for the teacher, for the students and the principal. Um I want you I want to take you back five years ago. five years ago to remember the facilities what they looked like. Five years ago what transportation looked like but it it's now to be where we are. Um and I want to highlight that it's $13.6 million additional funding uh to be able to get those instructions and most importantly is that changes that are made. We don't have to invest in those in those um facilities for a while. If you remember many years ago, we
036wanted to outsource uh facilities, but it was going to be so costly because it was not a maintain job. We've been working in the um uh reporting and and repairing. We're getting closer to get to the maintaining level and operation. And um our favorite um baby transportation um it it's at one point if I ask you how many calls you were getting in place about transportation I don't want to know that was just hypothetical cuz the same thing that you got I got and and it was one of the things I was keeping in mind. So whereas we've been celebrating and working on the instructional department, these are some of the additional things that have been happening in the last two years behind the scene to run the district, the operation of the district. It's
037everything that is happening not only the operation but also the district curriculum and instruction department. What's happening behind the scene to bring the level of operational instruction but also accountability. Um there are some systems and infrastructure in place to hold each other accountable for here which I'm going to get into just a minute. Okay. For the instruction the big picture it's by having the the three-year goal um the the the mentality continues to be um is focus uh on 301 goals uh to match to increase. uh five years ago the the 301 goals were like we're gonna increase 5% we're gonna increase 5%. And the other one was like we need to show up to 10 meetings and we're going to get our money. So the board has been changing the status quo but every
038year raising the bar every single year saying nope take it back to it. Nope, take it back because you set that tone. You are the thermostat of the district. Um we've been working on u activities that allow our students to participate and to engage to get up and talk and to share their thinking and every single school has something different as we now um increase attendance and as we now we're in forcing the engagement. Engagement the definition of engagement is getting the students to talk but also checking the understanding. So that we that's a part that we're missing. Um it go go out there see if the kids are leading it or not. Um in terms of outcomes in terms of outcomes is um you will see what curriculum and instructions have put together to
039hold us accountable in every single aspect. We have uh joined by beyond textbook. So making sure that all of us are following a plan based on a researchbased structure. Um it's now we have SFA from K6. Um the curriculum and instruction department specifically Miss Medina is Miss KY they have put together a dashboard. We now trying to for next school year move the manual dashboard that they have put together into a actual dashboard in synergy. This is going to cost us about $40,000 to add that to automate all of the data. But is the work that they have done has saved us this year $40,000. Um because the amount of uh putting on you you see it it just but I love data. I love Excel. I love numbers and and every time I see
040the dashboard I I hear it's I'm the nerd in me. Something that we're doing different this year is the leadership training. We spent two years in trying to connect to we spent two days uh with the leadership team in the cabinet to try to review some of the areas where we um um we need to be calibrated to look at the data that I will be presenting for the operations that we need to be aware again the ultimate goal is for the instruction and and the schools to be successful but there's the operation that we also need to look and And I'm going to give you some of the data that I'm I'm monitoring and I'm looking to see to make sure that we uh the structure and the operation continue um to move forward.
041So at one point we continue to meet and be work together. And something that you're going to see is some individual um plans um as part of what are we doing differently next year as part of maintaining success. Next one please. Um, you're going to see this one and you're going to hear it because this is a theme. This is a framework. >> Once again, uh, we listen to everything that we do. We're looking for >> forming >> warming. Performing like not even flinch. Next one. Because we want to monitor. Um, let's go ahead and and open up the retreat link on the bottom if it lets you. You probably press escape. >> Oh, you don't have that access. >> Oh, shoot. >> Oh, there perfecto. And we're going to start >> um boy. >>
042So this is part of the retreat. What are we doing differently to now maintain a part of the retreat? Part of the ret. Um this is a hyperlink. You don't have this one. This is an attach. This is only to destroy what we get. Okay, you don't need this one. You don't need this. Um so as we review the data, each department and or school they are requ they were required to create now an individual plan. Um it is the individual plan that is going to say this is where I need to improve as a as um as a department or as a school. The school they have three different plans. They have an operation plan that they also need to be uh addressing. They have an instructional plan to be addressing but also leadership
043plan to be addressing. And all those three they need to be aligned with the state one. On the board meeting we told you, hey, we had to submit a plan for the state. They and they were saying it's going to be ELA and math. But that's not the only thing that requires at on any of us to run either a district one office. It requires to know your instruction for your purpose, but it also is asking for how you going to operate your school. So it's seamless, but also your leadership is going to require some specific skill. For instance, um let's go to the uh operational plan for the secondary. And you're not going to have uh it won't let you let me open it. Let me give you access to that one. Uh, you
044need to give tech access. >> No. Yeah. commercial during the commercial. This is what I want you to want you to think about while you were getting your coffee. Um, so far, what was so far? What has been one of your ahas for as of right now? Think and talk to your partner and share with the partner next to you. Uh so right now what has been one of your heart or or or one of the thoughts that you know what this is what I needed for this what is this currently a golden statement a golden one [Music] [Laughter] refresh the first one. I don't think >> and can you >> for me I think it's just like that um when we went over that >> there it's working >> that >> can you open
045the refresh the second one focus on that um >> refresh the second one and what >> I mean refresh and open the second one >> I think you mean intermediate for me anyway >> no the operation for the high school instructional for the high school >> this one the school >> I'm sure that the kids go >> for the high school and then the second one there's three needs to take place and stuff. So that for me this year I think that's going to be one of the focuses >> and I think for me that's really but I really like the way >> it's coming >> and you also go back and see if you can open the data on the for the high school. this is its >> house isn't it? But to think
046about like what you know and what you don't know and honestly I thought I knew and then do it. It's like I don't know um and having a better understanding and I think that um when we did the essential 10 last summer it was new and we're all trying to grasp the concept. >> So I think now like you're saying that it's really important to have a better understanding. Yeah. >> Yeah. >> What was your aha? Say it again. >> So he asked what our aha moment was. And I think for for me it's um when we done this this activity here and um we knew the first second goals but the third goal um we did understand the essential 10 being part of the goals but I think with this year it should really
047be like for personally a focus because like it helps you understand how everything is is uh going back to the kids and how to make sure that they're learning. Um for me that's an aha moment. So um and then um I already mentioned something >> I said um going through this activity was helpful because it made me realize where was my shortcomings were and not knowing but also the essential 10 was something we learned about last summer. So this time I think just having a better understanding of it um definitely helps cuz then we can realize like what how we can move forward. Another bit of an aha or at least something that I feel like definitely is what where I'm leaning as a board member is to sh do just that is shift attendance
048a little bit to the background because obviously some of our campus students are there but we're not seeing that that third part at least that part that I'm noticing now we don't pay attention to because we ask attendance before we ask about the achievements of your academics. So I'm like, "Okay, little bit of a mind shift, but I agree." >> Yeah, >> that kind of helped me to visualize. We're so hard on on these ones. >> And then now we're ready, at least I think to some degree, ready and able to. Not saying attendance isn't important. However, >> go ahead. >> But that's the thing. If they don't if we don't have the attendance and they're not there, they're not learning. Oh. And so my my um aha is um the outcomes. Where are we
049at at reaching those outcomes? Are we clo are we getting closer? How much more work needs to be done in order to get to that point >> and I guess more or less telling us yes, they're learning it. they're they're uh comprehending everything that you know that that is being taught. >> You know what I think about >> basically you remember that >> when when he was kind of discussing the the breakdown of the goal number three >> Mhm. >> is knowing what we know now in the data and throughout the school year and knowing we want to have students present especially >> but there are es and flows of those attendances that we notice. We know certain times of the year they're just almost going to not be there. Not because of anything other
050than what even how we try and approve the calendar cuz we know there are times where students are either not going to be there for religious reasons or traditional or cultural reasons. But also I think our our schools are so in tune with kids are probably going to start getting sick around this time or something to some degree especially even when they start coming back together. So I'm like, okay, let's use what we know and start working out how do we restructure how we're doing those assessments so we can gather and capture more of that understanding and more of them to to be able to lift up those achievement scores. >> Aha. [Music] So how are we going to maintain success? So at the high school for example um to be able to run the
051high school as we review the data they said you know what this is my my show these are the areas that I need to work on this is what I'm going to do this is we're responsible and this is when it will happen so this is how they're going to monitor the operation let's close this up and there's also in terms of the instruction they say you know in terms of instruction to be able to run and get to the uh building structures and maintain This is the areas that we need to focus. If we focus on these areas, there's more areas that didn't have a big impact. Let's close that one. And this is again the the the save money the ladies have developed. Uh and thank you for saving us $40,000 when manually.
052Um but this is um how we track um the um these are what they're working on. uh um in here. This is how we collect the data and this is um when we are um the data how we monitor each teacher's data in every single month. Next one how we um checking the lesson plans and what score we give in the lesson plans. Next one is every time we do a walk through more or less um what score is given u hold on this is a walk through is that the lesson plan or the lesson plan >> lesson plan it's this is how are they doing the lesson plan are they submitting it they submitting it late what score are they giving them what percentage is the performance based on on the lesson plans uh
053next one based on the walkthroughs that we do is what kind of performance the teacher is showing next one is how do they do in terms of each quarter benchmark we have um we have it in numbers next one we have it in the pie charts and let's skip all the ones and move forward that's it that's it so in terms of outcomes the the question was last year is what is the structure that we could use to monitor the learning that one based on the my power that we take that it takes to be able to create and maintain. Um it is an investment for us to now to create a digitized dashboard with energy. So these can be done automatically so that they can focus also more on the coaching to build capacity
054so we can now maintain not only uh monitoring the outcomes but also the support need. Next one. >> Next one. >> Let's go back to my presentation. Uh-huh. >> That's your leadership picture, right? Um, so what are we doing differently? How are we doing it? It's next year we going to continue to do the the data binder with intentions of converting it by the end of the year with the dashboard. Um, we have created a leadership calendar. Um what one of the with the intention of making sure that we have clear goals as to when we need to accomplish some of the task. Everything was placed in the district leadership calendar in an effort to ensure the board and the superintendent and the parents can attend all of the activities. we we put in there
055all of the activities on the calendar so that there's no overlapping that we need to be into places at the same time. Um and um anything that has to do with graduations, anything that has to do with professional development is through a leadership calendar. Um models of leadership and coaching plan. Uh if you don't mind opening that one, it's this one. Uh, close that one. Um, that I already show that one. And I I'll I'll bring it back in just a minute. Um what we did we created a leadership manual as part of the leadership retreat that it requires uh to stop and think and reflect based on on each one of the levels if we are forming if we are norming or performing. Let's go back and see where we are in everything that
056we said we're going to do. And if you don't have it, let's look for something that let's look for what it's going to take to get it started. Um, and if you already have it, how we get it from normal to performing. Next one. One of the things that um I do uh as a superintendent, depending on the level of concern, I have checkins with all of the department heads. Um and we also added the um the check-ins as part of the walkthroughs part of the leadership calendar. This coming year we converted one week the focus is going to be for instruction and the next week is operation. One week is for instruction and one week for the operation. What do I mean by that? One week we're going to be out in the field.
057um doing classroom visits and doing the check-ins with the principles the next week. Um including our our our coaches, they're going to be out in the field coaching teachers and supporting principles out in the field. Uh the week of operation, that's the week that then I'm going to be checking in with every single department head depending on what the needs and the priorities are. And the way I do it is um we have an agenda and every single week we add and and making sure that the concerns are being followed through or something is taking too long. Next one. This is what I'm asking our governing board. Um again this is the same graphic organizer that I gave you. So as we presenting take notes these notes are for you so you can keep it
058on front of your desk there so the next year um as we presenting it it hold us accountable if we say this is what we're going to do so we can share the accountability together as well. Next one. Not yet. Uh, skip and uh, get out of this one cuz now I need to present the operational data. The link all my operational data, operational means. operational. Let's click on it. [Music] >> Um, that's it. That's it. That's it. That's the one. Yeah. So, let's go to the next page. Next page. Next page. Next page. Next page. And we're going to start with right there. Go back. Next one. There. That one. This is a master calendar. And in here is going to have the assessments. When are we going to have them? But when are
059they expected? When do we expect evaluations to do? If you're going to put somebody on a plan, it's also in this particular plan. Um, it has the any other holidays. Um, it has all of the reopening, any single meeting, any of the trainings that are going to take place. Um, and any changes that we make to the plan, they're going to be uh in blue the system in place to make sure that we're on the same page. If there's any changes, they have to email Ben and I and then um we have to update it and let everybody else know. And instead of having a gazillion um calendar invites on the calendar from multiple people, there's supposed to be only one that we are it doesn't saturate it um with the same event with multiple
060invites. Next one. Some of them you should have already gotten in some of for the events because we're sending all those calendars invites as well. So the next one, one of the system in place in how to hold us accountable in the structure it was the uh weekly check-ins. Um one of the tasks that I was given was that we needed to make sure that we keep on communication and giving information. Um this particular one um it is about over 100 pages long based on what goals are being met every single week. Uh and one of the commitments is that we need to make sure that we read it so that way they can keep you in in uh informed. Um how do I know how we holding each other accountable? I just check who
061was the last person that checking when did they check it. So to make sure that my team is also then I look for ways um if then that then I see it in here. Uh I summarize it on the county board report. That way you can get uh at least a monthly um updates from the superintendent on everything that I write on my calendar. Everything that I write on here is evidence of how I meet one of the five goals that we said that we were going to meet. Next one. Next one. Operations. I said it to my team and I think I don't know if I said it to the board but right now I feel that this is an STD that once you get it you can never get rid of it. >>
062You did this. >> Um one of the um these are the four areas. One of the frustrating parts is that they give us a 90-day letter and they want us to fix or show evidence of fixing it with the um within 90 days. We submitted everything that they wanted us to uh wanted us to submit, but they chunk it. First, we're going to review this part, then we're going to review this part, then this part, and this part. So, right now, we're still waiting for the results of this part. I wanted them and we started some more sometime in June and and they're going to use 20 25 Wednesday 26 and how we run the district to determine if we are going to be then fulfilling all the deficiencies or not. what I told them
063and I met with the uh not only with the representatives but also the manager and I said if you're going to hold me accountable for this year at least give me the changes that you want me to make because if you're not giving me the change how you want me to do it um and and the frustrating part is that yes we made some changes with some some of the feedback but we have not gotten the full review the first part um and the frustrating part is that we already adopted the handbooks we already um um have the the staff uh look we we are reviewing the the procedures manual that we created the first year uh to be on the same page but expect changes in how we're going to do things. Why? Because
064they still reviewing one of the four parts and we're supposed to be done by August. I don't know how on the face of the earth we're going to be clear if they're not telling me what other areas I do feel comfortable because everything that was on the findings that were published we have made every effort correct that that the issue is here was it enough or not so that's some of the things that uh we are following up I gave you access to that It's cap one and cap 2 that will be presented tomorrow so you can review it. We asked what evidence that we produced uh for the auditor general which was still forming or norming for the auditor general uh this year. They told us our goal is for you guys to show
065us that you are do something about it and that you also uh address um some of the areas that we brought it up to your to your attention. So um next one sorry before I start on this one >> running. Yes ma'am. >> Can you remind me of our auditorium >> pop quiz? >> ACL CLA CLA CLA >> Clifton Larson Mhm. >> CLA Mhm. Clipton Larson is it? >> It's known as CLA Karen CLA. It's our our contact person. And then for the there's there's the regular auditors and then we have the performing audit uh which is Phil and then we have the auditor general and and that one is um um Cath Katherine as well. But it's we handling three three areas. the amount of time and energy that it takes for the team.
066It it's Ridiculous. So it it's not not only meeting with them but also stopping whatever we're doing because anything that they need we need to provide it within 48 hours or so. So >> So are other school districts having this? Every school, >> sorry, >> every school >> everyone has to do. But we believe that because they didn't they did poorly with Rio Rico and with Isaac that now they we are the scapego by the book and repaying the consequences for what they didn't do. >> Personally, >> every district usually they pick a handful of districts every five. Yeah, you probably know this, right? Next one. Oh no, not that one. This is one of the things that now um that I will be closely monitoring and this is something that more than likely if
067if as part of the share accountability, I may have to add to the board report on a monthly basis by every single school in the department. >> We got we supposed this is this is for information. Um this is the operation that I want to make sure I share with the governing board. >> Um the is the after the fact. >> Just remember to ask for after the fact report. >> What is an after the fact u is a result of perpending >> or not or not doing uh or choosing not to follow the procedures. the some increase in in the departments some decrease in the department but nevertheless some of the retreat was spent on understanding and what it's going to do and what I'm doing as part of the maintaining success now this
068is also part of the evaluation because I'm directing and telling every single one we you are expected to plan ahead of time we gave you the calendar now you're expected to follow the procedures We review the procedures. If you don't do it and now it's on you and now at this point I'm going to have to use policy and always follow that too. So after the fact is one of the areas that we need to the next one the puh the purchasing um it is these are some of the areas that why we got uh some after the fact. These are some of the departments of school as to why we got them after the fact and these are some of the areas and some of the staff that say these are what you need
069to make sure that you follow the process, you follow the procedures and do it in a manner. one of the shortfalls was not in forming I'm going to give a an an example um to illustrate the example but not in a negative or detrimental way um we have Mr. No I cannot see Mr. X that was the sponsor for that last year this year um in which they wanted uh to have all of these purchases but they didn't do it before April 30th they were like weeks before graduation and at that point it says you're going to have to take it after the fact from your school because if this should be done well there was some miscommunication and it goes back to planning and training. So we only as good as we communicate information.
070Um >> and not to make excuses for him but I think because >> you know I think he was a first time sponsor and kind of >> it was a recipe for disaster. >> Yeah >> that could have been prevented >> right >> that that could have been prevented for all of us. Uh the other one the schools they wanted to do uh some temple end of the year celebrations um as well and there were some last minute purchases they made but not approving it your phone and my phone it was also going to be over hook um and and which was well you're going to have to get after the fact um for your site but again what this is is one of the areas that for the operation that I have to monitor
071this year is going to have to be after the fact. >> Next one. >> The other one is traveling. Uh the auditor general they already as you know they say we're doing too much traveling too much spend on professional development. So we've been making every efforts to reduce it. Um it's in the last um I believe it was um five years um we spent $2.5 million almost $2.5 million worth of professional development and traveling. One year of course was on RCA. One of them was RCA from the office of the superintendent. This is how we are been trying to reduce it for the last 5 years. So during 2022, it was $155,000 um uh for professional development and $102 for travel. And um after we started that three-year plan, we have reduced it and we
072have it now down to about $100,000. And we continue now to say, hey, instead of all of us going, I need two representative. I need one or can we do it uh virtual? uh but looking for ways on how we continue to participate as they are updated and bring back the information the same way that President Mia um was bringing information saying hey I went through this training this is good for us that he plans to bring it back as well u next one um the conversation is okay we got all this training we have $2.5 million worth of training we're not we're not going to be chasing the silver bullet it now. Let's form, let's norm, and let's perform based on what we know. If we don't have the expertise, who's going to go
073get it and bring it back. But it it we are incredibly trained with what we have. Now, let's get good at the training that we have. Um, does that mean that do we have enough to survive? I think we have enough to move forward and we can now send some people for the areas that we truly need. >> Next one. Um in terms of absences um it it's these are the number of absences by school by department. Um either also by traveling but whether you travel for professional development are you out or you're sick every time somebody's out somebody else has to pick up um uh the duty for that particular day. Even when I'm out um when I ask a designate, I need to ask um a few of my staff members, could you
074be my design in case something happened? The same thing in the schools, the same thing with the teachers. When some of the teachers are out, it brings also um a challenge um because we don't have the luxury of subs um and and our teachers can get burned out. Next one. So that's one of the areas that I'm going to be asking is how are we going to reduce also the absences for teachers. The other one um it's over time over time. It's like a when you nail you peel it more than you should have and then like it's like raw and you're like oh great now I have to leave it there for a few days. That's over time cuz this is something that we don't plan for but we need to find if for
075example in operation they have 18 we need to pay over time. um even though we have the money for those for those position but that's one area that we have to we didn't plan for but we have to provide it um the the other areas is when they absolutely need it but nevertheless um I needed about um let me see next slide I think I have it on the next slide oh go back uh next one right to be able to give um 3% increase to classified staff, we need 54 $54,000 to give all of the classified staff a 3%. But if I'm paying um $80,000 um worth of overtime, you see where that fall? Because once I spay the money, I have to get it from somebody else for somewhere else and balance it.
076The next one, go back. All right. Next one. uh over next one next one >> Mr. is if oh overall and and I would agree and this is how we kind of try and curb it especially within budgets between let's say let's say a district of the nation they allocate a certain amount for overtime that's that's pretty much what they have and they know okay of course we want to compensate you if you're required to do overtime and I think that that can be something to structure to say this is your bucket when you run out of this bucket there's no more overtime time. So that because I would definitely say I want I want to be able to to to respectfully say the one thing that I hear in the community is we're not
077getting paid because the board said no. The board is always going to be here to help and compensate when it's appropriate. But you and your time and your management are doing overtime because you poor plan poorly. That's on you. But if there's stuff that we're asking them to do like all of these enrollment things all I hope they're getting overtime. I don't know. And maybe maybe they aren't and I don't mean to say that like blindly, but those are things that I think absolutely compensate our employees that are actually going out of their way to take time to do those things on our behalf outside of school hours or outside of those things. But I also hope that as we're kind of looking at and wanting to be competitive and wanting to to offer, we
078also try and put in a niche for at least a set aside of a certain amount so that eventually we can offer some form of a um increase that's substantial as opposed to a 3% because with this 3% isn't going to do much for you. However, I also see where what you're saying is we have to kind of rob Peter to pay Paul and those things inter intertwine. But I think if we're being mindful of and providing that structure for everyone, this is the bucket for overtime because we want to be able to get everybody um an increase in pay to to remain competitive because I saw another school board say they're paying 94,000 now to teachers in but those are metropolitan areas. Those are going to be very different circumstances, but it's going to
079draw people to that area and we want to continue to be competitive. So, I feel like I understand what you're saying and I will 100% stand behind compensating employees or individuals who are going above and beyond and doing things we're asking them to, but poor planning does not does not um deem a a overtime fee. >> Agree. I'll I'll ask something. I just had a question in regards to over time. So um is there a difference between uh you have salary people and you have hourly people? >> So in my packages hourly people are allowed the overtime salary. >> So most of the overtime is the >> it is hourly. >> Just wanted to clarify >> and you bring a good point. What I'm going to be reinforcing when I see the overtime is if
080you have vacancies and because now they have to work the ones we have they have to work over time. >> We need it. >> Like this summer was short some custodians and I had to pay more. >> That's a legitimate reason we need to do it. One of the concerns is that once our staff get used to over time, it's really hard getting off over time. The other one is one of the greatest challenges that we have is sports. In every the the expectation is that in every step um possible in every way possible try to flex the hours. >> So if you're expecting the team to serve in the afternoon make sure they break the hours. When it comes to the operational, that may not be ideal, but it can be done. >> Historically
081speaking, we done. And if if we're going to need security in the afternoon, then we have to have security coming in late or have one coming in late and find ways in how to avoid the other. Can I ask a clarifying question just on that that in that >> what you just drew there? >> All all of the attempts are made for individuals who are going to be doing coaching cuz I assume you mean the coaches for teams or schools or sports. Is that what you mean? So some of them that are not only tasked with doing their daily duties would include that time after >> so they get a stipen for that. >> The coaches they get a stipen. >> No they get stipen >> the security. >> Oh you're talking about staff that
082actually has to work those sports. Okay. Okay. >> And security or office managers to help us run the sports in the afternoon. So they need to flex it operationally speaking. Okay. Yes, I can say you're going to be the security or you to be a security. So we're going to deal with one. But I cannot sacrifice. I don't feel com I as a superintendent don't feel comfortable telling the high school. Keep the morning with one so we can have security for 2 in the afternoon. It's not operationally safe to do that because we do need that. So would I support that? Absolutely. >> The office manager if depending on the day of the game if it's possible it can be done but if not operationally when you don't have the office manager when I don't
083have Ben it makes it really hard for me. >> What is just another clarification? What is the office manager doing at a game? >> They help us with the tickets. to help us uh selling um in in in the concession stands um or anyone that is early we ask for help to come and help us and we have to say okay can we flex the hours some move on this they say you know what I'm going to flex it I'll do it >> but sometimes operationally I will put the high school in a pickle um by not supporting that over time >> I feel like the duties of the office manager far outweigh doing any of that after That's what I'm saying. So at that point it's >> like the prom that's one. >> Okay.
084>> The it also requires security in the afternoon and and and they have to work all day but they don't have to have uh uh people to help with the problem. There are some instances that when you see the or when I see the over time, the first thing I ask myself is it operational feasible to to uh flex the hours um or am I going to jeopardize the safety and the operation of the school and the answer is going to jeopardize. I have to approve it all time. I am extremely frugal uh when it comes to the budget. Um, and I but I also try to do writing for people that I know they put in the extra hours and the extra effort and the extra time. >> Did I answer your question? >>
085Yes, thank you. >> Um, can you take me back to the other presentation? >> Oh, um, so many >> last page the thank you. >> Thank you. >> Yes. [Laughter] >> In summary, we have gone two years in this journey. In summary, uh you have seen some of the thinking that has been embedded so we can move forward to turn around the district. As we present, I want you to also keep in mind some of the uh thinking that um uh the curriculum instruction department is going to give you. So as a our departments they come in, I want you to see what growth have they have. Their growth is the evidence of the growth as a district and are the areas that they need to work is the areas that we need to support
086and challenge the and challenge them as well. How we going to make it happen is um we do have a calendar. We have the procedures. We give them the training. Um we have provided with a couple dashboards. We have provided school requirements to hold each other accountable. Some of the things that we still need to do is part of the the we going to conduct the ILS and the cabinet in a more accountability manner because the training has been done the last couple of years. The only change of training that we're going to be moving forward is continue to teach engagement in the schools. But for us as a district, what I'm going to be expecting everyone is to say, "Okay, are you doing it? Are you forming it? Are you annoying it? are you
087um performing in your area and if so how we going to continue success questions for you? >> No no no questions like give it to you. >> Thank you sir. >> Thank you for listening. And at this point uh do you need a 1 minute 2 minute break before we get into original instruction? Go for it. >> Quick break. >> Two minute break. >> One minute. We have primary coming in 10:40 10ish. [Music] Okay, I think we're back. >> When you're ready. >> Missina, >> good morning. Um, today and I are going to talk to you about data calibration. Today we're going to be seeing a lot of data from our site and we just want to make sure we're on the same page before you get to this point. So, what we're going to
088do today is we handed these out last year. We made some new laminated copies for you guys. Thank you. >> It just kind of gives you an overview of the data information we use here at Donald. Um, our mission statements on there, our vision statement, our district goal that 80% of students will demonstrate 70% mastery of essential standards. And then that chart there tells you what all the colors mean. um it's all our proficiency proficiency bands and the percentages that um they fall within. So when looking at data charts with these colors and so we kind of I just want to give a little cheat sheet in case if you don't remember what some of them are. We also included some guiding questions to help you when it's time to ask questions about the data.
089I know sometimes it's hard to remember how can I ask what this means? Well, we we are try to give you some sentence starters on how you can ask some of those questions or on how to give some feedback. Um, anything else? All right. So, we're going to get started. Some of the data that you're going to be seeing today are pie charts. This is the example of one of the pie pie charts that we have on some of our data slides. Uh you'll see the colors on this uh paper with all our position bands. The way that our data program shows you the data is at the very top it has a circle with a number and that tells you what the average percent correct is on that test. >> This one right here,
090it tells you what the average percent is. The average percent correct. So it's not that 62 students took it or there's 62 questions. That's the average percent correct. Under it, it'll tell you how many students took the test. >> We page two. >> Oh, okay. Thank you. Here are the corresponding colors to all the profic proficiency bands, the highly proficient, the proficient, and so forth. Then it puts it in a nice little pie chart so that you can see how it falls within the total population of students. And in BUSD, we are using five proficiency levels because we did split up the not proficient into minimally proficient and proficient. So in some of them, you'll see the five and in some you'll see four. and we'll show you in a little bit how we've adjusted
091those so we can see that. So, here's a little practice we're going to try. Here's a pie chart. By looking at it, I'm going to have you think first and then we'll share. How many students were partially proficient on this assessment? >> 16 16 >> Yes, you guess it correct. How many students were proficient or highly proficient? You can either you can either give me the number of both or you can just pick one of them. >> Sure. >> 13. >> 41. >> Oh, wait. I'm going the wrong way. >> That's okay. >> Uhhuh. >> And so these charts are nice because it gives it to you in different ways where you can just real quickly see it. Um, how many students uh what was the average percent correct for this assessment? 48%. >> So
092we we really like this because it gives us the the information in different ways that we can really quickly see >> the information that we need to know before to ask questions >> like that >> when the students finish taking the assessment this chart generates >> and so you'll see some comparison data. So some um some sites will use like side by sides of these pie charts. Um and I know Mr. is the conversation that he walks them through is what was the change of the number of students in not proficient from the pre to the post. So we can really look at that like to the numbers what was the change. We're we're going to show you some of the sideby side so you can see what they look like. But it's nice that
093it makes it easy to see in a quick way. >> So here's one. This is a comparison of a pre-est to a post test. What do you notice? >> There's a lot of you not proficient in the preest, >> but also the percentage correct really increased. >> It really increased and went from a 20% all the way to a 57%. Then the um participation >> um zero in the preest. >> Yeah, there was zero on that pretest and it grew to >> 26 students. So, as you can see when they're side by side, you can really see that growth. And not only do you see like the percentages, you can see the actual numbers of students that are in the different proficiency. >> So, here's a question with these two. What was the growth from
094pre to post in the proficiency band of proficient? So, what growth did students make? I like that you already brought that one up. from pre to post. >> We went from zero to >> 24. >> So in this grade level, the example gave me pretty good growth this or this year. And what about from not proficient? What was the change from pre to post and not proficient? >> About 50 students. >> Yeah. I'm like trying to see. It's really hard to see. >> Yeah. from >> so we're going to go with it. Yeah. >> 61 to 11. So about 50. >> Yeah. So when so when talking to sites, a good question to ask them is what did you do to make that that change? What are some things that you guys implemented this year
095that gave you that change? >> Because it is something good to bring up and notice like because they obviously did something that worked with the kids that helped the kids make that grow. So when the when the um teachers or the um staff come and do like reports to the board, is this now going to be the norm for us to be looking at or are they still going to be coming in with what they're creating >> so that we can question these have these thoughts in question because >> we're looking at this. Mhm. >> Miss um one of the one of the ways that we can um calibrate and norm is how we want to see the data so that we can all see it the same way today. Um they they walking you
096through a process on what to move forward. Um but yes it is within our purview if you want to say moving forward this is how we want the data to be represented on a basis so that we can um train our eyes and we spend more time in doing the discussion in the analysis versus figuring out what graphic we are showing. Um, the reason I'm asking is because this right here breaks it down. Um, for us to see like how many students, the percentage, you know, the increase, the decrease, all of that. And if we were all uniform by all sites when they come and do the board report and have this kind of information for us, it will be really helpful. I think I don't know. And I think Yeah. And I agree, but
097I was wondering if maybe at a quarterly basis to see something every month I guess because every month you can see even just the smallest growth >> as part of the whole report. Uh every quarter we have this data quarterly as well. >> The post >> um we have a pre but then we have um how every quarter we are moving towards the post. Um every quarter in the beginning of the year we assess all the standards and the end of the year all the standards and every quarter the standard that was that were taught that particular quarter. So even though there will be a pre um you will see on the quarterly benchmark assessment the growth of that order which will show again in the same format >> because we in order to do
098I mean I like the side by side because if we were if you were to give us the you know where they're at now we would have to then go back to the last book the last uh report and compare but to see if one would be helpful. >> We can work on this. >> Yeah, cuz I feel like cuz I feel like this you're going to have a pre and a post, but not specific to the overall year. It would just be based on whatever benchmark or whatever wherever they're at in that time and place that we're asking for. >> You know what I mean? >> That's what you want to see. No, I just think it would be uniform if we all I mean if it came in every time we did look
099at statistics like this to show >> because we're we're being uh asked to ask questions and look at this type of information and how to assess it. So it'd be easier if they all came in like this and we know >> and this example would be of course over the year. Yes, this this data we have is because we finished the the past school year. So, we're able to pull how they did at the beginning and at the end, but during the school year, you'll see different >> right >> data points. >> But when we have our um winter retreat, this would be like good information to come back. >> And this this can happen after each quarterly benchmark. Um like Mr. D was saying, benchmarks are designed to build. Um so our quarter one
100benchmark will cover everything that was taught in quarter one. the quarter two will cover all the standards in quarter one and quarter two. So our test kind of builds towards so it's not only growing our students with their standards but it's also growing their stamina because we all know that it's easy to sit for a five question test but it's pretty hard to sit for a 30 question test. >> Um and so it's building that stamina as well. And so that's one of the things that we can work with sites on is um maybe showing this data over time so that you have like the pre and then quarter one quarter two so that as those benchmarks happen you see that sidebyside growth in those grid levels that happens. >> And just for your awareness
101I did propose to Mr. Diaz a little like a one-day retreat after the first quarter so we can kind of get some little in-depth information. So I think now we're leading towards that. It might be a good thing to kind of put together. >> Thank you, Miss Vas. >> And so what kind of the purpose behind this is we know that the sites are going to like present their data in different ways to you today. And so we know that sometimes looking at those charts takes time to figure out what it's trying to say. And so we know some of these are a little bit more straightforward, but what u Miss Medina has really done purposefully with this one here is is saying, "How can we make sense of the data in the way that
102our sites are going to present it to you?" >> And so she really looked through the site's presentations and said, "Oh, this is how this site's presenting the data. How do I make this accessible so that you as the board can see the root of what's there instead of spending time making sense of it?" And if we were all uniform, you wouldn't have had to do all of that. >> Okay. Okay. Okay. >> My presentation would have been done. >> Ah, okay. Thank you. >> No, I keep comparing the two like that one and the top one is a different type. >> So, I'm going to these are just pie charts. There's also bar graphs and stuff that I'll show you in a little bit that sites are also using cuz I did go through
103all the presentations to see what kind of data they're going to present to you so that I can give you a quick walk through so that when you do see it, you're like, "Oh, I I already know what these numbers mean." >> So, we are going to finish up the pie chart and then we'll we'll move on to the next. Um, you're also going to see a comparison between AASA, that's the state test, with our benchmark. Now, this is where we switched from the five colors to the four colors because the state does not have those the different ones. So, what we did was we combined our orange and our red. So, this is one example of a grade levels comparison with how they did on the state test and how they did on our
104benchmark. One thing that Miss Kinsey and I have done is we've tried really hard to make sure that our benchmarks help prepare our students for me. but that it prepares even the state test and so what we try to do is see the alignment and what you can see is from the state test to our benchmark it's very close in the results so one thing that we've seen this year is that our quarter three benchmarks really reflect that state test results that use gives us a good indicator especially because those state results don't come out until probably about end of May early June and so this gives our teachers kind of a heads up of what do they really need to be focusing in on in in that last quarter of instruction to prepare our
105students best for that grade. >> So in this comparison, what's one thing that you guys notice as grade levels results? I noticed like what was said that is very close in comparison >> like all that work that you guys put into making sure that um and I know because last year we talked about how you were going to take the data and align it to the state testing so that way it'll have um um it'll be more or closer in comparison. And this just shows like all that work that you guys put together and done and put out there to the sites that were doing the testing that it's really you guys done an amazing job. You did. And so it does show I mean we do we do need a work, but this right
106here shows that we're moving toward that. We're gonna we're gonna see a lot more in the green and the blue coming up because you guys are doing what you're doing to make sure that that the alignment is what the state is testing. [Music] >> We got really excited when we saw this coming. [Music] >> Yeah, that's amazing. >> And so now we know that by looking at third quarter data that that's a pretty good predictor of how our students are going to do on the state test. And one thing I'd like to see is that all the colors are on this pie chart that it's not just, you know, so our kids are making their >> All right. You'll also see bar charts today. Um, you're going to see it's the five colors. Again, it's
107the profic proficiency bands, but what we did was we took an a deeper look into how the kids did by standards. So, when you look at these graphs, the little codes at the bottom will tell you the standard that the student was tested on, and it'll tell you how they did on the pre-EST, the quarter 1 test, the quarter 2, quarter 3, and then the post. So what you want to see is at the beginning of of the year that bar to be kind of lower because it's stuff that they haven't been taught yet. But what we want to see throughout the year is the bars getting higher. You'll also see the green line. That is our district goal of 70%. So when you see those bars touch that line, you know that we've met
108our goal on that standard. And there will be some standards where you you'll see missing bars. So they may not have all of these. And what that just means is that that standard wasn't taught until a later quarter. So if if this standard was taught in quarter three, the first one you'd see the blue one, >> then you'd see the green and the orange. It would miss those first two because it wouldn't have been present on that assessment. So if you see like bar charts like this that kind of have like some holes in them, it's okay. It just means that that sample wasn't taught or assessed in that quarter. So we didn't have any data to pull from. So when you see a chart like this, one thing that you notice is, oh look,
109in quarter 2 they went up here, but then they dipped in quarter 3. So a good question would be to ask, have you guys looked into what happened? Why was there a dip? >> And so that's what those little bars kind of tell you if the kids made that progress up to where we need to be or if maybe it was more of a little roller coaster ride. >> What is the the standard for that? >> So that one is a third grade math standard. the exact standard I am not sure >> in OAS are operations and algebraic thinking. Um so a lot of times that's going to be like your operations within base 10. I believe I don't know this one off the top of my head. I think there's >> every time we
110pull the math standards we're like how are there like 35 standards? So I don't know them all by by heart yet. But this is this is a pretty like a pretty foundational one in the third. >> So for like example the way that it's moving if after the green it continued to go down that's obviously not a good thing at all. You would want to be like what >> what what >> they obviously made some adjustment because that >> yeah and so obviously they they had noticed that and did something to to change that trajectory. >> Touchdown. Put your hands up. Okay. >> May I come up with >> our goal is if 80% of the students are going to score 70% or higher >> or grow 25%. I know they they will grow up.
111What I want you to keep in mind is they're both important because in the the the state is looking how many they reach proficiency but also how many they grow. One of the safeguard that we have in place is a 25% because that shows that they're growing but also they will help them move from one proficiency level to the next one. So right now they're going to get into a 25% and how we will look into that sense but they're more important as the the principles come and and present I want you to keep in mind on on the pockets of success on those two areas how many of them they they reach 70% on standards and or how many of those grow 25% or more to >> then I have a question on this
112thing. So this right here, this chart right here would show the false pre- test. >> It shows you all of the tests. >> Um, so is that 100% of the students that were tested or one class or or how? >> So when you see these graphs, it's usually the whole grade level. >> The whole grade level. >> This is how all the third graders did on this standard. >> Okay. All looking at the >> Yeah. And so the the a code down here will have a number in in the front and usually that means the grade level. >> Okay. >> So then here's a bar chart from pre to post and this is where we're going to go over that 25% growth. I made a little box that shows the 25% so it's easy to
113see at first. So one thing I want you to look at how many of these standards made that growth from pre to post. How many of them moved at least a box length from that pre- one to the post one? >> Six. >> Yeah. Six out of out of that seven standards they make that 25% grow. So when you're looking at these charts, you want to look at this percentage gaps here. Now, they're not always going to be the exact amount. So you'll kind of want to try to train your eyes a little bit to kind of look between these to kind of give you that idea because one thing we do talk to sites and teachers with is that they need to see how many of those standards did they make that growth on,
114>> right? And so that's one thing you'll see and it'll help you ask some questions on maybe more clarifying things or what are some of the plans or systems that the sites will do to kind of fix that or get to that goal. All right, so we're going to practice. The little boxes aren't on all the parts. How many of these standards grew at least 25%. I did put the box on the side just to see a little eye >> five of them. >> Five. >> This one might have made it. I'm not sure. >> I know. That one's kind of >> I think it might No. So, one, two, >> one, eight, two, three, four, five, six, >> seven, eight. >> Somewhere between there >> without me putting the boxes on there. Exactly. That
115first one might throw my numbers off. >> But then you can say, okay, so six, seven of these standards made that 25% growth. Do you notice one on here that maybe you might want to ask about that is a little concerning? How much broke the students make? >> This one. >> Yeah. Look at how they did on the pre-EST and how they did on the post test. >> Is there another one >> also except for the last one? >> This one right here. >> Yeah. that that one definitely didn't make that 25% growth and it was below that 50%. >> Right? So those are the kind of things you want to look at these graphs when you're asking those questions like what happened did you guys look into this was you know what might have
116been those root causes that happened what did you guys do to pivot or maybe next year what is something that you might do so that this doesn't happen again. >> So my question is like this data that we have now does this help them also get their students coming in for this school year prepared on what they need to do in order to get them that >> so uh two parts to that question. The first one is um Mr. Diaz did facilitate a vertical um transition data talk. So third grade talk to fourth grade, fourth grade talk to fifth and so on up to I believe seventh and eighth grade. And so then they were able to say like oh like they all saw these charts and they were all seeing like what standards the
117kids were coming to them with. Um but it was also really helpful for those um teachers who were sending their kids to the next grade to know, oh this is a really important one when they get to fifth grade. I really have to focus on this in fourth for them to be successful in fifth. But it was also important because fifth grade said, "Oh, I didn't know I was the first instance of teaching that concept." So it makes sense why my students come to me and I'm kind of like why >> why don't you know >> why don't they know? because it's the first time seeing it. And so that really helped that conversation of of getting our students ready for that next grade. Um, and then I know Miss Medina and I looked at
118these standards and that's where we picked those summer school standards that they emphasized that in the summertime. [Laughter] There was >> they have a lot more to go. Can we wait for questions? >> Not go ahead. So it was um also based on the data but now we look at it by teacher. We also we're looking at which teacher is struggling the most so that we can match with the supportive >> just want them to get through their presentation cuz there's a bunch more fingers to go. >> That one. >> All right. So then this is also considered a bar chart. It's just the other way and it's kind of combined. I think stacked bummer chart. So, it's still that same one the other way, but we're flipping it this way. And the numbers in
119the chart tell you the number of students in that proficiency band, but the bottom part tells you the percentage of that grade level. >> So, just keep that in mind that these numbers aren't the percentages. >> It's kind of like if we took a pie chart and then just kind of stretched >> instead of representing it as a circle, we're kind of stretching it as a bar. So now here you have 40 students that were the not proficient with the pre and they lowered that bar down to four students. So that's how you would read this one. >> Okay. >> I think that's more common. >> Yeah. Yeah. Yeah. >> Yeah. I know a lot of sites prefer that. >> So >> you're also kind of able to really see side by side like >>
120what shrunk what group. So, >> yeah. >> So, what does this chart tell you about student progress? What do you notice on those grade levels? Progress the school year. >> They're not proficient decreased dramatically. >> Mhm. >> And highly prof there is some highly proficient. >> Yeah. There's there's 13 kids there. So, how would I tell in this chart um if they Oh, no. I guess it wouldn't. >> They increase the 25% increase >> that bottom. >> Yeah. So, it isn't as easy to see on this one cuz the only percentages are down here. So, you'd have to do a lot of mapping. >> Okay. So that's why I recycle. [Applause] But I I think the important thing to note here though is is thinking about like the the bands that we have and the
121percents in them. So to get from from red into orange 25. So if we think that we had 40 kids in that red, there's not 40 kids in oranges below. So to get from red to yellow, they had to grow at least 25%. So if we have a good ballpark, well, we might not be able to say for sure this is the number of kids or this is the percent of kids that grew that, you can kind of see if if our red decreased that much and they're now in the the yellow, green, and blue, >> that's that more than 25%. the red to orange. If you're growing one proficiency band doesn't guarantee that 25% growth, but as soon as you grow to that second proficiency band, you've done it. You've done that 25%. >>
122So, it's a 75% u does that include both the green and the blue cuz there's no percentage under the blue. >> That's um the percent. It's kind of a tricky. >> Um, it's saying that 75% of the kids fell green, like halfway through the green or below. >> Oh, okay. Okay. >> Yeah, that one's a trick. That's I I sometimes struggle a little bit with these ones because it it >> Yeah, >> that 75% isn't saying 75% of the kids were in the green. It's saying 75% of the kids were green or less. if >> so that means that 25% were well a little more than 25% were green or above. >> Okay. >> So these ones are a little trickier. That's why we wanted to spend this time looking at these ones is because
123sometimes you you're like I've got it and you're like wait no >> I was thinking that too. Absolutely. >> Yeah. And that's and that's why we wanted to do this is to make sure that you all feel, you know, successful looking at these charts and and asking our principles those right questions that you have that will best serve our students. You will also see a historical data today. Um that's a little trickier to read. uh we get this information from the state and one thing that we do is that we like to see how each grade level has done historically on that test with different groups of students. So like this for example is the math data. I can't remember what grade level I've pulled it from, but let's say it's sixth grade. This is
124their sixth grade results for this year, sixth grade results for last year, sixth grade results for the year before, sixth grade for the year before. So this is always sixth grade data. Not the same students, but the same grade level. >> So that's when you see historical data, that's what that means. >> If you have a post-it note, that might be something to write. Historical is same grade. So here we're just going to look at the minimally proficient. I try to put a little box because it's a lot of numbers and it's hard to all look at at once. So, I want you to look at what are the trends moving from year to year in this grade level in the minimally proficient of just math. Let's just look at math right now. What do
125you notice each year that the sixth grade team has done with data with AASA with the students? >> They decreased the minimally proficient >> students. Yeah. We went from 94% in 2022 and this year we're down to 75%. Now is 75% what we want to see? >> Not necessarily, >> right? >> But we can see the trends of we're moving in the right direction, >> right? >> What about an ELA? What do you notice there too? >> The same, but it's a lot. >> Yeah, there was a little fluctuation. It kind of got a little worse in 23, but then they've been making good progress >> year after year. >> All right. To say that it's Oh, they decreased it more than they did for math. >> Yeah. I went from 78. >> So, I
126have a little just just cuz I want to wrap my brain around it. The way that AASA is testing is specifically for that grade level, but not students. It's it's specific to whatever grade is testing at that point. So, in 2022 was a different batch of third graders, but you're still testing third grade. >> Um, >> we do have data on the cohorts that I'll show. >> Mhm. But we wanted to show you just the historical one first. >> What does that get them? How does that how does that help AASA? Like, is that just great for the schools obviously, but what in your third grade teachers is good, bad? I guess I'm asking why. And this probably you guys probably feel like the same way is this makes I don't understand why. Go ahead
127Diaz. >> It's letting us know how our teachers are doing not necessarily our students are doing. >> Right. That's what I was getting at. >> And then we see again how the students are doing. So it's important to see both. >> So does that then say the effectiveness of the overall leadership? Because whether you're because we have sometimes evolving teachers give or take and we want to keep them as much as we can but sometimes they're changing around. So that really is going to boil down to how well are you able to coach get your third grade together and be able to give them Okay. >> Okay. >> So So like for this one with ELA it could have been that 23 we had a new teacher in that role. >> Oh. and then that
128teacher stayed into 24 and 25 and so they got their feet underneath them, felt solid in those standards and were able to then make greater progress. >> Okay. Okay. >> So, those are some of the stories that like it's you can't tell it just looking at the data, but we can start to make some of those guesses or maybe depending on what grade level this was is what COVID year impacted them. We don't know, >> you know, and so that those are some of the questions that principles will better be able to fill you in on about that. >> Okay. Um, but you really just want to see that trending that we're decreasing that we're going to look at one more proficiency level on this on this historical data. Just take a quick look. What
129do you notice in math and ELA with partially proficient? >> Partially, >> we haven't really well in the math they decreased. Yeah. >> And there was no role in the partially proficient in ELA. >> Yeah. Beginning the 22 to 25 year for that grade level. >> As you go mentally to highly proficient, better to be higher or lower. I guess that's what we're asking, right? If you increased your partially proficient does that mean more or you know what I mean? >> No, you're supposed to be decreasing as partially proficient. But this also shows that even though there's no increase or decrease, there's a small decrease. There's also proficiency and highly profic okay. >> Bingo. >> One of one of the things that I noticed when I was looking at this is along that same vein
130of like we went from this 82 to 75. >> So that was a 7% but that 7% landed here, >> right? But then this 18% that was in the partially in the proficient is now this 19% in the So we're taking that and we're shifting it. So while these numbers of the partially proficient you're like you went from 16 to seven. >> Yeah. >> But we went from two >> to 13 >> like from 2% of proficient and highly proficient to 19%. >> So it's like zooming in on some pieces you can be like oh man we didn't do it. >> Oh exactly. >> But then when you look a little further you're like wait no no no we did. Okay, good. >> And so it's important to look at the whole picture on these
131because it will tell you a different story. >> Mhm. >> So people >> Oh, she wanted you. >> So I I said that when we looked at just partially proficient in 22 25 >> there is a a 1% decrease from the beginning to the end. And then the ELA there's no growth the 22 to 25 we look just at that right >> but we didn't we don't we're not looking at the proficient or highly proficient as you look in the 22 at 0% and it went from 0 to 13% and 0 to 6%. So there is growth it's just that not in that proficient that partially proficient. It's they're they're gaining more and it doesn't if you just look at that box, >> it's the same story over here. >> We were like, "Oh man,
132they're not doing that great there." But when you look at the whole story, >> 21% were proficient >> and now we have eight highly proficient. So sometimes we tend to like, oh, let me compare the one >> row, but sometimes you need to look at all of it. >> Yeah. >> Good job. So now here's the historical cohort data. This is where we're looking at groups of students as they move along each different grade level and how they're doing for each of those grade levels. So on that sticky note or wherever you wrote that historical means same grade, cohort means same kids. So this what we pulled here was fifth grade. And so in some of these charts you're going to see X's. That means that they were in a grade level that was not
133tested. So this means this was when they were in second grade, when they were in third grade, when they were in fourth grade, and now when they're in fifth grade. So here you can see how students are doing as they move through. So, just like the last one, we're going to just look at one little band right now. What do you notice that these now going to be sixth graders? How have they been doing on their AAS over the last few years again? They're decreasing and the minimum which is good >> in both uh math and ELA from 22 to 25 the same kids so they're gay and more >> uh I do see like in 2024 like in 2020 and I was thinking about what so then that's when you have to think about
134okay what grade level were they in what was the teaching sting situation with was it co? So we have to think about those things and look to see what some of the root cause like and and the important thing to note about that is that it's not that in 24 things got worse and then we they continued. >> We had a blip and then they recovered when they were in that fifth grade period. Mhm. >> And so now looking at the whole picture, you can see some of those things like, yeah, there was some, you know, maybe it wasn't where we needed or wanted to see, but then we saw growth. We saw changes in the proficiency level. I'm just highlighting this one. you see some growth or you see stagnancy but then when you
135look at the next proficiency level it gives you a different story of they might have stayed looking the same but it looks like kids are moving between all those levels all right so those are the kind of data points you'll see today so moving forward look at that data they'll be showing you different data points um look for key points outlined today to help you read that data and ask those questions to help you clarify and ask those deeper questions instead of having to ask what are what do those numbers mean or what does that say? Use your cheat sheet today to help you ask those questions. It'll be there for your support and celebrate some of those things, some of the successes that we've seen today. Now you know how to see the bar
136charts. Oh my gosh, your students grew more than 25% on that standard. That's amazing. what did you guys do? And when providing feedback, get be solution focused. Maybe help think of what are some things that maybe we can try differently next year. And then also just remembering that sometimes that that one little piece of data that we've zoomed in on doesn't show the whole story. So thinking back when we were looking at that cohort, I think it was the cohort or the historical where we were like nothing really happened. But if you look at the whole story, things are happening. So sometimes if you zoom in too far, remember to zoom back out. We can talk about the story. >> Any questions about >> I do and this is why I wanted to kind of
137wait for the end and give you some time since we have some time because I feel like this might be a question we can kind of dive into. Not you yourselves but us as a team and Mr. Diaz, but of course you guys can provide some input. I know over the years we have looked at these and like you said, you're aligning some of the information to kind of align with what the state's looking at. Are we putting ourselves in a little bit too much of a cushion by including this not proficient title when they're really only looking at minimally partially proficient or not or highly proficient? And if we adjust it to some degree to phase out not proficient and really challenge our teaching staff to to to understand that we're now you don't
138really have a place to I think and this is where I'm thinking we really want to be able to kind of give a cushion because that growth is going to be substantial when you go not proficient to minimally and that's where they look at it as a we did it. However, we're still a little bit in in the in the in the weeds with that kind of with setting that standard as a as a school district ourselves. And I want to say that, you know, maybe we should start to if we if we're if we're we're courageous enough, phase out that line, not for any incest then just to make sure that we're not putting more work on, but giving ourselves the challenge of we're not going to settle for anyone in that red at
139this point. I don't know. I just my my my my thinking at this point because I know over the years we've had it and I remember when we included it and then we get the the information later that well now we have to align it what we're looking for from the state who only has the four proficiency levels. Um I don't know I and I understand why we also want to be understanding especially when that I don't want to blame anybody on CO anymore cuz it's really not an excuse but that the level at which some of our students come in is is not at the level that anybody will be able to kind of compete. However, do we want to set the standard now or at least try to move towards setting the standard
140that we need to be really challenging our not ourselves but our students in the community. >> So that was why I was waiting to kind of pose that question Mr. ideas and then this came together. >> Um the the goal and the ultimate goal yes we want to make sure that we get rid of it. Uh that is the ultimate goal. 80% of the student is going to score 70% or higher. Um every year uh as the students move forward there will be new standards that they will start learning that year. So every year in the beginning of the year there's always going to be red. Um but over the years what we're planning to do is that in the beginning of the year some of the red should be you know looking so red
141um as they they move on from one school from one grade level to the next one there will be a level of unknown because they started a new school year in new standard um but what we want is that by the end of the year yes we want to make sure that by the time we hit the third and fourth quarter there should be little to no red whatsoever. think you're misunderstanding my question. >> I think I got you. >> So, um, you're asking essentially I'm going to don't look at the screen. Your computer. >> Um, the one of the reasons that we have added in the not proficient and the proficient is because if we don't, that red band covers 50% like up to 50% of the >> And so, one of the reasons
142that we added this in is because it helps us tell more of the story. Okay. >> Um, this example here, we have a lot of color on the post. One of the things that we know in education is that the further we get from kindergarten, the more that our students could have missed some of that learning >> for whatever reason, they may have missed some of that learning. So when we have grade levels that have more red like if we look at the this comparison here what could be happening is that in this quarter three and this is where we don't know that covers up to 50% correct. How many of those students were close? >> We don't know. And so that's one of the reasons that we added in that 25 to 49% is
143because we want to know who are those kids that are close to partially proficient because this just tells me that I've got a lot of kids that are less than 50%. But how many of them are close? And so when we add that other one in maybe it's that about half of our kids are in that 25 to 50. That tells me a lot different than saying 65% of my kids are 50% or less. So, it's just because they're not equal bands of like every band is 25%. That is just a way for us to say we are making growth because when we have grade levels that have a lot more of that what the state would qualify as minimum proficient that that full red sometimes it's hard to see that growth because getting a
144kid in 8th grade math from a 5% on the pre to a 48% on the post is a lot. >> Mhm. >> But they would still sit in the red. >> Yeah. And so that's that's where the adding of that came in. It's not to undermine the importance of growing our kids out of that, but it's to paint more of that picture of what is happening with regards to growth. >> Okay. >> So, it's it's kind of addressing that 25% growth that Mr. Diaz has said where it's either 70% or we grow that 25%. Breaking that this big red chunk into 0 to 25 and 25 to 50 lets us see that a little bit easier. >> Right? So that's where it came from. Um, and it it's just a way to help us make
145more sense of of the good things that are happening, those growth points that are occurring. >> Okay. >> And it gives you a visual demonstrating the performance. >> And and you'll see it a lot. I'm again, the farther you get from the harder it is to fill in. You'll see it a lot with the secondary data where it starts red and you'll still see red and orange, but that red will dial back a lot. But if we kept all of the red and the orange, just red, you wouldn't see the hard work that those teachers put in to fill in previous grades and get them to proficiency upgrade them. >> So that's where it kind of came from. Okay. >> Thank you, Miss Ke. >> Any other questions for the presentation? Um, >> Miss Vince,
146>> no, I and I I just think that, you know, every time you guys come and do your your presentation for us, it really helps us to understand um the data that is being shared with us every time, but also um it just shows how much work has been put into the background of making sure that we're moving forward um at all sites. So and then and I really really like the alignment from the state testing to the teacher um like where we're at with their students because it does show that you know that all that work that you guys have been doing is really helping it's helping and then again moving back into those areas where um you see because of the data that um kids uh students need to uh be or to
147retach those areas helps and and so like in the summer school sessions those that needed to be retaught in those areas you know that really is going to help when they come back. So I really appreciate you missing >> I was going to say the same thing. I appreciate the groundwork you guys have laid to like tell a story using data. I I work a lot with data and I'm sitting here like this is amazing. I want to come back to your brains anytime. But it's amazing to see that what you said. It's like figuring out like where the short term so that you can provide the service. I think that's phenomenal. I think I said thank you guys. >> Anything this way? All right. Well, thank you so much for Das your permission. We're
148going to pick another. And can we jump into primary after this? >> It's us once more. >> Oh, it's you again. >> Okay. Okay. >> Okay. >> Yes, I do. Thank you. [Music] >> Careful. >> Pick up the card. >> When are you going to get it back? Okay. If anything comes up, but you'll have to take it out of security. Well, is it um Marin going to bring the back? [Music] Can you send it back with her if she can turn it in for you? Oh, who's driving them? How are you? Okay. [Music] He's not buying all of them. >> You're not buying all of them that day. Okay. or are you going to be with them? >> Who's going to have it? Is the person that needs to fill it up, needs to
149check it out. >> If you're not going to be with them, [Music] But you need to let me know so I can let security know. >> Okay. [Music] >> Um And I don't even know where >> to start. I need to send a [Music] right now. [Music] >> No one. >> There's been that candy. I >> had a twix, too. Um, keep going, keep going, keep going, keep going. Right here. By the end of these two days, I'm going to ask um what are going to be our board end commitments? This is what we're going to add. So, this is something that we had in the past. we had not done it in the last two years because if President Mia wants us to bring it back. So it's not until we have all of
150the information that as part of our reflection on on on the plans. This is where the commitments are going to go. Um in this plan every everything that I discussed earlier is also embedded in this plan. But the part that I'm going to need from you guys is that by the end of these two days we have to come up with argument. >> Okay. That's it. Thank you. >> You're going to go to it again? >> Um, tomorrow. >> We'll move on. We've already done our break. Uh, the curriculum and instruction three-year calendar plan, Miss Kinsey, Mr. Medina. >> All right. There you go. Um, so we have department of curriculum instruction. Um, I am math coach and M is our district coach. And so we're going to go through some quick updates on um
151our three-year plan, where we're at, what's working, what we're changing, and a little bit of why we're changing, some of the things that we're changing. Um so here is our mission and our vision. Our vision is that our students would love, encourage, and prepare to take on the world by embracing our mission statement is we create healthy, inspiring, liberating, developing, achieving. Um, you all are very familiar with these goals, but we wanted to bring them back up here just to again make sure that we're we're really rooted in these goals. One of the things that you'll notice is that there's an icon next to each of them. You'll see those icons pop up um as we continue through this presentation because we want to be purposeful of showing how what we are doing is aligned
152with what um we have as the district goals. So, in our three-year process, uh, school year 2324 was really where we were clearing the land. We focused on what do we want to do with summer school. We're starting to see those demands now. Um, we really started to work on the benchmarks and the curriculum in that. So, that's where we started to bring in beyond textbooks to address some of those. Um last year school year 2425 we really focused on building structures that would maintain our suspense that would um really attribute um not attribute but um contribute um to student growth and proficiency. We really focused on our year at a glance documents. That's the we focus on tier one instruction, tier 2 instruction and special reading. Um so being very purposeful of how each
153of those things is being done for the district. We did lean very heavily on the structures that are um in beyond textbooks um because they have research based those are research based strategies that have proven to be successful. Um this year uh school year 25 through6 we're looking at maintaining success and that's through summer school our benchmarks and our assessments curriculum and instructional support. So some of the structures that we built this past year and I say we um it was the team of myself, Miss Medina, Mr. Diaz, Miss Sudan, um, and also Miss Valdez. We really leaned in on some of these structures because we we identified the needs in the district. Um, one of the big ones that we did was the teacher manual, which we'll we'll get into a little bit of
154the breakdown of each of these in a second. Um, principal data binders, which I know M has touched on before. Um, DFA data collection sheets, um, the development of a model of leadership, and then the benchmark and AASA alignment that you need to practicy during the data conversation side of things. um our teacher manual. What this really did was this addressed the need that um we we want to be clear um we want to be clear on what the expectations are within our USD system and it also we have a lot of resources here. We're very resourcerich so it collected a lot of those resources into one place for teachers to um access them. So what we did on the district side of things was we created this at the district level. Then we um
155solicited feedback from the sites and made adjustments as needed. Um and then this is rolled out to um the staff by each site. Um some of the refinements that are needed uh it's just one of those that we continuously monitor. We don't have specific refinements right now that are needed, but as the needs of the districts of the district and the community and the schools change, we'll have to keep making those adjustments to to best suit um what we're doing. Um our principal data binder um we have kind of pulled back. Um that's a refiner. We'll get there. Um, so what this did is we have a lot of data points that we're looking at. You guys saw some of them during the data conversation. So the principal data miner really centralized all of that
156data into one place so that instead of our principles spending time finding the data, they're spending time looking at it. Um, we also want to really streamline that data analysis protocol so that we know what teachers need support in what areas and to do that quickly to quickly identify that so that the the time is spent on supporting the teachers and not trying to pull through the data and figure it out. Um, so some of the steps that were taken is we did create this um at the district level um and then we refine it based on our site admin feedback and then um adjustments are made as needed depending on the site priorities. So, I know sometimes we put in action steps, we put in data reflections, we'll put in the quarterly benchmark data.
157Um, all of those different things exist in this binder. And so, some of the refinements that we need is we really minimize what we're putting in this binder. Um, data can be very overwhelming. And so, in order to really focus on the things that have um high leverage, we really like limited back. we pulled back on what we're providing in terms of data points for principles. [Music] All right. So then we also have the DFA data collection sheet. So each time a teacher teaches a standard we ask them to give a short five question um formative assessment. DFA stands for district formative assessment. Um and so what we do there is um this is a structure that we've borrowed from BT or taken from them or as a part of their curriculum. And so um
158there's a lot of data that's generated by this because standards generally last anywhere from 1 to 3 weeks. Um so that means that we're pulling data every 1 to 3 weeks in both math and ELA. And so we wanted to have a centralized location where we could house all of this and we can analyze the data quickly. Um and so what we did again is we created this at the district level. We've edited based on site admin um feedback. We've added in some additional um data points there that aren't normally as a part of the the beyond textbooks ones just to better inform what we're doing. Um, and so one of the refinements that we're currently working on is um a homepage where when teachers log in or when teachers click into this this document,
159it'll show them kind of at a glance how things are going. Um, so similar to our principal data binders, we want to give them those quick visuals um so that they have a better idea of how things are going. We also worked on a model of leadership. Um, so again, if if we're going to have expectations for or if Mr. So is going to have expectations for site admin. Um we want to be very clear on those. We work together to say what are those high leveraged um actions or or um folky that principles need to have. And so it kind of became a workbook where we can all be clear on what are the commitments at each site with regards to the different initiatives in the district. So, we created this at the district
160level. Um, and then we worked collaboratively with each of the site admin teams um to add in their key initiatives and to um mark down what their commitments are to those initiatives. Um, and then again, the refinements needed, this is our first time rolling it out, so we're really just going to be continuously monitoring and seeing what else is needed. um with benchmarks in AAE essay. The need that was addressed here was that we really aligned those benchmarks. You got to see that which was pretty cool. Um in grades three through eight to AAS essay. So um one of the things that we are working on right now is um the Arizona Department of Education just posted their essential standards. So we're working on updating the benchmarks to reflect those standards as well. Um some
161of the steps that we took here were we really created the benchmarks that mirror the BT pacing guide. So, we really want to make sure that when we're assessing students, we're assessing them on what they've learned. So, that's where when we talked about those quarterly benchmarks growing over time, it's because it's not very helpful to test a student on a standard they haven't been taught halfway through the school year because that's not relevant data. We don't want to spend time looking at that, like it's not something we've taught yet. Um, and then we also made sure that those benchmarks were adhering to the AD blueprint documents. So those standard breakdowns that they give us at the state level, we want to make sure that we mirror that in our benchmarks. Um some of those refinements,
162like I said before, is is we're reflecting those new AD standard informations with those essential standards. Um and and so we've had to make some quick edits to those um those benchmarks to to be accurate and on target with what the uh state department of education is requesting. So some of the ways that we're maintaining that success and those refinements into year three because again year three is maintain success is we're really looking at um new teacher induction and academy um and our data analysis protocols. So with um new teacher induction and new teacher academy we start this on Monday. We're pretty excited to welcome our new staff. Um it's just really getting um our BSD new teachers to um orient themselves with the key initiatives here in the district. So, we talk to them
163about the model of instruction. We talk to them about the three-year plans and the goals. Um, we start to introduce some of the curriculum stuff. Um, and then we also lean on the nation to help us um, uh, introduce our new staff to the Bonto nation. Um, so we'll be going out west and we'll also be going down to him um, down south just to kind of give our new teachers a feel for um, the nation that we're on because sales isn't the whole nation. So, we want to give them an extra a little bit further out where some of our kids travel from. Um, and so we've updated um our NTI scheduling based on our feedback. Um, so we did ask our teachers this past school year to give us feedback on how those
164sessions went, what they felt like they needed more of, um, what was really effective and what impacted their classroom. And so we've made some updates and some changes based on that. Um, and then we created targeted new teacher academy sessions throughout the school year to provide them that continuous support. um this last year was our first year rolling that out. So, we've made some edits coming into this next year to better um support those teachers. And then those refinements, we're just going to continue to make those refinements as we go to address the needs that come up um based on any quantitative or qualitative data as it comes up. Um the data analysis protocols, um they're kind of needed at every level. So, that's one of the refinements that we're making is what does data
165analysis look like at the teacher, at the site, at the district level. Um and so finding ways that we can respond to that data in real time. Um and so one of the things that we're doing is taking a look at those existing data analysis protocols. Um and then one of the things that we did do this year was um create a window where this is where we um are asking you to look through the benchmark data and really review it and make choices on what's going to happen next quarter based on what happened in this quarter with the benchmark data. Um and so that again continuous refinance will just happen as the needs of the teachers and the students come up. Um so one of the big changes that's coming for Miss Navina and
166I is um in our coaching. Um so one of the ways since we spent so much time this past year building those structures um we are now going to be spending most of our time at sites um and in those classrooms. So, we will have a rotating support um system built where we're just going to rotate through. Um I believe Miss Medina starts at the primary campus and I start at intermediate and then we just kind of keep going. Um, so we'll spend a week at primary, then we'll spend a week at intermediate, then we'll spend a week at secondary, then we'll spend a week at primary, then maybe at secondary just to really support those teachers um to support our site admin as well because that's a huge, you know, they have huge burdens
167to carry. Um, and so if we can support them in supporting or providing that targeted math and ELA coaching, um, that's just going to greatly help them. We're also going to support with SFA instruction um and also add an instruction at the site where that's relevant. Um so we're just really going to try to be that on-site support for them. Um so we've created a calendar between us and then we're going to meet probably monthly in the beginning to figure out um is it working? What do we need to do to refine what we're doing? Um and then we're also going to hear back from the site admin um and Mr. ideas on how how it's working and and what adjustments we need to make because it is the first time that we're doing this.
168So that's kind of how this year is going to change a little bit. Um so do you have any questions for us >> questions for how many new teachers are? >> I believe we have um seven brand new hires. I think we have about anywhere between 15 and 18 staff that were hired mid year up until the board meeting today. And so some of those new new staff members who attended all of our new teacher academy sessions um they're going to get excused from the first day because they've already been oriented towards um the goals and the initiatives within the district. Anything else? Thank you so much again for all the information, all the hard work. It's really appreciated. [Music] Our next uh item is the primary data and three-year plan. >> I'm welcome. that
169she's getting ready on your cheat sheet. Try to make some notes of what curriculum instruction is doing differently the next school year. >> What are they doing? How they doing it? When are they doing it? What are some things that curriculum instruction is doing? Make sure you write some notes on your teaching. And also feel free to add any of what is doing [Music] Good evening. No, good. Is that afternoon? >> Morning. >> Good morning. >> All right. Good morning. Board members, superintendent. Yes. So, our three-year plan this year, and again, I always like to call it the continuous improvement plan because we're always continuing to improve um based on what we've learned from previous years, the data um and so forth. So, our district mission again is we create healthy, inspiring, motivating, developing, achieving
170graduates. And our vision for the district is our students will be loved, encouraged, and prepared to take on the world by embracing our impact. Um, at the primary school every year, we review our mission, vision, and core value statement. And if there are any staff members that want to add, change, and have a discussion so that way we are all in agreement of what our mission, vision, and core value statement are. So our mission is all all our children will be given the foundational skills to become college and career ready. And there our vision is all our children will be given the foundational skills. Oh, I think I wrote the wrong one. I did. I will fix that. And then our core value statement is we are committed to creating a supportive environment to empower
171all to reach their full potential. So the outcomes that we have for the school is to create independent and collaborative critical thinkers for students to take ownership of their learning and to gain a deeper understanding of what they are learning and we want to empower the teachers with the resources and support they need to engage students in learning because if they don't have the resources and materials they need then our students can't be successful. So our attendance data this year as you have seen over the course of the year and at the June board meeting um we had a lot of green at the beginning of the year and then towards the winter months and spring beginning of spring we got a lot of illness with the little ones. Um so 90 our goal is
172the 90th% plus attendance by school teacher grade level and or content. Um overall we ended the year at 89% so we did miss it by 1%. Um second grade did meet that goal and all the grade levels they did come in over the 85% mark. So we felt that was a huge victory. Our second grade benchmark data we decreased our not proficient 40% to 4% in ELA. We increased either proficient or highly proficient from 3% to 30%. In math, we decreased the non-proficient by from 19% to zero. And we increase the proficient and highly proficient from 0 to 41%. And again, as Miss Hendrickx has stated, they're here a majority of the time. So the independent should align with their academic progre pro progress over the course of the year. Um in third grade uh
173they did in ELA decrease the not proficient from 32% to 14%. Um they increase the proficient and highly proficient from 0% to 25%. In math, they did decrease the non-proficient by 62% to 11%. And they increased the proficient to highly proficient from 0 to 32%. And if you look at that picture, that's one of the strategies we have been really strong in providing for our math classes is the vertical whiteboards. They get to stand, they get to move. Um, as we've mentioned before, research states that standing is better because it gets the blood flowing versus sitting. Our AASA, um, I put in our data from 2023 all the way to 2025. We may, we're kind of a little roller coaster here. I'm not sure if it's been made known to you, but this year they
174did up the bar on the ASA. So, um, not to say that that's an excuse, but we did see a decline in our proficient and partial or highly proficient on our AAA SA this year in both um, ELA and math. Um so we've already started those data discussions on how we're going to ensure that this year's cohort is ready and are able to take a lot of um well they our grade levels in eighth grade that we test um and they have four actually five different parts of the assessment in just ELA alone. So the question we've been asking is how are they grading that and what is taken into account because as we were looking at individual student data we noticed for example if Ruben got a score and an score Ruben didn't make
175the move on with reading grade but Anamarie did. So then we were asking well how do they calculate that? how do they, you know, because it's the writing, uh, reading comprehension, um, reading fluency, and then there's the math, and there's two parts in each. So, how do they get these scores and what either makes someone meet the move on with reading versus who doesn't? So, we've been asking those questions. We've yet to find an answer. So, as we stated on Tuesday, our school goals this year are to increase both ELA and math by 25%. Again, that's the that's the minimum we want to increase, but there we definitely want to go higher than that. Um, and we want to decrease the chronic absenteeism rate of 52% and decrease that by 25%. So um I wanted
176to show you each year of what we focused on on the essential 10. So in year one which was the 23 24 school year we really emphasized the curriculum mapping the yag the spiraling benchmarks and the coaching. Year two we transitioned into and not to say that we didn't focus on what we focused on year one we just added two. Um so for year two it was lesson plan and tier one instruction um tier 2 instruction and then the connecting. On year three we added the formative and check for understanding along with the which is going to be this year and then emphasizing that tutoring and summer school although we have been doing summer school um now we want to get a bit stronger in it and along with the tutoring. So if you look
177at the columns where it does say year one, those are the different um strategies we incorporated within each year. And again, we didn't go into year two and and disregard what we did in year one. We just built upon it and made those pieces stronger. So year one, we focused on made targeted professional development for our teachers. We focused on the observation feedback cycle. We did revise our master schedule, which we do every single year. Um we focused on the effective lesson plans providing teachers with templates samples of what effective lesson plans should look like. The DFAS um focus PLC's are success for all program and then um CFAs within each grade level which mirror DSA. In year two we did some curriculum summer work. We added our models of instruction again had another emphasis
178of effective lesson plans. Brought in beyond textbooks um attended trainings and then trained our staff on beyond building thinking classrooms with the support of Miss Kinsey. We had content focused events. Um we added our top score writing and then we did bring in the retach and enrich that is part of beyond textbooks. So this year we do have to change again our schedule being that for the past three years we've been doing contentbased instruction in grades one through three but being that we are only allocating three teachers now instead of the four per grade level in one through three we are going back to teachers having their own students all day. So they're going to be teaching all content versus just focused content. Um we are bringing in DMS which is daily math skills and
179that's another strategy um from beyond textbooks. Uh again our SFA top score writing we last year was year one so this year we're hoping to have it a bit stronger now that the students know the routines know the structure. um our schoolwide solution teams through SFA we are we actually we have through our PD calendar incorporated more data dives but not just surface level data dives we want to go deeper within the data so what we did is we carved out time on Fridays so that way it's not rushed throughout the school week and teachers have more time to look deeper into the data and then again the tutoring piece so year one and year two we did the plan the do and the study Um and now year two and three it's the do
180study and act. This is really small for me to read. Um but we talk we wanted to talk about like what admin is going to brought a copy. I should have grabbed it. Um what how and the when and the who is admin. Um so uh the what is to protect time for walkthrough visits and follow up and we aligned that to BSD goal one and three of proficiency instruction. How are we going to do that? We're going we created a flowchart of the different roles and responsibilities of admin so that our staff also has clarity on who they should go to for whatever support they need. Um, so that's the the flowchart along with clarify the duties and the responsibilities. We schedule time in our schedule. And what that look like is Miss Pablo
181will have a week of just instruction. And what that looks like is she'll be observing classrooms, providing feedback, giving support where that week I will take care of any parents that want to come see any behaviors, anything that has to do with like the logistics of the school. And then we'll switch. Um, we've we've also calendar time where her and I can sit and collaborate. Okay. So, you know, maybe Miss Nance needs support in this. Can you follow up with her next week and provide her that same support? Um, we schedule, like I said, the calibration meeting. And then we also this year want to do something different. Instead of having whole meetings as a as a grade level, we want to have individualized meetings so that teachers also have the autonomy to pick on
182what they feel are their strengths and what we can support them with. Um, we want to again clarify the roles and responsibilities. The lesson planning again that's something we do every year at the beginning of the year provide them being that they have all content. This year we did create a new lesson plan template and we want to go over that. that way they understand how to fill it out and how to plan for the school year. Um and then again to continue with the models of instruction having that whole group Wednesdays they will do data talks along with allocating the time on Fridays and then emphasizing on behaviors and outcomes for the teachers and students. And then this year we're going to require that the teachers also have a data binder. Um so that
183way it's not just okay it's on the computer and then it's a one and done. It's I'm going to take that binder to every data discussion. You can write on it, you can highlight, you can you know anything that you need to do but that needs to be in hand because what we're finding is when you have it on a computer you scroll through and then you ever go back and look at it. I know I'm guilty of it. that we all may be guilty of. I need to go back and check, you know, or how am I going to follow up on myself? We're all guilty of it. >> I'm um next. >> So, the next what, how, and when is what is staff also going to be responsible? And that includes admin as
184well, but this is more of an emphasis on um teachers, support staff. Um, we wanted to obviously go into the curriculum. All curriculum is based on our state standards. So, how are we going to do that? We're going to bring in the Beyond textbooks to support with the sculpting sequence, different resources, different assessments, um, success for all, and then again that top score writing, the instruction piece, uh, our models of instruction and how to incorporate all that would be the essaying block, schoolwide solutions and component teams, our daily math skills, top score writing again, and then also the language and the culture. um with our assessment block, we have our district benchmarks, we have our formative assessments, checks for understanding. Um this year, um I'm not sure if you're aware, but there is a policy
185mandated by the state that all grades K through three have to take a literacy and dyslexia screener every quarter. So, um we used to have I Ready, but being that the price keeps going up every year, we're going to go with Dibbles. It assesses for the same type of items way less expensive than I already and there are progress monitoring tools on there. So this year we are fortunate to have a mau pair professional. So she focuses just on third grade to support with the the fluency and getting them caught up. So she will be dibbles trained and she will also be trained on how to progress monitor them. So that way we're not just testing and then everything comes at us at once. We want to make sure that she knows the data and
186that she can focus on those students who need that um intense support on getting them back to where they need to be. Um we have again the teacher data binders and then allocating data talks on Fridays. And then our last one is attendance. Again that's a schoolwide thing. Um we are creating incentives to improve student attendance. track attendance data to include the chronic absence between them and the turiness, monthly meetings to discuss the data and our goal is to um plan parent meetings with our parents to see what other further support they may need to ensure that their kids are here in school every day. So my last slide is how does that all align to district goals? So you are aware of all five goals of proficiency, attendance, instruction, the support and challenge, culturally
187relevant lessons and engagement activities and at the bottom are all the resources that we are utilizing. Those are the main resources. Of course, there are um some subordinate resources that can go under those. Um but again the models of instruction the graphic that's provided by district are um effective cycles of instruction SFA top score writing building thinking classrooms and beyond textbooks and we wanted to focus on those um not only just here to present to you but we do want to present this to the staff as well because sometimes they come in it's like okay what are we adding to the plate now? We want to make sure that this is everything we've been working on for the past three years and this is what we're going to continue to work on. So that way
188not only can our students benefit it benefit from it but the teachers are growing as well. [Music] Any questions from the board comments? Yeah, I guess um it from throughout the years that you that make you uh reports um I've seen you know the world and whatnot but I think with what you've been doing and you continue doing that what you mentioned you know I think um um and then the announcement that you your teacher work with was the next grade level teacher or the next school level teacher. I think that um that continued throughout I like your model. I like the way you report your your um your data and I like that um um it's very um it's very um understandable I guess or um there's another word for it that I I
189I so it is really helpful and I know that that your school is where our kids start And that's something that I hope they carry them with them from that school throughout to the graduation. Okay. >> Are any other questions or comments for Miss students? >> I have two comments. Um I just want to say uh this is very helpful. I think it's helpful the way you lay out the information. um and looking at all the different um things you focused on from year to year and then also explaining what you as far as the testing and making us aware of that and the challenges that you've been having with that. That's really good to know. And then also learning about the testing that's going to be implemented for those students. I think that's really
190helpful. Um and that you have somebody who's going to be focused on getting those students up to par. So I appreciate that. respect anything. >> Um, can you I guess elaborate on that top score writing? I know that you had it in year two and you're having it in year three and I was kind of just kind of over the details on that what that really means. >> So, top score writing is actually a program. Um, I don't know if you remember. I'll go back to the pie. >> Um so yes, it is in year two because we started it last year. Um our district coach that we had Nancy Alexander when we were all going through CSI and going to um elevation. She worked with the school. I can't remember the name of the
191school, but she said that they've seen a huge increase in their writing scores because of this program. It's very um structured in how the kids are learning to write as far as like you know they start even in in first grade they start with their topic sentence and then they start progressing throughout the year with reason one reason two and a conclusion because that's where our kids struggle in third grade is putting together a fivepage p or five paragraph paper. Um so it starts in first grade and every year it adds a different section um till they get to third grade. So, it's just a program and different strategies and graphic organizers to help them put their writing together. It can be very broad. It's not just based on one particular strategy. It helps them
192with different types of writing. Um, we saw in first grade the benefits of it. Second and third did struggle last year because it's um it's a program that scaffles upon itself each year. So, we're hoping to see now. Okay. second has seen it. They worked with it in first grade. Now they can take that a bit further. Um, also with our incoming third graders, they saw it in second grade. So now when they get their writing lessons, they'll be like, "Oh, we saw this last year." So they know the structure and the format. Um, because with co when the kids came back, you they had Dr. Henw writing. You could not read their writing. they didn't know how to put sentence together and they were third graders because they struggled with that writing piece. Um,
193so we have seen an increase. We also, and I forgot to add it to this, we haven't been doing writing benchmarks since precoid. So this year we want to do a writing benchmark so that we can track the progression of their writing. >> Thank you. I I saw that on there and I thought, oh, I think that it's going to be really helpful. I'm getting this new. So, um I just didn't really know what what it was, but it sounds like it's going to be um it's going to help our students with us. Um also, um I know that last year um and then it shows on here on the charts like the um the second grade was really an amazing class and they're going to be in third grade this year. So, um I
194know that the um the scores are going to continue to go up, but I guess my question what they, you know, because of the data that shows that the second graders were really amazing, you know, the the teachers for the second grade, um are you using what they had shared with their second graders for the classes prior to second grade? And then for the third grade, your teachers, are you using them as an example on how and what they've done for the other classes? >> So that's something we were talking about a few weeks ago. I did ask Reuben, is there a way we could do um like peer coaching where other teachers go and observe, for example, second grade teachers on some of the things and strategies they're utilizing in their classroom. So, we've
195been discussing how we can have that and make that work. Um, I know they do a lot of, if you saw some of those pictures, a lot of them are second where they they teach and then they apply some type of life skill. Um, so like they were doing or informational text features surgery. Um, so this year, now you guys are making me think of everything. I forgot. Um but this year and during the summer work when our leads came in and did you know getting everything ready for that upcoming year we planned project based learning projects every quarter. So right before they go on break there's a theme. So this for example in the fall it's going to be a camping theme. So the Friday before it's going to be all hands on deck.
196We go into every classroom and we set it up like they're camping, but not just for fun, but they're going to be doing math, ELA, and even science activities that align to that theme. In December, the two weeks before we go on break, it's going to be a winter wonderland. And so, they had to get creative to come up with different types of academic activities that they could incorporate because we want the kids to not only learn it, but how could they apply it in their life? >> Well, that sounds good. >> Yes. I just want to add and I feel like one of the things that definitely I'm hoping to kind of really impress um on the overall is first of all apologies for missing but I for for as a proponent and especially
197for your campus and your leadership. One of the things that I feel like we definitely can do and what I really want to move into is genuinely really giving you as much support as possible when it comes to this attendance issue because I really really also want you to really focus and do what you've been doing and not have to come here and get buried or you know dragged for what is your attendance. It's really out of your hands when it comes to just getting you can't go to their house and get them up. That's really where we need to move away from our mindset in my opinion. But I'm one board member. However, I think if we really genuinely put our heads together as as as the political body um and work with our
198partners with the nation, we can come to some kind of genuine like understanding and be like, "Hey, it is now in your hands. It's at some point." Again, I' I've said this at the at the other at the last meeting was, you know, you we we we tend to fall on the schools as the responsible parties for almost bringing the kids at which is which is not is here. I feel like obviously we want to impress on our children that it is important, but at some point in the community and our responsibility to that partnership with the nation is that balls in your court. We're going to focus on what we can do with who's at school. you focus on who's not here and you do what you need to do because we've obviously tried
199to do and we still will try to do as much as we can but at this point come on the other part of that is um I think throughout the years especially for myself um walkthroughs and just being present has ultimately also really given not only you the boost and the thought process that maybe you need to go through just like how Miss Mance kind of helped you to kind of pull some stuff out. That is one thing I also want us to really kind of commit to you as a board is that when we're there, it's not that we're there to judge or to be part, but we're understanding much more of what your situation is when we do that. So, we're here understanding, okay, I seen I I understood, I got to ask
200questions. Now, how can I support that? Um, so it's going to be my tune throughout this entire thing especially, but I want to make sure that that is specifically for you because I've seen the effort that you put forth in that attendance matter and I've seen firsthand as a member who lives right down the road and how parents can be even with some of their kids. Young babies getting out of their cars and having to walk themselves in, you know what I mean? I'm like, come on parents, we we need to do better. Um but and and it's well after the time that they're supposed to be there, but it's very nonchalant and I it irks me, but it's also something that's way out of my hands and yours. So that's my my my general
201um call to action this this this year and especially in support of all of our schools is that we have to do something as as this body to press on the nation and not just Mr. ideas, but all of us in general because obviously we ask so much of you and we brain you sometimes about this attendance thing and it's not really your your problem to technically. Um, so that's going to be what I'm going to at least stay at this point and I will reiterate as we're kind of moving down the line. I know there are some some as they get older can get themselves up and get themselves to school. Um but for you specifically you know we need to be understanding that in addition to that introducing different resolutions that I don't
202mean to really put things into into this manner of how how now do I have to do more work when we emphasize something about our culture our language our not to do that what it is what I'm trying to really impress is that if we give as much um here's what I was thinking And and and the only reason I thought about this because it was it an aha for me at one point is our I feel like your campus has definitely had retained more teachers than than than usually. So they're here. They see the kids. They know the kids. Um and in and what I'm hopeful we can start to do is by giving them that sense of self as in the students sense of pride, sense of understanding, sense of um you know
203who they are and where they come from um early and as much as you guys have been doing so far in that foundation of not only just the academics but now culturally and and within themselves. Granted again people will say this should be done at home but because we are where we are I'm very very proud that we have taken the steps to really try and lift up and preserve as much as we can and strengthen it. My hope is that we also engage and really pull in, buy in and and you know like um get all of us as excited and understanding about it as well so that we can start to look at why students come in sometimes the way they do and they're just adamantly not you know what I mean like
204I can't do anything for this kid. I love that you brought up that you're going to be doing the um project based like types of learning because obviously what we saw the other day in that 11 days for summer school with just Legos or even I was thinking it doesn't even have to be Legos. Maybe it's something that we can do like with your oy duck or with your um those different types of means which I know you guys have been really really keen on. But hopefully with the strengthening of not only the HID and our position as it comes to what's expected that also um kind of spills over into the the overall staff is I'm really racking my brain and and hurting myself when the es and flows of how nature and how
205the science or not the science but the seasonal like area or effort or at least the air that we're breathing in its um sensitivity to nature and our kids. I think as we're moving forward and we're trying to align hopefully we'll provide some sort of relief to some degree and I don't not saying it's going to happen right away but I am saying is when everyone and all of us begin to start to look at our ch children especially from the throne out the nation as just beings ready to soak in all of that knowledge which they're ready to do at the point that you're they're your school but they don't also soak in that knowledge the same way. You know, they might take it in a wholly completely different way. So, my hope is
206that you as the leader there can impress on on everyone they're teaching is that, you know, these are not I'm not after you because I feel like you're not doing it right. Please challenge yourself to think outside of what you're doing for these children so that they can start to really get it and learn it and hoping project based learning is what's going to kind of help that. But, but I also wanted to be like fully committed to, you know what I mean? and not just have one or two teachers doing it. Let's let's all agree this is how we're going to try it this year. Um and then frame it around that. >> Give it a try as opposed to I don't I'm not good at that. I'm not going to do it. You
207know what I mean? So that was a long way to get around there but that's what I'm trying to say. >> Um can I >> sure please please. >> So first thing before I forget why not attendance and then what you just said about um the language and the culture. So remind me if I forget. Um the first one will be attendance about kids coming in late and they're just being dropped off like little ones are just walking themselves in. One of my questions was going to be to superintendent and the board is in previous years we made it it wasn't a policy it was a rule that if you brought your child late you had to physically get off and sign them in. Um, and I know there were a lot of parents that
208made it very aware through the community that they did not like that, but at the time it was when Dr. Morris was principal and it worked. It decreased the tardiness because they don't want to get off the car and sign their kid in. So, with your permission, I'd like to bring that back and make it not not only just because I I don't want to be mean, but at the same time, these babies should not be walking across the street by themselves. We do have a plan for a crosswalk guard this year, so that way there is somebody out there doing a crossing and utilizing the crosswalk. Um, but they come in once everybody's already inside, gates are locked, and and they're walking across the street by themselves. So, I would like to put that
209forward to the community that if you are late, you must get off and sign your children in again with your permission. Um the second thing with the project based learning and incorporating the language and the culture um three years ago for summer school we had the opportunity to do a camp hind >> and that was so much fun for the kids because they were applying their culture and language within what they were learning but it was structured to where teachers also had to incorporate the academics and we did see an increase in data that year as Well, so I I do love the Lego thing, but maybe moving forward, I don't know, just a topic of discussion. How can we do both? How can we give them options that they want to do the Legos?
210They can. And then maybe school, cuz I know um Miss Kenzie and Medina, they run that program, but could schools be given the option to do a camp pin bug should they want to? And again, if there's funding so that way they could incorporate those things because the kids, they really took it and they owned it because like you said, it gave them a sense of identity and who they are. But not only that, I have 65% 65% of my staff is native. >> Um, and not all a but you know, different natives and they bring in their own culture. So making all our students aware of we are different and we are unique but there are also others that you know there's different types of cultures out there even our international given their culture
211so learning about different cultures is something that our kids do need >> 100% agreed >> miss agree Um so earlier we learned that convers and on the second uh second grade and third grade data the benchmark data um it has on like the increase in really good I really like the way it has the the big and then when I go to the historic for the US. Um those um the marks between 24 and 25 and um for both ELA and math um maybe I'm not reading it right, but say the ELA um for um 24 25 is like a 3% increase. Mhm. >> Meaning >> so you want to see the minimally deficient and the partially you want those numbers to decrease. >> Yeah. >> And it did increase. Yeah. >> And then the
212same for um the partially proficient. >> I I do see the 14% and the 1% um um highly proficient and proficient that increase. So that's good. That's good. Um but also in the math um those increased as well. The um well the minimally proficient and the partially proficient is a is a 7% decrease. Um but also in the proficient and the highly proficient those also decrease when we want them to increase. So I guess more effective. >> Um so now that we have the data and you have the data and I know you had mentioned that there's things that you're going to be doing this year that are added into the um into the new year um for for the students for for the for the school. Um, is there a timeline on when um,
213like I'm pretty sure you're going to go back and review some of this stuff and the statistics and stuff, but is there a timeline on when that's going to be done? >> Well, definitely for third grade, we want to keep spiraling throughout the year on the students. What do they do now? How do we progress from there? Um we have the malware reading uh pair of professional who is strictly hired just for third grade. So she will be supported in those areas as well. And it's not just fluency. Anything that the teachers notice within the data will be shared with her. She will be a part of all data tubs. Um we are also crossraining her with SFA so she can support those third grade students who are not at level. Um so that way
214we can get them up to level. Um, typically we want to make sure the timeline to ensure that our kids are ready for this assessment is before March. Um, because they take the assessment, not before March, before April. They take the assessment two weeks, the first two weeks of April. Um, >> so that would be part of the um, deep guide. >> Correct. So, those are what we're talking about, especially in third grade, is focusing on those ELA skills because, like I said, they have um ELA, there's two parts of ELA, two parts of math, and then they have the writing, and then only third grade has the oral reading fluency assessment where they read into the computer, and it tracks how many words per minute. Um, with reading, there are five major components of
215reading, which are their phmic awareness. Um, okay. The third one's fluency. >> If they don't master fluency, they're not going to ever get to the comprehension. So, we want to ensure that our students are fluent readers. So, that way they can then turn and learn how to comprehend. So, kinder first, second are those foundational skills. By third grade is we're introducing comprehension, teaching comprehension, and then when they go to Mr. G. Lewis's campus, they can just focus on comprehension. Unfortunately, a lot of students keep going and they're not fluent and then miss an sees them at the secondary campus. So, we want to like you said, our students are the foundation. So, how do we ensure that our kids are ready to move on? >> There are also other factors that come into play with
216attendance and behavior. So this year we do have a behavior intervention specialist that is going to support with the character education and behavior and hoping that with all those things aligned like you said we can just focus on the academic piece and ensure that this data does increase next year. [Music] real quick because you're kind of um let's say because I did request a uh a little retreat after the first quarter just to be advantageous. Let's say you deep dive and you kind of look at it over the year and you do your your pre-est your assessments. um what's the what's the do you feel like you'd be ready to kind kind of present here's what I saw here's what we've seen in this first quarter and kind of go from there based on giving
217us that timeline giving you that timeline to say hey here's what I saw we we dove in we got the first quarter out of the way here's what we're going to do and kind of make some adjustments based on what you kind of put down here just kind of pre pre giving you like hey this is what something I might ask in the future if all goes according to plan absolutely you know um again being in the classrooms noticing the trends that are happening digging into the data um we do have different ways that we're going to track okay this is what like here's what so what okay now what what are you going to do about it >> because a lot of the times like I said it's surface level we just look at
218it and then if you don't get to the now what because so many other things happen we are also keeping track of are they on track are they following the scope and sequence if you're not and you're another week into it what happened but those are things that should be discussed at your data dive and say, "Okay, if 50% of my class did not master, we may need to go to the next week." So, scope and sequences are always live documents based on what our kids are learning. Um, but again, hopefully as we're getting stronger in the earlier grades, they're not struggling as much by the time they get to third grade. Um, but again, another statistic is if they are not at grade level in kinder by the time they leave kinder, chances are
219they won't be at grade level by third grade. So, we really push the prek and kinder to really, you know, but again, unfortunately, you really don't have to be in school till you're 6 years old. So prek and kinder are just options for parents, but they miss so much during those two years of fail. >> That's a good point and I feel like we can lean as well on that in that point on making some suggestions to HRDC to propose some actual because this is as a sovereign nation you can create guidelines, policy, law that says, "Yeah, you do what you want here. of kids need to be at school in this early so that we're successful and it might be something that we can actually propose so they can start to make a change
220to the to the overall um u law that it might that they abide by. And I want to say that even now there's something on there that it does say 5 years old. But I mean, you know, again, based on all of the data that we have, we can actually show and and say, look, we need them another year or another year earlier or or another year and a half earlier. So, we can really dive in, especially get them just wanting to be at school at that age. I mean, a lot of them do at that point. They don't get to that. They don't get to that after, you know, where they're like, I want to get up. But I think if we're like you said, if everything aligns and we kind of get everything
221together, that'd be something we really need to to engage with our partners on on we could use the support now and have them follow through with something like this. So just a note, thank you for putting that putting that up. Anything else for um Miss Enriquez Benson, Mission um kindergarten um aspect of Do you have data um from how those students who started in K have left and how and then those who did not attend prek or kindergarten like if they're ready. >> We have data. I've never put it together to track the courts, but I definitely could to show how successful them come to cuz we have a successful component in prek. So it starts from there so that they can start seeing you know cuz by the time they get to first grade
222they're like oh I remember that sound or you know because it's been a common thing it's common story and so we have seen I think I could just by observation but I could definitely put the data g data together on which kids are successful because they attended prek. I think that would be valuable because Warren's talking about bringing this to the nation and sharing that information, but also just sharing what parents, okay, we have this data to show like these students ultimately do better if they're coming here at an younger age and it's getting them prepared and they have those foundations to move forward. I would like to see that >> thousand% would also support any other grants or things we probably might be looking at, especially if we run into trouble with pre funding
223prek. you know, I know we we rely on a lot of different outside sources to do that. So, awesome. Be good to see and and again, like she said, even putting together a little campaign message to for the school's sake or for this parents sake of understanding, hey, the sooner your kids here, the better off they're going to be as they kind of move through. So, awesome work. Amazing. Yes. Um, we do have one more presentation and we're going to be also closing close to lunch. Um, I'm asking for your consideration so we can continue the presentation and have a working lunch. >> Today after >> Okay, that's fine. Is that okay? Okay. >> Let's give a round of applause to Mr. You want to get lunch now or >> um >> when it comes
224we'll break get it and keep going. >> If we can begin the presentation, >> we can begin the presentation and do questions. We can get around to come back and answer questions while we eat. That's okay. >> Are you sure? >> You okay? Lunch is here. Benet Mark is that run. >> Thank you. >> I think it's salad taco, right? >> He told me taco salad. >> Hold him to that. >> Came upside down. >> Intermediate. Yeah. Mine is fine. >> Mine looks good. >> You put the holes on the wrong side. Want >> me to take it out real quick? >> Yeah. See how they I thought they came off. >> Put the holes in the other [Music] Come on. [Music] You're done, Right. >> Want to see what happens with the others. >>
225Oh, where did Jolyn go? Food >> like lasagna and broccoli. Okay. Taking a break. Yes, sir. She looks great with bangs. >> She does unless you like I want to get bang at some point. >> Banging. >> This going has been a challenge. >> You going to dye it? Not going to dye it. >> No, I've been trying to just let it grow out. The difference [Music] everywhere. She texted somebody. It wasn't me. She said she was >> Yeah. She said due to her workload. I said I have workload and you knew. I told her I said please be her tomorrow. Uh, she did text me and said she was going to go to the HBA. >> Oh, good. >> So, she's all set up. >> I did tell her that was mandatory. [Music] I'm
226not doing it right. >> There's cheese in this bit. >> So, I clicked on presentation. >> Okay, preview. It goes to preview. I don't know if that's what you wanted cuz then it runs continuously. >> You can't just do a presentation. >> It's not on there. on there. >> Yes. >> Okay. But Okay. Good. >> Oh, I'm sorry. I can >> No, I'm I'm not bring it to you, but Yeah. lasagna. >> Lasagna. >> No taco salad. >> I was going to say somebody said taco salad. >> I've got the text right here. >> It's our logo for next year. Our theme. >> Yeah. [Music] >> That's our theme for next year. Oh, >> mouse there. >> How long until lunch is over? >> They're going to do a working. >> Oh, okay. >> I
227was right. >> Be quiet. Okay, we'll go ahead and let Lewis start her presentation. >> So, good morning. We have five more minutes for the morning. So, good morning, President Wendia, board members, superintendent. So, this is the intermediate campus continuous improvement plan. This is our theme for next year which is wildly engaged in thriving with our success no less vision. So we have our mission and vision for BUSD and intermediate. This is shared throughout the the year every day. It's um said through to our students through our morning announcements and so we try and promote it as much as we can. And this year um we will be putting the mission vision um in well throughout the campus in the gym, the cafeteria, the office. So in probably a few more weeks we will have
228them all set up on the walls so that it is more visible. Now throughout the presentation we are going to focus on the growth and how we are going to accomplish or meet our goals. Um B USD has a goal for our students to be at mastery of 70% or higher. So our school goals will be 25% through the assessments that they take and their benchmarks and we align it with the BSC goals. It may not be as high as 70 70% but we're looking at a 25% with the ASA data and throughout the presentation you'll see why. So we want to increase our scores and a lot of it is through our interventions and coaching that we will have on our campus and utilizing the resources that we have effectively and making sure that
229we have interventions in place. So the this is our action plans and how we're going to get it done. In order to accomplish those goals, we need to make sure that in math we are aligning our instructional practices to our state standards and beyond textbooks. And you can see a G at the end of all of the action plans that we have in place. Now the G is a reference to our B USD goals. So um for math we want to increase our engagement strategies which we already have implemented but we want to make sure we increase them and use them effectively. Align PD to instructional needs and monitor instructional effectiveness. And for ELA, we want to use evidence-based reading uh programs like SFA, EBT, and aligning them to um the state standards and making
230sure that our students are successful using the resources effectively with interventions um and then increasing our AVID and model instruction for coaching. We want to make sure that we're supporting our teachers of um for them to be effectively implement our programs that we have which is SAVT and then our counselor will be a big support in making sure that we are able to coach our staff by making sure that she supports the admin when we have our block schedule. So we will have a block set time where um the principal and assistant principal will be doing walkthroughs in the classrooms as well as giving feedback. And during those block times, the counselor will be in charge to make sure that we are able to get those done with no interruptions. So looking at our fourth
231grade data for the ASA test, I put in some numbers of where the are the percentages so that you can see the highlights of the in how much we increased or decreased in the minimally proficient which is nice. We wanted to go down. So in two years we decreased our minimally proficient students in math from 86% to 75%. And ELA from 87% to 61%. And increased our highly proficient students in math from 0% to 6%. ELA from 0 to 8%. And then looking at our proficient students, we went up from 4% to 13% in math and ELA from 0 to 8%. And now looking at the fifth grade data, in two years we decreased our minimally proficient students in math from 90% to 65% and ELA from 88% to 64%. And then in for proficient
2321% to 5% in math and 1% to 9% in ELA. Now, in sixth grade there, there was multiple teachers that took over um within the sixth grade level and so they had an inconsistent team, but they tried their best. They're this year they will be starting out the strong and aggressively attacking move by planning and looking at the standards to make sure that they align. Well, the highlight of this team is that they have an awesome uh mentor who has a math degree. So, that helps a lot. is you can see in the math ASA test that the minimally proficient in 2023 was 98% and decreases. So it helps a lot having that background and to hold up her team to make sure that they understand the math concepts. And so next year we will
233be looking at other schools. Now looking at the ASA growth data, this is by cohort. So these were by grade level and then this one is by cohort level. Now looking at the growth, we increased proficiency and most grade levels. So the the numbers that are written on top of them, those are the growth that we saw, the highest growth that we saw. So you can see there was a lot of increasement in the proficient highly proficient and decrease in the minimally proficient which is really good which is what we want. And now looking at the state accountability growth data. This is where we get our letter grade. So the first year in 2023 there was we were a D school and we were off by 3.6 points and then 2024 a C school. We
234are we were off by 4.4 points to become a B school. Now, as for this year, we do not know um the cut scores yet, but if we were to have the same cut scores, fingers crossed, we would be a B school. >> B school. >> So, I can't say it out loud. I don't want I don't want to get in trouble. So, >> so um the points are out of 100, but because we don't have ELLL students, a high population of ELLL students, we don't get that 10%. So, ours is based off of 30 points and part of that acceleration readiness part of it for >> Okay, what was that? You said because we don't have ELLL >> EL ELLL a high population of ELLL >> English language learners >> I understand >> because
235we don't we get graded on >> so we have a 90 90 we're we're based off the 90 a 90% or 90 points >> but we would have 100 points but we're off the 90 >> oh okay sorry >> yeah and so the acceleration readiness that is where our chronic absence certainty some students fall into. So we got two points for that and then um our subgroup improvements which was six points and then our special education inclusion which is two points. So, we got the 10 points for that. And in uh in a few slides, you'll see the data for the um the attendance. And so, we're improving and I think with all the systems in place that we have this year, I think we'll make a lot a lot more growth. And so looking
236at the pre and the post data, um there was a big our biggest highlight for the pre and the post data during our third quarter. We got the mini grant um with the CSI and our teachers were able to meet 3 hours a week as a team to come up with an intervention plan to come meet as a PLC uh looking at their data and making sure that they have effective resources because when they make plans they have the resources but they're not really effectively looking at the resources to effectively implement it, use it in the classroom and use it correctly. And so during that time, they were able to plan as a team and really um sit down and figure out how they were going to teach it. And so that helped a lot
237by helping us bring up our scores in our third quarter and making sure that we were focusing on our hot list of students. So the students who were borderline were almost about to be proficient um are the ones are the ones in the orange. That was important to use those numbers for our hot list kids to make sure that they pass or move up to a proficient level or highly proficient level. So that helps a lot by having that orange chart. Now looking at looking at our data by standard um we have a goal of 70% mastery by standard. Now not all grade levels were able to reach all the standards to be at 70%. But most of them reached some of them. So for example in fourth grade for ELA 11 out of 16%
238had 25% growth and eight out of the 16 met the standard for 70%. And then for um math 10 out of the 29 standards they met with 70%. And then 19 out of 29% had 25% growth. And then looking at the fifth grade, so fifth grade we met one of the ELA standards with 70% and 7 out of 14 with 25% growth. And then for math we had 11 out of the 20 or 32 standards with 25% growth and three out of the 32 math standards is a lot of standards in this grade um had met 70%. And then as for sixth grade, um they met two out of the 36 math standards for 70% u mastery and then 10 out of the 36 with 25% growth. And then for math, there was nine out
239of 18 with 25% growth. So reminder, we did have um an inconsistent team for sixth grade, but just showing that we don't that we did make growth on most of the standards, but just not as where we would like it to be. Now looking at the success for all data this the from the beginning of the year to the third quarter looking at the data our fourth graders 21% of them were at grade level when they came in and then by the third quarter 33% were at grade level and then fifth graders were 29% at grade level to 34% % and sixth graders from 5% to 27%. That we're at grade level. So those numbers are at the highest which shows that we we do have a reading comprehension issue that we want to resolve.
240And so when I came in as principal, you know, from a teacher to principal didn't realize how much intervention we were going to need and how low our students were. And so that's why we brought in success for all because we wanted to give that extra intervention for our students to make sure that they can be successful. Now looking at our our attendance now this we met all um let's see by grade level we met to the 90% attendance goal and then by teacher only two teachers were off only by 1% so we were so close of all teachers meeting um and then as for the chronic absenteeism remember we talked about this the state accountability growth so this is where we get some of our points as a letter grade. So in 20 2023
241we had 120 students who had 18 or more absences and then in 2024 we had 106 and then this year we brought it down to 57 students with 18 more absences which is really really good and why we got a lot of our points. So, we want to try and make sure we decrease it even more. And I think with the competitions that we have in place where the students are competing for house shirts, house lanyards, house stickers, all the house stuff helps with our attendance because they don't want to miss out on the fun stuff that we are doing and they want to be in school. And so when and then we have um surprise events. We don't know they're going to happen. Can we just make it they just happen and we say
242okay all the students have um 90 or 100% attendance can attend. And so when they're when a student doesn't get to attend that's where we get the angry calls from parents. But those are okay because then they know this is why the students need to be in school every day. So, you saw the ASA data, you saw the benchmark data, you saw the attendance data. Now, we're going to look at how we're going to make sure that our students are successful and we're making sure that we are giving effective instruction along with our models of instruction, which they both align. the effective instruction model that you see that came from SFA which aligns with all of our all of our lessons that we do and as well as the models of instruction. And so I
243did give a um professional development training on this with my staff last year and so they will also be getting it again this year. The programs in place that we will have for instruction, engagement, MTSS, and attendance are these are all the things that we have in place on our campus. The top ones were no cost to BD because those were made possible through our own advocacy by making sure that we found ways to find money to make to help those or bring it to our campus. Unfortunately, the 21st century grant is up in the air right now due to budget cuts with the state. So hopefully we'll have our fingers crossed that um they the state will not take money away from that area. But this is those after school programs would be so
244much fun for the kids and that's where we would be able to bring you all in, you know, like Miss um Enrique said about the Legos, the um Hind classes. So that if that does get approved, those that's where we can bring in those fun activities. Um, so we have our PLC's of course those are very important but we do have them twice a week with teachers and one of them is based off of data. So they are looking at their data dies um their DFAS um using DT SMA their daily math skills AVID um you using a lot of scholastic for interventions and um we do have one new class that we'll have this year which is our culture class but it will be using indigenous text so we are going to align it
245with our sixth grade standards which is going to be really fun. We've been having a lot of fun planning it. So, we're looking forward for that class. Um, and then our engagement might be nowhere taken, uh, RCA houses, um, AVID. And then um our big push this year is our MTSS system that we have in place because we started it last year but now is going to be is more organized and we have systems in place to make sure that we have that we are able to implement it and keep track. So our first year so this is our three our three-year progression. Um this is how we're gonna make sure that we are on task and that we don't get behind. Um our first year we increased our engagement. That's where we brought in
246RCA. We brought in Kagan um using evidence-based programs. We purchased SFA because we noticed uh um many students who are below grade level in reading. and then increasing our focus walls so that students and staff are held accountable for their learning. And so year two, we wanted to make sure that we align our instruction with the standards using BT uh aligning professional development to instructional needs. I tell our teachers that we are bell-to-bell instruction. So our instruction for PD also needs to be aligned. Um, we do our walkthroughs more often. We collect our data, use that data for professional development and we implemented the models of instruction. I will show you a picture at the end. And in SFA, they have four parts to SFA which is clarifying, summarizing, questioning, and predicting. Every every program
247starts with a clarifying part. But now this year we are going to push to add summarizing and we're hoping with that part we will also increase our scores because the summarizing is a little bit more rigorous than clarifying. So our level five and level six students in SFA will get exposed to the summarizing part of SFA. Um we increase our leadership with our counselor and our staff. Um and then we implemented the DFAS and benchmarks. And so this year we are going to use the scholarships and grants to make sure that we are able to build and maintain our programs that we have and make sure that we increase our expectations and bring more clarity to our expectations and increase our checking for understanding. And so these are the systems in place that we will
248have for our campus. You have seen them already in our in my principal report. Um but we will make sure that we revisit this throughout the year monthly to make sure that we are on keeping um focus by making sure that we are using our systems in place for instruction as well as our MTSS and our proficiency monitoring systems in place. And so these are the programs that we already have. This is just an overview. And then this is our MTSS um program that we have in place in the different tiers so you can understand how we are supporting all students. This was included in our handbook so that parents can also see how we are helping their students and why it's important to be at school. And then this is our proficiency monitoring by
249um by teacher, admin, students and our family and how we will make sure that we are um being supported in our instruction and helping with our coaching and making sure that we keep families informed. And this is our timeline of our orientation. Um, our intervention, coaching, walkthroughs, our professional development, they will all the expectations and implementation plan will be shared with staff in July when they start and then by August we should be um seeing all the programs and goals in place and then through and then throughout the year it would just be maintaining and building on it. This is just um an outline of what it's going to look like. And so with we understand that there was quite a few behavior issues. And so part of that um and with our NCSS systems
250that we have in place, we want to build on our PBIS. So next year you will see multiple posters of this on our campus. We will have posters for every classroom, every area that has high traffic. Um, for example, the cafeteria, the restrooms, um, the library. And so these will be posted all throughout the campus. And this is our models and instruction examples. All rooms will be using the thinking mats at the end um throughout their lessons and using question stems because we want students to have more accountability for their learning. So they should be able to have a academic conversation with each other. >> And that is it. [Music] >> That was 20 minutes. >> Thank you so much. and it was such amazing information. Um, we'll start off with any questions or comments
251from the board who wants to go students. >> Yes. >> Okay. I do want to say um the one thing that I've always been able to observe and of course the students in the in the district, it's it's an experience on the other side of proponents. But what I do want to say especially is that the efforts I think that you make and your staff and everybody are phenomenal. So to see that there we're inching at different we're chipping away at different things that we need to and are necessary which I'm glad that you you're very focused on but I want to offer the same challenge as well. Um, since we since since I've put on the table a a one-day board retreat to kind of look over the first quarter of this year, and
252it's not for any kind of reason other than to, hey, let's check it out. Where are we at? Let's see what we can do as we kind of move into the new school year as we continue the school year. I'm hopeful that anything that you're finding, especially when it comes to your your your here, your your what, your now what, you know, so on and so forth, that you really look at. I think the comp the work was comprehensive like what she was saying they really understand it as far as what Miss Pilia was talking about earlier. Um, so that not only does the board understand it, but like other parents in general can understand. So that it's kind of like here here it is where we're at right now. It's the first quarter. You
253already missed 10 days. here's what I mean, you know, not to say that that's the the emphasis, but when you look at how far y'all have come um when I look at how far y'all come, especially in the time that I've been able to to be representative on the board, but now as a parent, um especially is that that genuine buy in gumption from not only the community and the staff and the students, but the want to just be at school. And so I'm really hopeful as you're moving forward as well that we can also try and pull whatever you don't need on your plate off your plate. You know what I mean? As a board or as people as individuals responsible for anything that requires community buy in, input and support. Um so you
254can focus on those definite things that you want to be able to do. The biggest thing that I feel like I know will probably take a lot of your attention is if 40% of your staff are not here next year, what's what's the plan? What are we going to do? You know, and I hate that because it's something that we we we know is on the horizon. And I know I've been so blessed to have as many of the of the teachers from the Philippines be so impactful on these students. mine mine in general is that it's going to be some really huge shoes to fool and I don't want those shoes to be filled with anybody who's just plucked from anywhere to do it. You know what I mean? I know you're going to
255take special care with that. So, I'm really expecting that as well to be just in the I know it can't be at the foreground because you're obviously going to be dealing with so much. But I think as we're empowered with the tools to ask those questions, I just want to make sure that we're also being respectful to you and saying, "Hey, here's what we're going to start to look at and look for and support you in." Um, I on the other on the other side of that as well have had some calls because my student misbehaves and I know that you all handle that as as well as well and as best as you can. Um, so I'm hopeful and I'm and I'm encouraged that you're putting all of these efforts into not only that,
256not only the star stuff or or anything that you try to engage them with, but like the amazing shake and the and the prompt questions like giving them that empowerment and those tools to be like, if you don't understand, here's how you could probably face that so you don't feel like I don't know what to say or as you're moving through life, here's how to introduce yourself. Here's how to have an engaged conversation with somebody. amazing like life skills on top of just the overall again like gumption and excitement to for school. So uh I I tr I I too have also been um huge proponent but I also know as we're moving through it and as we're looking at the overall uh reports or statistics or data it's getting so much it's so robust
257in data that I don't want us to get lost in the weeds overall like we were talking earlier a little bit about looking at one specific part but not the whole picture. That's is definitely where I want to I want to be engaged as a board member and want to just, you know, let you know this is all great. It looks good. Now, let's see what we can do to help support in in in asking for some information as you begin the school year and at that little one-day retreat we're going to do after the first quarter and just kind of see where we are and go from there. Um, that's all I wanted to add, but thank you so much. Um I look forward to um to that sharing our data what we started
258so far but I know with our uh many of our staff leaving next year we do have a plan in place. So we have been already planning um since last year. So any training that we have any conferences that um I'm able to send a staff to it's always Miss Hilawa. Miss Hila has been sent to majority of our conferences, majority of our trainings so that if we when we come time to where we do um start interviewing and start um preparing for teachers from Philippines again, then um she's already here. she's going to help with that language barrier and she's going to be doing the training with the staff so make it go faster and the and she will be the mentor with them. And so I've been trying to be strategic of making
259sure that she building her as a leader and a mentor and then making sure that um she builds her team up. So which are two new teachers who just started this year. So, she's going to be helping to build them up. So, at least we have those two other strong teachers that learn from her. And so, we're utilizing Miss Hiloa a lot right now. >> Awesome. Miss >> Stevenson here. >> I was just going to say um there is a lot of data that you presented to us, but I also like the way he had set it up. I was thinking about um where it laid out from two years ago and then where you're at now. So there is definitely a lot of red but I do see that. But you also bring up
260like what your plan is and what you have in place which is really helpful cuz that was going to be my question to you. Um but also thinking about this chart that you have with like the different standards, what are some of the things that are going to be addressed moving forward? Um and where we're where those shortcomings of those students are are falling short and getting your team prepared for that. I think that's really important to um take into consideration. Um I know you do have your meetings with your team. Um but just seeing that over time because there are definitely um you see a lot of them falling short, but I do feel like you addressed some of those things just bringing you the level of like what you're going to do to
261move forward. So I feel like yes, it was a lot of information, but you also laid it out to like okay this helps us see like where you're moving. So I appreciate that. And we and for sixth grade, we also looked at the standards that would align with our culture class and we looked at which ones can that class focus on. We only picked four to five standards to make sure that we can have better success. So it's not only being taught in the class, it's going to be also taught in culture class with those specific standards. So then that sixth grade team gets extra support. But also in library um the librarian teacher or media specialist she her title got changed. media specialist um uses the fourth, fifth, and sixth grade standards when she's
262teaching um for with a particular book or um a strategy that she's using like if they're doing research, they're using all she's using all those standards like she's teaching as well as the STEM class. >> I forgot the question I was going to ask. So the question I was going to ask with those with these students who didn't do great and I know with the last school um primary she mentioned it helped them prepare who was going to go to summer school. Is that the same thing for you? And how are you going to help those students get prepared to move on to middle school or junior high? >> We we use the same data. They they used our data to get students for the summer school. But with the 21st century grant, we're hoping
263that um it won't be just those students who need that support. It'll be it'll be multiple students because we do have to have a high percentage of students with our program if we if the program does fall through. Oh, what I was going to bring up on the 21st century grant, have you guys also considered speaking to K web to see if that's a possibility to do some help with that funding and that is going to be taken away or even the possibility of asking districts to see if they could help support the efforts? >> Yes, we we will look into that. Thank you for that um information because uh we just learned um this week that we didn't know for sure if it was going to happen. [Music] Um, I just basically I've always
264um I've always admired your attendance and your your rates. Uh, and my thought behind that is that if they're there every day, they should always be giving whatever they need to do. Um and so and I hope with you back up quite a few years this coming um year that um that will continue and and I know that you the intermediate school is has really um um inspired the students in the houses. That's a great great component of what you're you have and that it's making and it also you're starting to break them out um to be part of the planning the you know you know and I've seen them you know that whoever's there those houses in charge of those houses inspiring other students to be you know and I guess kind of how
265are you working with getting that being part of your academics. I mean is is it a Trump component of how you're working with because you also have now you come up which is great because I think that's kind of will help them understand where we from where we're from how how they you know how they're they're living you know all that you know but also with the houses how do how do you put the two Okay. >> So, the houses help a lot. Um um with uh the students encouraging each other um for example um we had an event a basketball um tournament and the kids and and that was a surprise. That was only if kids did good they were able to participate. And there was quite a few sixth graders that were not
266in school that day because they went to a basketball game. And so their their house lost. But um cuz ultra was the best house. But they when they lost, they were so upset because they're like, "Where were you? Why weren't you here?" But it was they they had a good reason why they weren't there. But it helps build that relationship with each other. Like they're not they may not be friends, but they're house brother and sister to support each other, motivate each other. And so when they're in the classrooms, they're also helping each other by those cheers. So if one if there's a student that did really really well, I'm going to scream out your cheer in celebration of you. And so it brings pride to them. It brings a relationship to them. The kids
267feel more comfortable. They feel more safe because that's my brother, that's my sister there, and I want to be with them. And so I understand, you know, a lot of things going on out of school that we can't control, but this is something that we can control on our campus by making them feel safe and making them want to come to school. Yes, our students may not perform the best on standards, but and they're there and we understand we're still dealing with CO, but we're helping to make sure that we increase those scores and that's why we have these interventions in place and we're not wanting the students to feel little because they're behind. And so this house system that we have in place is also helping bring up how they feel to feel good
268about themsel and for being here on campus. Even though they may they may not pass, but we're helping them and they like being here. Um, so thank you for all that information. It kind of makes me It makes it harder for me to ask questions because you have all that information. [Music] But um like was mentioned before, you know, um your your campus um it really shows that the kids want to be there based on the attendance and like you had mentioned all grades met the 90% and above. So that was really an amazing thing for for a school site to be at that level uh in attendance and that's what we want. You know, that was one of the things that we focused on in the in the um in our goals was the
26990%. We also wanted the 80% of our students achieved 70% last year in our grade levels. Um so with that is where um I think for me this year I want to focus on that 70% mastery. Um and so the breakdown that you have by the standards and uh and you had mentioned you know that it does show that a lot of the the grades weren't at the percentage that we want to see. um but that you have steps in place for this new year that are going to um increase those um percentages of the children the students um increasing in in those areas. So that's really good to see. Um and was as Sylvia mentioned about how the connection between the houses and the students. Um and you had um mentioned about the the
270brother and sister, you know, the the building, the king building, I guess. Um, is there or do you also use that type of system to um motivate students in their in their abilities do in in their standings? I know you do it by like like with fun like with the with the basketball games, but is there a challenge for those students in this house >> to um put it toward the standard some way? You know, and I think that would be good if you're not doing it already. I I think you probably are because there, you know, you already have that thought process. But I think that with with um all the because you you have a really great team at your school to motivate the kids whether it's by bringing in people who who
271um like the fire department like the basketball um the Puma College the football you know the I don't know we do a lot of we do a lot of motivation on campus. Um, so I know I know that's one of the reasons why the students are there, you know, why they increased in their attendance. Um, I know you do a lot of outreach on on attendance and and um, President Bidia brought it up earlier about how maybe as community members or um, the community in general really need to support our students to be at school. I mean, we maybe there should be some kind of campaign that the nation and we um because we're relying on we're relying on um the sites to do that, but also it needs to really be the community to
272get that get the students to school um to make sure that that's happening. I think it's less um for the student for the for the campuses to have to worry about if we maybe as a board this year the campaign on that you know do a campaign on getting the kids to school but also when we meet with HRBC you know that's something that the nation needs to also take um responsibility to for as well. Um, so for me, like I know your campus, I I really I love going to your campus. I do. Um, and although the the scores aren't as great as we would like them to be, I know that with this new year that we've already taken steps and initiatives to conquer that. Um, so I'm really happy to see that.
273Um, for me though, it's going to be it's going to be the essential tendoc the standards. So, just keep that in mind, right? >> Forewarned >> for moving forward. >> We Yeah. >> But yeah, we we don't want to say don't don't lose focus on the attendance because that's was stated. um that's really really important. Um but also there's other stuff too. So we're we're we're all moving forward >> and and we did notice that there was like two months where we just got really really busy and we didn't do an attendance incentive. We forgot about it and we noticed that the attendance did decrease when we didn't do anything for that two months. So it does help with the attendance incentives and um with the h with the houses we have a house app.
274So when um when the students are doing well like they'll come up to me and run up to me I got I got a I got a blue I got the green if they tell me that I'll give them a point. And so, um, I think that's something we could do for next year is even have the teachers do it and not just myself or the assistant principal doing it that they can also do it. And then the the kids also get house points when they attend our community events. So, when they sign in, I go through the sign in sheet and then I give those kids points. And so, it's participation as well. And when the the kids they're not able to see the scores, the final scores until they go in for lunch.
275So when they come in from lunch, they see it the scores on the TV and so then they get all excited who's in the lead. So it helps a lot with the with the house app that we have. And so and the teachers can use it anytime because then they have it on their phone and so you can do the phone, the computer, it's it's always visible and it has the student space on there as well. So I guess my question would be would that be like pertaining to any tests that the student throughout the classroom um time so that way they can increase their um house. >> Mhm. >> Yes. >> And all all teachers know that so that way they know that to give them a score and give them a point for
276the house. >> Yes. We will start that next year. So it was just myself and the assistant principal during it last year but now we will add the teachers. >> Perfect. Miss Hendrickx. No, I just and to add on to I guess what my basically my question was what Khaki mentioned was about um the houses and and how you to um work to with together on the standards or putting working finding a way to and that way I think you will raise your scores also >> kind of kind of brings a little thought to myself um which I want to propose to the board. I know we had initiated and one of the things I want to make sure is especially kind of put down you know whether it's by resolve as in this board
277as we did with the culture and uh presence amongst the campuses that that investment that we made of course now is has been brought up in numerous occasions in RCA and in that in that mindset more so because I get we've been told it doesn't work for any level or blah blah blah. However, what we've been able to observe is that obviously something's kind of clicking with it and it needs to be across the entire district as a whole. So that has to come down from this level, Mr. Diaz, I will have no problem proposing something that that we put in place to engage in that. I'm not saying that it has to look exactly the same at all schools, but if we're engaging that from PK to 6th, then it should be PK to
27812. So that not only do they still have that sense of community, but they still have that sense of competition, which also kind of brings them to their own like, oh, I want to be I want to focus more and do more. Um, and I think if it, you know, again, try it. Nobody's saying it's going to work. Nobody's saying it won't, but I think we haven't really given it that much effort that we need to, that we haven't seen. And so, with that investment that we made as a district, I want to make sure that we're we're not called on it by by any means anymore, which we have been, and dragged at meetings that y'all don't even know. However, that also means that in that in that attempt that it's given, it's to
279fidelity without, you know what I mean? It's it shouldn't be like, well, I tried it for a week, it didn't work. That's part of what I feel in what Miss Vance mentioning is that we've given it the fun aspect, which I think the kids are responding to. Now, let's give it an academic standard aspect to say, "Hey, look, now you get points based on how well you do with your scores." And that's how you're going to get your swag or your whatever it may be. And I bet you they'll rise to the occasion. I have no doubt. Um, and I will say again, like, as well as primary, you know, there are some things out of their hands. With intermediate, I know that I get yelled at if I'm pulling out a kid or they
280have to have an appointment, you know what I mean? Cuz they want to be at school. um why did you schedule me right now? I'm doing this right now with this teacher, you know, and that they can vocalize at least at that point that they're that they're that they need to be there. So hopefully we can really lean on that with them and continue that all the way through. Um, and it's not to say that that it's not to say we won't try and do what we can to support as a board, but I think overall some of the some of the things that we're seeing uh are positive. Um, but we're not without looking at some of the things that do need to be worked on. So, I definitely want to say that as
281we're moving forward, as Miss Vance said, it's not to say that we're saying look away from attendance, but these are things that we're going to start to focus on because as if you if you saw us earlier, we we knew goal one, go two like backs and five, but three and four now, I think are definitely going to be where our where our mindset is and where we're most of us, our perspective is going to be from is how and what are we doing to make sure that Central 10 and our support and challenge is uh with the overall district. Um whether that's, you know, some of the things you guys have already done like having third and fourth grade teachers kind of um do what they need to do to come together. Maybe that
282needs to be sixth and seventh teachers and then but but you know all the way up and down. Um but I'm really excited to kind of see how far we've come especially with not only your support as professional um but I think is overall with the with the effort that we're willing to put forward. Um, and I want to say this again, like Mr. B said, just I didn't have any questions. I was like, "Okay, okay, okay." But I do know that um part of introducing again the the res the resolution we did is uh and I don't mean to put you on the spot, but I did go to the the campus um for summer school. So, I just walked in and I asked cuz I hadn't seen it, but they had this beautiful
283poster of a Tatai and it had the mission of the school in there and it has the logo and I was like, it would look amazing if we put the auth we we we we gave the effort. We ask for them to commit time and and probably resources to putting that together. We need to put it at the forefront. It will look amazing and it'll give all of that sense that y'all are putting into them so much more like um purpose I guess is the word. So, uh intention is the other word. So that's why I'm like maybe the things that we can do and I don't ever mean to make it more difficult for you guys but I think the steps that we take as an overall community of schools to really engage and
284be intentional with the our song our our word our um even even naming the animals or even the the your your wall of gil geek, your barbecue house houses um just reinforces that overall uh sense of self and maybe we start to chip away at these behavioral issues and some to some degree. I know some of them require things that are outside of our hands, but I'm hopeful that as we engage more and the teachers and everyone I know I know 100% first f firstand your teachers are the only ones that come here to the meetings and introduce themselves and off them and do it like to like with all heart. So, I think as soon as we get everyone on that same boat, um it's going to feel much better for our students and
285that what you're doing is going to be as successful. And as we continue them through all of the campuses and from prek to to to senior, they just have they're just ready. And I'm glad that we're here and in this moment and in this time that I think we have the amazing staff, all of you as as leaders, site leaders to be able to do that. So, I'm hopeful that that that's how it's coming across, you know, and I think as now as Miss Vance and I and others have stated, here's where we're focusing now. Here's what we're going to look at so that y'all know what we're kind of expecting as we're moving forward. So, Mr. D, >> well, we are in the process of changing the are translating the the name correctly. And
286so we're in the process. Um and then it does help um promoting the houses when we have the community involved. Um for example, there was a parent and then one of our students who um saw a shirt hanging up at TOUA. >> Oh yeah. >> And so then they were like, I saw the house over there. and they're really excited that it it made them feel good that they have that support at TOUA that it's there. And then um when we were in the parade, we had parents shouting out, "My kid belongs in that house." >> And so people know it and even outside of the house. And when we have the Tucson Police Department, they come all motivated and um ready to show off the house that they were put in. and wanted to
287know wanted to see their picture up because they were representing their particular house. So, it helps having the community see what we're doing as well. >> Perfect. Thank you so much, Miss Ben Lewis. Appreciate it. >> It's only I need like two minutes. Can I have like two minutes? Go ahead. Go ahead and u jump back into the agenda. Um our next item is the W. Let me try this. Thank you. >> Thank you. >> Appreciate that. Thank you, President Board members, Mr. Diaz and Ben. Okay. So, this is our strategic plan update. Um, this is things you have seen before obviously just because it's following up on what we did last year and we're going to go ahead and continue that. Um, the B USD mission and vision is listed right there. Um, again,
288as I said last year, we were at the part where we were creating our new vision in mission and that's why we stick to the district one. Um, we we have it down, but it wasn't finalized. So, we're going to continue it and it'll be done by the next one or two board meetings. So, our campus will have a new vision and mission statement. Right now, it's a mouthful. If you've looked at our page, it's Oh, it's right behind the fence. Look at how long that is. You can't memorize that. It's a lot of dreams and aspirations and we can make it more succinct. Um, so that's what we're still working on. We were really close to the end last like in May, but it's it didn't get finalized. Um, so just so you know
289that you'll start to see it differently in the future. These are our district initiatives. Again, something you are all familiar with. And these are our stretch goals. um attendance 90% or better schoolwide and then 80% of our students will show 70% mastery on essential standards with 25% growth. And so this is our integrated action plan and it's very similar to the ones from the other campuses because we have the same goal. They are the same students. Um, Baboku Ki Secondary Campus will increase our math of ELA proficiency by 25% through the implementation of beyond textbooks and align instructional practices that reflect the models of instruction. That's a lot to be said and it'll be broken down shortly, but 25% because the idea is if we were able to improve them 25% this year, 25% next
290year, and then 25% by the third year, that's 75% growth. Um, so that's where that comes from. And then what we are also our third plan is or our third goal is to build capacity through professional learning communities for all to strengthen instruction um and leadership. So we're looking at both building leaders with of our teachers and building instruction so that it can trinkle down to our students as well. So our priorities are broken up through curriculum, instruction, assessment, and collaborative systems. So let's go ahead and start with curriculum. So on the left hand side you'll see those are the alignments with our curriculum. But how are we going to do it? We're going to use um our years at a glance which are very big as well as our beyond textbooks, our lesson plans,
291those thorough lesson plans that we're going to have and our curriculum resources. So what does that look like? So our teachers will use beyond textbooks to create the yag and there is one roughly set up there. So a year at a glance allows us and is a living document that allows us to see what the students are learning this week, what they will be learning next week, and how it builds on top of each other. Beyond textbooks is great about outlining things. However, sometimes our kiddos need a little more time than the recommendation from Beyond Textbooks. So that's kind of why it's a living document or that is why it's a living document. Um, so who's responsible? Adam's responsible for following up with teachers. Um teachers will create those lesson plans to ensure that they
292have expectations and the students know those expectations and we'll follow up in coach and guide as we will. Um teachers will use the curriculum beyond textbooks and status and we'll just make sure we're following through with that. Um these are important pieces because um in case you missed it, we have se we will have seven new teachers on our campus. I have been at the secondary campus for four years. Um I'll be starting with the my sixth school year with this district. And I can tell you on that campus, we have two teachers still on that campus who were there when I started. So that shows you the turnover rate on the second year campus. Only two of those teachers on that campus were there. Oh, sorry. Three of those teachers were there when I
293started 5 years ago in the district. So, it's a lot of learning, relearning, training, retraining. Um, so that's kind of why for us it's it sounds simple, but it's not as simple as it sounds, if that makes sense. Um, with the curriculum alignment, we're going to go ahead and build it. I'm going to go ahead and go a little further. Um, I'll go through it a little bit. Um, as far as instruction, these are the essentials that we'll be addressing. How are we going to build this instruction with AVID strategies, models of instruction, the set of learnings, student collaboration and prevention and enrichment and those are important pieces that we go through and see. So what we're using and the strategy and thanks to our new AP um we're going to look forward to having
294those AVID strategies strengthened. We know how it is beneficial for all students because it teaches them and gives them the skills in which to become students in the classroom and it allows them to have that student agency. They can tell you what they're what they need assistance in. They can give you answers that they have and so what's the expectation? they will complete and ensure that they have wicked strategies in their lesson plans and then we'll follow up. Um, middle school, all middle school students, so all seventh and eighth grade students will have an added class, an added skills class. So, they're learning all those skills because again, we're preparing those middle school students for high school. Um, we always say that the high school matters because that's with the credit system. If you don't
295pass a class in middle school, you still can pass, you know, the grade. But when you get to high school, if you don't pass that class, you have to make it up until you pass it. So, we know this. So, seventh and eighth grade, we're focusing on building them so they can become confident at the high school level. Um, and so teachers are doing that and admin up accordingly. Our models of instruction are to continue to engage students in learning and the seven learnings um create cultural relevant curriculum. We have some great teachers who are great at incorporating the seven learnings already and we'll have to teach a few this year but we have a plan for that as well. Um assessments this is where it's all going to come together in a little bit.
296It'll make sense. So with our assessments, we have our checks for understanding which happen in every class or will be happening in every class. Our DFAS, um, district benchmarks and state testing. Um, what I do want you to know, everything I've mentioned so far are things that we did start in this 2425 school year. The reality is when we started with Beyond Textbooks, it takes time to learn something new. Our teachers were learning. By the second semester, we started using the DFAS more um with more fidelity. And you'll start to see um with the score shortly right here. So, with seventh grade, this is our pre and post test pre and post test data. So, I know you guys were already shown how to look at it. The average of the 34% to 43% up
297there for ELA is there, right? And the 19 to 20 29%. So there's um there's a growth on average and you see that little red part go down. So we're moving in the right direction. Seventh grade didn't have a certified math teacher. So you can see how that red it did minimize but not as much as we wanted it to. Um but just and their with that said their intervention wasn't as strong. But we go to our eighth graders right here. Our eighth grade when you look at it the average score went from 25% to 46 which means that there was growth of 21% overall on the average and then their math when they started 14% was the average for the class but by the end it was 33%. So with that that was 19%
298growth. It was a 25. It was real close. It was 19% based on that average score. So, we are working on the right direction. And this because it was almost the 20% for both. I'm going to call it 20% for both of them. 21 and 19. The teachers worked together as a PLC and did an intervention because with seventh and eighth grade, there is an intervention class for them. they understood what it meant to go ahead and get in there and retach and focus on those standards. What we did learn when looking at the data, I think it's in this one right here. Yeah, in this data RL3 all students reach 70%. Three of the standards showed 25% growth and two of the standards show 20% growth. So, we're getting closer with a lot more
299of the standards. And one thing we did notice, the one that's really itty bitty where you're like, "What the heck?" It's like RL7, Riven 7, where like you're like, "Whoa, nothing's really happening." That's a new standard for them. And so after looking at this deep dive, it's like, "Oh, no wonder why they don't understand it. It's the first time they're introduced to it. They didn't see it in the standards before. When we come back to teach it next year, we really need to teach it." And they're going to have that to build that capacity for them. And this allows us to see what we're doing with it. Um so this is one thing and they are doing that in intervention. Um for the next school year we will have seventh and eighth grade. We will
300have intervention again. Um the teachers have grown to enjoy it because it allows them to see it. So our systems during this last school year were we're going to try it this way. Oh, it didn't work that way. We're going to try it this way. I think we revamped it three times last school year. Um towards the end you started to see those results. Um so much so that we celebrated one of the standards and I burnt popcorn and the firefighters had to come out and I burnt the popcorn. So we are looking for ways to celebrate those standards. Um when we go to ninth grade there's ELA and math. They are growing in the right direction. Um it's not nothing's regressing at this point. we went 12% growth um according to the average and
301then 23 we improved 23% of the average in 9th grade. Um and then right here 70% masters attained on three of those standards in the ninth grade ELA. 10th grade it's the same or well it's not the same it's like the 19% um improvement from their average score and 28% improvement in their average in math for the 10th grade level and then we go to our ELA scores and they mastered 70 70% mastery was attained on three of those standards but really close on three more um so they are learning It's just pushing that little heart. 11th grade, we have this growth of 22% improvement on their average score for ELA and math. 23% improvement on their average, but this is where I like to show. to the next slide. ACT is the score that's
302tested for high school or this it's one of the tests for high school. Um this is the count this is where they count the proficiency. 8% of our students met proficiency for the first time in 3 years and this marks a turning point because it shows that math is growing. Um we went from minimally proficient 22 23 at 91%. We cut that down to 81% in 23 24 and this year we cut it down to 68% minimally proficient. So we're on the right trajectory because we want that red to minimize and 2% of the students achieve proficiency um in ELA. Then we go to 12th grade. And then right here we have ELA. The average score or growth the average yes um grew by 29% and then in math it grew by 38%. In 12th
303grade math. So based on this information we were able to see and this was something that had been working and had been in the works the entire school year. We were able to see based on the DFAS who was scoring where and what they were doing. This is what allowed us to go ahead and move forward with our ninth grade success um our ninth grade success team. Um we strategically moved them around and so that strong 12th grade math teacher is now going to be teaching freshmen in this next school year because we know that that strength of that teacher is good. and statistics show that the students are successful their freshman year they will be successful in their high school career. Um so in order to align that that's what we are doing for
304that as built in for our ninth grade in this next coming year is we are going to have an intervention for both reading and math because we also know that based on their eighth grade end of year scores, this is what we're going off of, they still need help with math and reading. So going into their freshman year, they will now have built into their schedule. They're going to get an elective credit for it. Um what reading one semester and then math the next semester because even though they're not going to be tested to proficiency nth grade, they need those skills to be successful in high school and after as we know. Um so that is what we are doing based on the information from here that we received. Uh see >> okay so going
305back to our collaborative systems that we also have PLC collaboration is huge and that's what we're going to be building on at the secondary campus there have been thing called PLC's however it wasn't guided in true PLC fashion um the staff wasn't trained ever to do PLC's and we learned that was um an area of growth. So this year we did train some teachers and now we have a guiding coalition who will take the lead in ensuring that the PLC's focus on data talks and that they're also broken up because the one thing that's different about secondary campus than the elementary levels is that instead of teaching one class all day long, the teachers have a specific focus and something they're good at. So, our ELA teachers teach ELA all day. They have no clue
306what's going on in science. They have no clue what's going on in social studies. It's just ELA all day. So, with our PLC's, the goal is for them to have their data conversations with the science and social studies teachers to ensure that they are also able to build on each other and work together in the same capacity. Because the reality is in science and social studies, you're still reading. How can they help with those reading standards at that grade level and how can they assist the students that maybe they don't understand the way the English teacher's talking it but in social studies if I'm able to perform what what am I missing like what's that little connection or that flip over that we can do so that's what we're focusing on with the PLC's they
307will be meeting weekly um and admin's going to be there to help guide it because again because they were done differently and elected teachers almost always felt left out. Um they will be included in those conversations and really brought to a forefront for the benefit of the students. Um again, our new assistant principal has been PLC trained and PLC plus is even a thing that he knows. So we he'll be guiding it and he's ready to go. as well as that guiding coalition who now know their their strengths or what their responsibilities are. Um the DFAS will be the front line kind of like the data that they're looking at. However, there'll also be other data in there to discuss and based on what we see in those conversations and in the classrooms, professional development
308will be determined. And now for attendance. Um twice last school year we had 90% attendance in two different grade levels. So once and once right ninth grade got it once and um 10th grade got it once. But with this I have a question on the side. How many days are missed to get 90% attendance? And if you look at a day like May or a month like May, if you miss one day, you're already at 93%. So I have a doctor's appointment in town. We're not going to school because it's in town, right? It's in Tucson. I've already knocked down to 93% for that month. 2 days miss, I'm at 88%. 3 days 81%. Just something to think about because I'm going to preface this now. In July, our attendance rate's going to be low
309because Nabi, in case you didn't know, Nabi is July 23rd or 24th to the 26th. That's two days if we have any athletes who are going to miss two out of the five days. I don't know how, but you know, but we'll teach everyone else who's on campus >> and Uh-huh. >> Mhm. >> Because we can't leave the 5-year-olds at home alone, right? [Music] So, just something to think about for July. Um, and then attendance. Oh, who takes attendance every um we take attendance seven times. So, seven periods is where people respond to teachers. Um, teachers will look at DFA results. Okay. So, this is what I was going to preface with, but I'm ending it with it. So, in the 2425 school year, and I'm starting with 2425 because it was the first year
310I was on that campus is capacity. These are all the areas we implemented that beyond textbooks used consistently. The YAGs used consistently instruction. Those models of instruction, they're still they were still blurry and felt like they were optional. for part of the year. So that visible learning seems optional with teachers and staff, but we know that now it's not optional. That student agency is no longer optional. We need to see it. Um assessment, CFAs, student view, parent view. Um we've learned so many more parents are using parent view now. um emails I've sent, I get responses almost immediately after because it's sent through their um parent email. Um so I I know that we have lots of families using it. Um so all those are all the things we're going to do we did last
311year. So this year 25 26 we're going to continue that focus. We're going to start norming it. Mr. Dia is right. We formed them last year. We're norming them this year. So, we're going to go ahead and strengthen those so that we're norming all those same areas, but we're also going to add on that professional development to continue to provide the support to our teachers because we know that we are at a disadvantage with our high turnover at the secondary. already know that um and instead of hiding from it, we need to really embrace it and have a plan for it and it's going to be very targeted based on the needs of the teachers and we're going to build the um teacher capacity as leaders because the reality is we have teachers on the
312campus who can help lead and assist others and be that peer leader that are needed on campus and it's going to be done through those PLC's as well. um student which will continue to lead into our student engagement to allow them to just go ahead and be able to speak and have that data and we want to also make sure that the students are aware of their own data because I think sometimes the students would do it. It didn't matter either way for some of them but we really want them to own it and be aware of their data and see their growth so that they can celebrate their successes as well. And then 2027 20 oh it should be 26 27 I'm jumping over I skipped the whole year apparently must have plans for
313that skip year right um and then so there's both that PBIS NTSS to go and that family engagements the whole after we solidify it and continue on and make this stronger [Music] Any questions? >> I have a question. So, you were sharing um how you are looking at um getting those eighth graders ready for nth grade and looking at the data. Are you doing the same thing for the incoming sixth graders? >> We didn't this year. The reason why we did it for nth grade is we actually got a grant um because we had a grant was specifically by the state and so that paid for the teacher. So it didn't come out of a B USD budget. It was specifically for those nth graders. Um in that we had 16 students who took the
314class over the summer who took at the end of it. So they have half a semester of credit and that's it. But it depends all on budgeting obviously for next year, >> right? I was just wondering just because what what I noticed when um I was looking at the data from the sixth grade, a lot of them are below the standards. So, okay, what are we going to do to get them prepared when they're moving over and they need to be at heart and how are we doing that? So, that was kind of what I was. >> Yeah, I completely agree with you. I believe that is um kind of a struggle in the sense of all things because I know at sixth grade they don't change classes. So, when they come to seventh grade
315all of a sudden they're seeing seven different teachers instead of just the one classroom all day long. So we if we have the money we can work on it next year. >> Miss V. >> Um and that brings up a good point on that. Um I think that that should be also a focus because you don't want them struggling when they're going to start the high school years. um if they're are really struggling now in seventh grade and they're not prepared for the seventh and eighth grade years. I know I know that um this past year you mentioned that there was no math teacher um >> for seventh grade specific >> for seventh grade. So with uh with the new school year, is there a seventh grade math teacher the strengths of our staff um
316I do his have a meeting today or is it later? >> It's on our agenda for later this year. >> Yeah, you'll have we have a new a math teacher who's coming in a new math teacher. However, I believe the strengths on our campus are already there. So, um, a teacher we already have that knows the system is going to move down to seventh grade. So, this new teacher can work with a different level. Yes. >> Okay. I guess my question was because I know last year we heard about the seventh grade, no math teacher, no math teacher. And then, um, so I just wanted to make sure that there's a plan for this new year, which there is. There is a plan that's going to be. So, that's good. Um, I'm really glad that
317you know with I know that you're a new principal, a new principle and and you know they're looking at ways to improve um the teachings the the standard I mean the um the scores that we see here um I know they're decreasing um and and the um the amount of moving forward and achieve proficiency. So, um I see that there is decreased this event. So, that's good. Um but I just I just want to want you to know that for me this this coming year um that I'm going to be focusing on the increasing of the scores. So, >> um just giving you a heads up. That makes sense. What we noticed when we were looking at the data as well is with seventh grade and eighth grade ELA, um the difference between the benchmark
318data that we see and the AASA um the reason there was a discrepancy in like minor changes is because when we do our benchmarks, we don't give a writing assessment. But AASA has a writing component that helps to increase or not count them as passing. So, as I keep saying, I'm the assistant principal has a plan for writing and he is off and running and is working on it. I am so thankful that I have someone who knows curriculum and instruction and since he started, he's been off and running with his plan. So, our campus will see more writing. So, I do hope that we are able to see those results and celebrate them all together. >> Awesome. Miss Vicking. Um, I guess the same thing. I mean just including I mean making sure that
319that seventh graders I don't want them you know like you were saying you know they're not used to the uh changing to different classes and I just don't want them lost you know and making that the purpose for that is because you know it's because then it gets them ready you know for high school obviously and then of course then they go on to college which more, you know, um a challenge for them. Uh but I think they're there and they want to be challenged. And I think your your um the changes that you're making with with your life's visible um digging into, you know, making it possible for for them to get more more um learning or more, you know, um uh forward to that. But, you know, I've always I've always um I
320think from pre from primary they're it's so exciting for them to be in to start the school to system or to be in school. You know, when you're young, you look forward to going to school. you know, I want to go to school with my brother or my sister, you know, and then as they gradually move up, you know, and focuses on are different and challenging and just making making sure that they're motivated enough to to to challenge to achieve those challenges or or increase those um um learning abilities that they do have. we know they have it, you know, we just want them to make sure that we're we're encouraging them to use that and to to um collect it as well. So, I'm just looking forward to this year and what we have
321to come up with, you know, and in support of whatever all the schools are doing, including yours. >> Thank you. >> I just want to um touch on that because we want the students to see their success and be challenged. um the eighth grade class, their math class will be a lot of algebra incorporated into it to ensure that when they get to 9th grade, those concepts aren't foreign for them and they don't feel the need to give up so easily. Um because if you don't understand it, it's like another language. Math is a language essentially. So, we have set it up and like I said, there's a lot of plans in place that if we say we're going to call it algebra, then the kids will shut down. >> Mhm. but to incorporate some
322of those, you know, freshman math standards into it and kind of sneak it in, if you will. Um, when they go to ninth grade, they can say, "Oh, this is easy. I did this before." >> And just kind of run off with it. >> One of the things that I feel like pretty optimistic and and good about is hearing more of the collaboration between sites. um which I'm really which is promising to me because I feel like you're you're you're asking the right questions when it comes to even just presenting the information and with the strength that I feel like we absolutely can see coming from you and your team is that it's only going to be heightened by how much more you continue to work with these students ready to go to your campus.
323And I'm hopeful we can start to work into something to that degree where there is a day where they're introduced to the seventh grade team or whatever and and kind of given like a heads up some some way. I don't know how that'll work. I'm going leave that to y'all to figure it out. But I feel like if third and fourth are just sharing information based on how those students are ready to come over and be like, "Oh, let's let's think tank on this." That might also be great for not only the staff from sixth to 7th now that you kind of have which I really grateful that you're recommending who you're putting into seventh grade because I think that's going to be really um it's going to have an impact really substantial one which
324I feel like will also take some of the weight off of you because I know that was something we continually asked or you know kind of brought up because there was no permanent math teacher. So now my hope is especially if we put the right individuals with their strengths into the right positions that that'll be that'll really reflect in as you're moving along through through the screener. The other thing I was I was kind of is really promising is the oh not pro well moving off from that part. One of the things I really want to recommend to you because I feel like again I want to be you you I'm you including the information here from the school year that you just kind of read to you're not letting you're not like I'm not
325accountable for that. You're taking accountability and you're like hey this is what what I saw here's what we're going to do in this next school year and the year after that which again gives me like okay not only are you planning to continue but you're giving a plan like here I am. I'm going to this is what we're going to work on. One of the things I really think what I saw um and what I feel like sometimes comes from that campus is it doesn't feel like it belongs. You know what I mean? Like it's not theirs. And so hopefully we can kind of incorporate we can kind of incorporate some some ways or outside of the box like whether it's so what is visible learning I guess and uh student agency. >> Student agency
326is getting those students to be able to talk and advocate for themselves. And you know they can stand here and tell you >> invisible learning. >> It's them being able to think out loud. You know how we have all these thoughts. >> Okay. Hey, I was on the right track with that cuz one of the things I was thinking about is what maybe we can maybe I don't know how we do it but want to just leave it with you to really to kind of like maybe this would be a good idea is engaging in some form of um I don't know if it's murals or if it's incorporating incorporating them use using their skill and still giving it that sense of I don't know whatever you want to call it vectors and pride and
327incorporating you know this will really depend on you know especially having new members new teachers maybe they will feel a little bit more like okay maybe I'm more supported and I can do this which I know I know you probably not saying you haven't done that but also maybe it leads to that more pride from the overall campus and students to also feel like this is our campus and we're going to take care of it we we we are given enough not only support on the academic side, which I feel like they're going to get this year. And again, I I do understand that there are things outside of your control as well when they get older and they're just, you know, they're having to deal with behavior issues or things that that that aren't
328conducive to the actual education that they're there to get. So, I'm hopeful that as we continue to look at those things, what are the things that that definitely we can stand on stand with you on so that you can focus on what you need to. I know you have a lot of support when it comes to I'm going to say a lot of support because I know you could say you could you probably feel like well I could always use more. Not saying you don't have what you all need but I feel like two APs um and someone to focus on those things and then and then yourself as well as a as a team feels really good to me moving forward. But I also want to see like where and how is that going
329to also convey into kind of changing that that the norm so to speak. I'm not saying that isn't that isn't a bad thing or a good thing but even like with these students that do prioritize uh their basketball some point we as a community also need to understand their students before they're athletes. and how are we how how does that all um come together as we're also wanting them to be successful in their in their in their their academics. So I think there's a lot of really good things you could you could kind of build on from that. But I'm hopeful as we come back together at a at a at the after the first quarter um really diving into what the data says about your sixth grade and the standards that they didn't get
330and what the plan is moving forward into seventh. And then additionally, I would also ask if we can at least get a summary or report on what the preparation is for those ninth graders who can start preparing for their senior year this at this time. I know you said you said we're doing it. Um what we're talking about is it forming norming or or is it uh what's that performing? So we've been a little bit in in how to you know things that you guys are working on and it's really neat. I think that it's important for us to also take that initiative and say there are really great things coming from the campus and I'm really excited to see what you're going to be able to do. But as as was mentioned I mentioned
331earlier, I'm sure you heard, you know, we we knew going one and two back hand. We're not going to start looking at three and four and really be like intentional with our questioning about it. Um so I'm excited and thank you so much for the information and and for sharing that and for going an extra school year ahead. I know just so you know, Mr. Wendy, I understand what you mean about the culture and that's something we're trying to build with the students. Um, the one thing that's different about secondary and elementary is we are looking to get them proud of their cohort. So they're because if you know you're the class of 2029 and you're behind in your school credit. >> Yeah. >> You can't be 2029 anymore, right? So with that, we started
332branding in like we already started the kids who went to summer school um the summer bridge program have a shirt that says class of 2029 in the freshman year. So, it's building that culture and feeling that pride of being the class of 2029, the class of 2028, 2027, whatever class they are, that's what we're going to be working on this year. So, that's already >> love it. Awesome. Thank you so much, Miss Vance. Um I guess from what Ron was um mentioning um and I know he mentioned it earlier when we were uh talking with the intermediate on campus um there was there I guess there's um the Ron Clark Academy >> you know we spent a lot of money sending a lot of our staff there. Um the intermediate captus picked it up really
333well and is running that long right now. Uh and and the sixth graders there are moving on to the secondary campus now. And I know in the past it was said that you know it's a high school campus and it's it's different from the middle school academy setting but yet I I feel that we have invested a lot of money into making sure that um it benefited our campuses all our campuses. So, I don't really like to see that picked up at the secondary campus. Um, because our sixth graders are going to be expecting expecting the >> they're used to the climate and environment right now. It should it should convey. >> They're used to that. And when they go to the secondary campus and it's not celebrated like it is over here, it kind
334of breaks down um what they built. so hard the the last couple of years. Um so I really hope that this next school year that it's um increased more um there at the secondary campus the um the houses um and I know I know you'll find creative ways to do that because I believe that's really important um even if that means um some kind of motivational I know they do a lot of motivational um they bring a lot of people in for um to motivational speakers or stuff like that. I'm not sure what's the the secondary campus, but um I'm hoping that um even if we there needs to be graphs that are found or you know things um the the collaboration between secondary and intermediate on how they get those uh programs out to
335their schools to do those kind of things to motivate the kids. I think that would be really helpful and I I I'm not sure what the plan is for the new year, but I I believe increasing both motivational speakers and um I would like to see that be um the nonpart academy the um are getting used to seeing and wanting to move forward that increase that the secondary campus. And I I I really believe that it will help in increasing the scores um whether it's attendance or whether it's you know the test scores I I really believe that it would do some uh very very good impact on the campus >> and maybe it is just owning it as our own you know the geek which babble is what it's called right here but probably
336move away from that as as was directed in the resolution we just passed. But I think we can definitely create it into something that is our own and it can be what we >> we already have. We already have an off. >> Oh yeah, >> we already have them in English. We can you know refer to an >> also um move that forward. So I think I think and and it's really going to be I think it's really going to be a challenge this year campus without your um um the culture teacher not being there and and I know that because there was a lot of things that were happening there with the culture. >> Um >> but that doesn't mean there aren't people available in the community that can still do it. So, um
337reaching out to the the um community if it's necessary, but I know these um teachers out there that are that are um will be able to build those, but it's just it's going to be uh I mean, there was a lot that the culture teacher did to to make those things happen. Um, but I know that he groom the students to take over those roles, too. So, that is exciting to see. That's exciting to know that it's going to be moving forward in that capacity. >> We're here to support. I think that's the main >> I just want to make something known since we're here. Um, when I got to the campus last year, there was an issue with colors on campus. We have kids who are representing all red and all blue. >> And
338so that is the reason why we didn't require a house shirt day because it turned into a couple of fights. Um it's a reality in our community. um years ago, Miss Sudan did have a um the black shirts made >> and maybe maybe it is that you're not saying that that's not a reality, but maybe it's also just continuing what's here so that they still have that many of them I think are are known many of them have older >> siblings or cousins or that are still in but they see them and they still support them. I think we just work on how do we just bridge that over at least to seventh and eighth and then as they get older I'm sure they you know kind of grow into their own but as long
339as that standard or that expectation is set I'm sure we can just hey we own these colors now and they belong to um how do I say it >> well >> I'm trying to look at the the name >> look at the key you know or or or whatever it may be um you know it's possible and I don't want to make it harder for you. I think it's just something that we can kind of see really being successful and and I know maybe it's just from the from from a how would you say very surface level which I understand you you understand even deeper because that's what we learned really quickly as board members there's surface level stuff happening and then there's stuff happening in that that's the bigger picture but I guess the
340biggest thing is let's try it and let's see what happens and we go >> yeah everyone's still housed that's Not an issue. We still have the names. That's not an issue. It's >> literally the colors. >> Okay. >> We can change the colors. >> Remember to RCA. We're not supposed to. >> That's why it's our own. Call it. >> Go ahead. Mr. D, >> you didn't mention like they all have a black shirt. It's only the local that it might be different. So, they don't represent. >> So, we don't have money for those shirts anymore. Got you. Um the in some of the brands that we can begin looking into, that's a direction that we're going to go. Um it's how do we make it um attainable but also operational as well as financially visible?
341>> Um to see all the different layers. Um but I guess my question was if if we had the black shirts with the different logos, um would that reduce that level of concern? >> Um we've done it before and we've attempted. It's honestly the students at this age level, their develop their developmental level, they're just think of your kids at home. When you're really antisocial and not want to do anything you said or asked, it's their level. By the time they get to high school, they grow out of it and they're coming back out as their people. And that's why we decided to focus on school. Like school, we're all one community, our school community. Miss anything miss so you guys talking about the transition of sixth grade to seventh grade almost um I really
342feel like spending a day of and this is having a day of them coming and just living the life of well when I move forward this is what I have to do and I have to do a class I have to go to these seven classes and I get a class schedule. I think just the introduction of that um on your end or their end would be really valuable for the students just to see that um because it is a huge step of like just sitting in one class and then moving on to area classes and try to keep track of like who are my teachers and getting to know who teachers are. um and them having this relationship with one teacher compared to other. So I think that's probably beneficial. >> We've done that
343before. We have done that. We have um worked with intermediate and in April they'll come over because April's like it's getting real, right? Because it's almost May. We've done that before. The only reason why it didn't happen this year is because we didn't have a seventh grade math teacher and our science teacher was on maternity leave. So, they weren't really meeting their teachers or seeing the information, but that's something that will happen again. >> And to add it later, that is they also don't realize that they're not going to be with the core group that they're with here. You know what I mean? They got to get used to like being around people they don't know essentially even though they all go on the same campus. A lot of each other, >> right? So, it'll
344be good. I think these are things that are great. Thank you miss. >> Thank you very first year. There will never be another first. this movie. >> Get her. >> Oh, there it is. >> Guys, just been eating all afternoon. >> No, I'm so full. I got a little uncomfortable. >> This is really good. it and the broccoli. >> And you need to get some mint and some gum so this up. >> I have some gum. Did you want gum? >> I thought I had some in my bag, but >> you have gum. Can I have some gum? Okay. >> Well, we have another one tomorrow. >> Oh, yeah. >> Wow. Okay. >> Okay. We will go ahead and move on to the Indian Oasis Middle School data and three-year plan. Miss Rosan, >> good
345afternoon, President and Superintendent Diaz. Um, I'm here to present the integrated action plan for our school for the 25 26 school year. Um, as I mentioned previously, um, the foundation has been established by previous administrators. And today, I'm just going to go ahead and walk you through a little more in depth of uh, what we've put together for this um, school year and this third year. Can I manipulate it from here? >> Yes. >> Just there. Okay. Just there. All right. So, um, of course, the alignment of the mission and vision of the school district and, um, part of the school itself is listed in our presentation. This is my first presentation, so I'm not sure how much detail I should go through. We've been here all morning. So, I'm just going to make through
346um also I want to take a minute to um thank Mas for helping me um some of these areas putting it together and Miss Aaron um is here also to support me. Um back to the slide of the journey as I mentioned before your two um have been presented to you uh with the previous administration and it's just briefly listed there what was um in place for the 23 24 school year in year 1 in year two listed what was in place for the 2425 school year and right now this is where I'm um along with my with my school and my new position, my support staff, my students, my community is the 2526 school year three in which I am planning to maintain the momentum and and um the foundation that was already there.
347uh targeted PE um goals as I mentioned uh in the last board meeting of math and ELA with a minimum proficiency of 25%. Um I am very so looking forward to strengthening the the blended learning of um our uniqueness of uh egenuity and alternative type setting school with uh sad shi instructional observable protocol at a daily cafe and um which we can support our students in this mission and goal of obtaining that 20 minimum 25% um committing to monitor our student progress with uh fidelity and to most of all um build that trust. build that uh trust through um our stakeholders um and you know communication communication and we're communication make sure that we're transparent and communicating in all ways um with our ingenuity um data it as down at the bottom we see that
348uh the two uh data u displaying the 2425 and the darker purple and at the bottom of that in a white row at the last row is the comparison to the 23 24. Um this uh this is what um we see with our egenuity data in which we can um say that our um our activity data has been successful in the increasements of uh those months that are displayed and circled in the red. [Music] Okay. And what this says is that there has been growth and there has been progress and um we are going to strive to maintain that progress and not um so that it's not stagnated and that it continues to to grow and definitely we do not want to see it fall. And uh the continuing with the egeneuity activity data um
349it's important that we focus on also um how that how this specifically um demonstrates and and um shows the the uniqueness to to our uh school site as an alternative and um accelerated school specifically for um our students um who are looking at their graduation credits um and displaying um the information and I don't have it printed out for me. Is it okay if I walk over a little bit closer? [Music] Okay. All right. Um so um we uh have we're looking at numbers and um our super seniors are at uh 15 and our seniors who are um at the category of being seniors this year is 11 and on track um which are very close um to graduation are eight of our students um with two to four credits needed which means um they
350are eligible to uh graduate at the at the December window um in which our school um site at the moment has two windows of opportunity for graduations. Um it because I am new. It's unclear to me at the moment um whether when I say uh to the two windows of graduation um if it's an actual ceremony or or just the graduation itself and that we can talk about that later. I just want to make sure that that's clear. I'm not sure what the definition is, but I do know that those two opportunities are there and they will continue to be there as well as um a few of the students who are eligible for the summer graduations. Um at the top white row where um you see the four um they are categorized at the
351at the level of superhero uh super seniors which means um these are my students that will need additional support um and and time uh additional monitoring and motivation so that we could put in place a plan for them to continue and work towards those graduations. the AASA activity uh data. What we see here is the district and um the school itself and um I apologize that on your if you print it out the PowerPoint it's not there but it is up on the on the display and um this data here um will continue to monitor and um uh chart as well as take it into consideration to those individualized um graduation plans for students so that we can um hold all of us accountable teachers, students and support staff for our attendance goals. uh compared
352to the 23 24 or 24 and um 25 data shows growth. Um specifically in um the areas where um particularly in our um school, our students are increasingly motivated at at the two uh possibilities or those two windows of graduation in general. um the attendance and the um completed activities um have been in hand hand in hand in growth and we see here in the attendance data that uh the foundations and and the roll out of PBIS and incentives have been working and we continue to put those in place and um also tweak them as we go so that they continue um to motivate our students for for the attendance. Um other things in place that reflect uh attendance data growth and um positive um indicators are uh contracts um with our students and reminders
353about policies that are in place. and uh the alignment of school with the district and the next steps. accuracy. Um what uh it takes as as a team, as a whole, as the bigger umbrella. Uh putting in the goals and how we're going to do this with with uh this um presentation today as an integrated action plan. That's exactly what this means is if I could put a visual to it, I would put put together that integration, the idea of a weave, a weaving a blanket or a tapestry because it really is going to take that integration of all these pieces that you see to make this possible. And that's from the strategies um to the uh analyzing the data uh to um the professional development. Um also uh life skills that we are planning
354to put in to our um school year and um looking at our needs based data monitoring attendance um looking at those attendance plans for specific students who are going to need that support EDIS and that who's going to make that happen is all of us the the principal the teachers and um office manager and support staff. the alignment of school with district and the connection. Here we see that those uh goals of increasing math proficiency and the goal uh for ELA proficiency. These are all aligned to our district which is the ultimate district um goal that we have displayed um and talked about uh with the 70% of our um 80% of our kids meaning that um 70% of the essential standards and each step will get us closer to that. If we are wondering
355um about specific uh steps how we're going to increase our map um here in this uh slide you will see that uh we I went ahead and um display the hows of how we're going to do this and that is um something that we still did recently. So it's uh has been worked on since last year. The the the schedule has been modified to uh fit in the the what our program is with Egenuity, the SE hours, the uh credit recovery along with um uh the charting my data with the with the teacher and the students, the um weekly school data. um that um we anal that we will analyze and they have analyzed retaching opportunities um keeping the students on track. Um, so I I don't know and I apologize how specific or how
356much information I'm to read from this or um just maybe explain um when this is going to happen that the dates are um charted out and the evidence is over to your um left area about how how am I going to know this is happening? How can we see it? How um is this going to how are we going to know that it's taking place? So, um, more than anything, the yes, the how is important. The when, of course, definitely having a timeline and and keeping track of that, but also just the evidence like however we didn't know this. And that's listed in the bullets um over to your left. And I believe not all the bullets are displayed, but they are on page 12. Um, there's one, two, three, four, five of them. Oh,
357that was math. Nervous. Um, I'm not sure if that was math. It was. So, this is ELA. Okay. Now, now I'm on track. Um, so, same thing here, same display, but this is more specific to increasing our ELA. And, um, the cows are listed over um to your right hand. the when we definitely have those timelines in place and um the evidence um there are the the bullets that I was pointing to and referring to earlier which is page 12. So math was page 11 and um see if I want to know anything specifically about math. um for this here for this piece um what you might see highlighted or or different from ELA is um the integration of uh of culturally relevant um themes and ideas and how to integrate those into um the
358rest of the mini lessons with agenuity and just getting really creative with our teachers and and how to do this when um so many of our students are navigating through many um layered classes [Music] and the conclusion um again I just I'm thankful for the foundation that was already there and established um over the past few years foundational foundational ideas have been established through prior planning efforts that emphasize leadership systems and school culture. Efforts were made to improve key ideas and areas including the introduction of instructional programs, attendance strategies, and academic support and structures. Um the opportunities for alignment um are um continuous and I see many um and now at this time it's a time to just do that align, continue to align but also refine what was already there and sustain more than
359anything make sure that we are sustaining and that that that um the data that you saw progressing. Uh it's important to me to make sure that I continue to monitor that it is progressing because uh it's you know it's an investment that that I didn't see uh that I wasn't a part of. I know it was an investment for our kids. It was an investment um on behalf of the other administrators that have been there. And it's really important for me to continue that. Um, we have had the opportunity to build uh greater consistency, strengthen implementation and streamline support systems. Moving forward, success will require focused leadership, trust um trust among stakeholders and shared a shared sense of accountability and purpose. The third column uh over to your um right clearing the path forward is
360exactly um what we're building right now and um looking forward to work with past um from what the past 3 years uh of commitments have been to stabilize the systems and expectations. Rebuilt instructional and intervention supports and to elevate student achievement and school structure. And at this point, I will give you seconds to think of those great questions that are going to come my way. And I had notes for it and didn't even use these. >> Am I Am I pronouncing your your name correctly? Mazone >> I just wanted to uh I know it's director man I want to make sure first of all say thank you so much for presenting I know nervous to have come across this page but what I also want to say is that this is something you'll learn as
361we kind of go throughout and as long as you're here for a very long time because it's really important for that campus to have stability especially for those students. Um, and I only say that because one of the things that you'll find, especially from this corner, but not to say that it doesn't not to say it isn't the whole diet, but the kind of care and understanding that that I especially have for our accelerated campus and the students that tend that that campus or site is that it doesn't always fit the mold for a regular school and all the things that come with it. So, what I do want to say is I know you're nervous and it's new um and you're getting support, but what I also want to impress on you is that
362the time and effort that I think it took especially for for you to be selected or for you to even make a consideration on joining us is time and effort that I think that we also took in in essence of um meeting you and and and welcoming you. Um, so what I do want to say is is I'm hopeful that as you enter the new school year and we do check in at our our first the first quarter that you you dive in and feel like confident confident comfortable presenting to this board what your vision is going to be as in the leadership of that cycle. Now, I know you said there are things that have been set in place and you're just kind of, you know, I don't want to like, but I also
363know there are very strong characters and minds at that at that campus. And I don't mean that in any negative way. I just know that as you're as as I feel you right now, you're going to have to like put it down. And I mean that mean that in a sense of what happens at that campus is your responsibility. And we want it to be successful. We want it to be outside of the box. want it to be what it needs to be for those students especially that need that extra but also need that firm guidance as well. Um and and I'm really excited to to also continue to see um I'm just excited that that that your inclusion now is going to bring a different mindset and a new and a new way of
364of actually moving forward. So I want to say I'm not going to I'm going to present any questions that are going to make it difficult for you not difficult but like task you at this point but I think after that first quarter and you're in there and you see the students you understand you feel that actual um you know hey this is just me now not with not with the former or you know anything else. Um, I'm hopeful to see what you come to us with after that first quarter, but also knowing that I don't look at the report from Accelerated the way that I look at it from the other campuses, even though they're underneath the umbrella of BUD. I think that there's a very specific ways and means that these students need and
365it also means that challenging them the way that we want all of our students to be challenged is almost kind of 101 almost even though everybody needs to be at this level but I'm hopeful and grateful that you're up to the challenge and you're willing and able to do so. Um, so I just want to leave with that and I think it's important that we recognize that that you know especially to to say come back and I know you'll be more confident. I know it'll be I know it'll get a little bit easier. Um, but also, you know, feel I guess feel good in that this sport saw that as well. And and we want to see you be successful. And I'm glad that everyone is giving you the the support you need at this
366point. And and as we move forward, um, hopefully you find your footing and and we can really see some great things from more great things from the campus. [Music] Um, I agree with Juan. You know, it's their first thing at the campus and they're just starting out. Um, so I'm anxious to see what you bring to the table for the campus. um because I just think that you know with the with the data that we have currently that you're going to be able to build on that. Um, so I I I'm really just wanting to see and waiting to see what new things are going to be happening on the campus. And um, I know that we kind of like base or we've been showing uh the data, but it's based on like how many
367um um activities they've completed or >> like how what has been uh I guess completed for each student, but I know like it the percentages like on the attendance data um like 6 7 8 all that it doesn't really show like how many students are in the sixth grade because if they look at the 100% and it goes down to 69% at the end it's not it's not that number of students it's saying it's just a few students. So I would like to see in the future the number of students um in those um grades so that we we can kind of take a look at that part. Um, so that for me is really the only thing that I I just want you to know that um first of all you're welcome. Um, and
368know that we know that you're just starting out and that um I'm anxious to see what what good things you're going to be bringing. So, um, that that for me, that's it. That's just welcome and I can't wait to see what's going to happen. Um I have one question plus that just to add on um to your um comments which also I welcome you and I I know that um I I'm anxious to see as we progress how you know you get in presenting whatever you need to present. I too am still learning about our our um what's detective called >> evaluator. It used to be alternatives but um because you know I was kind of well my question was in regards to the 11 that are um that you're hoping that will be is
369it 11 that will be finishing up in December. Is that the what is that the part of the ones that had to be correct that were quite disappointed? I I had people come parents coming. >> I'm trying to understand too as I can still listening to everyone. I believe the 11 are the s uh let's see here super seniors >> for last year. >> Yes, for last year. >> The 11 is left over from last year. So, those are the new ones. Oh, those are the new cohort >> coming in. >> Oh, that's the new cohort 11. Okay. >> from the previous year. >> So, there's 26 seniors this year. >> Okay. >> Students that are starting this school year as of now in their senior year with the possibility of graduating. Out of that
370group, you have a handful possibly December. They have like 17 >> there's four that we are just gonna support them as much as we can. It's going to it really is going to take that looking at that individual student because everything matters from their age to their situation. So I I the data percentage, you know, I feel many times when we're going through presentations like this, the board doesn't um maybe or there the possibility of me specifically maybe expanding on on those numbers and that data presented doesn't really do just for the realities of our our students because our students are not just coming with just challenges. They are extreme challenges to they're not just you know >> and so the the the activity is what determines um when they're ready to graduate. >> Yeah.
371The the completion of their activity correlates with um the the completion of the course itself and whether they passed it um they passed the the content area. And um of course we're uh as they're incoming to our campus um what credits they're bringing in. >> Um sometimes um some other campuses at different districts or different states have different um the transcripts look completely different. So then we have to figure out okay what does our district and the state um require for them to fulfill those areas and how can we help them together. Um, and it's very it is very I I really it's it's not a one um answer to to each of our students each. >> They're very unique and and what their needs are. >> All right. Yeah. I mean, I I'm just
372hoping that that as long as we have all those students on track, I know like you mentioned some of them are not on track, but to do as much as we can to help them in that process. Um, so I'm glad to hear that. >> Yes. And I'm happy to to offer them the opportunity as they're coming in and we have um >> and ensuring that the bunch are coming from the freshman that besides Yes. >> that the regular high school is not for them. They want to be, you know, that's better for them. So, we have a good number of that freshman cohort coming in. And of course, they're going to um be taking their traditional coursework um unless they failed that traditional um course. If they failed, then they are eligible to um
373take credit recovery. But it's not until they have failed that traditional um course. >> Okay. Well, as I mentioned, I'm still learning. Thank you for >> and and again welcome and and I look forward to um uh getting more information or more updates in regards to you know and maybe it's something that I need to receive or um her can't remember her name >> Miss Ann to know more about or learn more about you know >> start school year first order report it wasn't going to be very clear with how many number of kids we have exactly what they They have remaining school year. Okay. Transparency will be there. >> Oh, that's good. Yeah. >> Yeah. And let me know if you prefer those middle school numbers as just one chunk or did you want
374specific this many sixth graders, this many seventh graders, this many eighth graders. So, my grade is what you prefer. >> Okay. because at times we probably only have one sixth grader. So I don't want to make any of our community uncomfortable with anything but just that's why I wanted to in the past I had done some that actually complete it or graduate I mean promote it >> tried regular school but he ended up passing his mom go check up and see make sure he's on track. I don't know what she has but yeah but thank you. >> Um I just want to say thank you. Thank you for your invitation. I know that coming here and presenting to us is overwhelming. Um, but one of the things that I just wanted to ask you is
375if you can just share with the short time that you have been in this position like what's some of the learning experience that you gain and like getting to know the staff and where do you see progress moving forward and what are some of the challenges that you feel like you're going to face? >> Oh gosh, those are great questions and I think that's like behind the scenes besides just presenting a PowerPoint to you. I don't know if you can just give me a little like okay time but um I can uh let you know that behind the scenes just um coming in I feel very welcomed first of all I feel like I I've just um very happy to be here just I feel content there's there's a great feeling when I uh in
376general just uh my life has shifted uh with greater purpose and I'm happy to be here and I appreciate the time you must invest ed in um calling me out to get to meet me and and talk to me a little bit more because that matters, you know, making sure that is this is the right person for our kiddos. This is the right person for this unique campus. And you're right, it it is very unique our kids are presenting um challenges that are that are at the extreme and and some are there by choice. So, one of the challenges for me is to wrap my mind around the different pipelines of students that I'm that I have and that are coming in and have been um at my campus and that will continue to be
377at my campus. I want to make sure that whether they're there by choice or not by choice or or whatever the reason is, I want to make sure that number one that they feel welcomed, that they feel supported, um that we care, >> um that um the invest investment that that our people are putting forth um is because they're they're loved, they're cared for, um they matter. Um and so for me to uh wrap my mind about um how I'm going to address the the different pipelines of students um coming in and justifying their credits or um justifying um whatever is in place if they have an IEP or 504 if it's a it's a or if it's a disciplinary issue. Um all all those students are a a representation of of what I will
378see and um I a representation of who I will support and I will represent. So um it it it's all um in bits and pieces right now. um my my priorities coming in were taking in um items um without dismissing that time that was or had been given and that is there. I wanted to make sure that I gave uh the right credit to those people who invested that time for the campus. And moving forward, I I am hoping and I feel like um I've been given permission to go ahead and change things, tweak them to make them better. that my um my commitment um is is to to make sure that I am making those adjustments as as I am learning them as I am living them and um as they're coming in because
379uh not every every day is different every year every school year is different um so what was in place the past three years was probably in place there for a reason but of course I continue to move forward with that um train of thought that is not set in stone but I will make changes And of course um to me I felt that one of the things coming in um and and seeing certain um opportunities that had been missed. I felt like those were priority to me like why you know I went into that mama mode like what about my kids? Why why no your book? Why no student council? Why is there you know so so those are a lot of questions um that I came in with and and challenges just for myself
380to hey be patient ask questions ask for support where can I get styling where can I get information um without necessarily taking you know a bigger chunk that I can handle um but uh so far behind the scenes I can share with you that um I I've um started rolling out PBIS um making orders through JM contacting Mr. Angel over at JM, Miss Tyler over at the Diamond um uh um awarded letter that I received or have been received. Um I have uh reached out to um OneTop. Um they're very interested. I believe his name is um Jonathan and u Mr. Jonathan is like, "Oh my gosh, I've been wanting to do this. Like tell me it's about internships." I'm like, "Yep, yes it is." you know, please come out. Please come. Um, please come.
381I I I I really I think once um people are out there and and they see uh the the potential, I mean, that that's going to speak for itself. And that's what I saw, you know, coming and I just I felt it. I saw it. And um boy, it's our potential. >> That that that identity of that school as well. And I don't know if it's been touched on, but I just wanted to add. Of course, it wasn't always the greatest. You know, it wasn't it was never never positive. And so, I think that there's an opportunity. The way that it's turned and the way that we're looking at it is that we don't call it alternative anymore. It's an accelerated campus. You know, we don't call it, you know, where the bad kids go.
382It's where the kids who need challenges or need support go. Um, so those are things that I feel like definitely are are opportunities and definitely some things that I feel like for yourself that's coming in um and engaging is leaning on those parents or those students who or even those students in themselves that have to do with those but especially those parents that want students at that campus because I feel like what we saw what I was able to observe is that when those parents feel like they're not being communicated with or there's things that they're being told that are not um that they didn't understand then obviously they they run with it and it can be in a whole wrong direction when they could have gotten information that actually would have been much more
383understanding and beneficial. So what I will say as well is granted as we go into these discussions and I know you'll hear myself especially talk about where and what are we doing in the with our future planning because financially our main responsibility here is to worry about that. Um and that and that also comes with how do we continue to fund that school because it doesn't do it's important but it doesn't do what other campuses do in in the terms of students in seats which is how we get funding for all of those things. So um I'm really encouraged that you are already reaching out to partners but one of the things I was also thinking in line with that is and I lost my train of thought but is is that those opportunities oh
384engaging with the parents in some form of a committee to to make them your advocates and give them a sense of like you are here too and these are this is your student here and you want it to be successful for all and you're not just here to to be to kind of if you want solution based let's let's talk about solution based and let's do together. I think that would be really great to turn the tide on what I feel like has been much of the conversation which you just walking into has nothing to do nothing to do with your new and your stuff. But I really think that because you are new is a great opportunity to say I'm sorry that happened to you. I'm here now. Here's what we're going to do
385going forward. And that'll be really impactful. But also to make sure you're maintaining it and be like cuz there's so many there's so few there. And I think that those that do have parents that are very engaged and or engaging with themselves as students who you know youth on their own or whatever it may be aspect of it is is something that you could really capitalize on. He used the word really you know use to your like advantage. So it's nice. I just really wanted to um go back to the um the seniors and that's just for my clarification. Um you have the 26 seniors, you have the 15 that um that are the super seniors and then 11 are the new seniors. Um the four that that was mentioned on track uh were not
386on track. um those four individuals. I know before there was talk about like the the seating time um is so when those four individuals even though they pass whatever and get their um credits are there still some and and you don't have to answer this but if there are some that are not going to graduate this um winter for when the school year ends. do they and are there um I guess I want them I want it to be transparent to them and to know that they are not at all going to graduate because it's it's come up and um they need to be already aware that this is not going to happen no matter how hard and and that doesn't mean don't try try try but because of those things like you have to
387have so many hours of sitting and if that if that's part of these four then they really need to know but I would also like to see that in the new 11 um seniors that are coming in how many of them are scheduled to graduate and then how many of them I mean you don't have to answer it now but I would like to see um at some point um soon how many of those 11 are on track to graduate how many are less than the four credits like how you have the breakdown here and that it be transparent to them and their parents they are not going to be graduating because I think that's really important that they know a friend right now and then to also just let them know don't give up
388don't give up just keep trying do what you can because the more credits you have the less time it's going to take for you to to graduate >> okay >> that was just something that I wanted Like again, you don't need to give me numbers now, but in the future, >> don't off those numbers like we currently have that class last year. And when we look at it, we're only looking at the students that didn't make it last year and that are on track currently right now. That's why saying was like eight. So we have whole cohort and new students as they're coming in. So I think they're doing very different. >> Okay. >> Yeah. because those are tough conversations that um have to take place whether I want to have them or not. And
389I think um it would be a disservice not to have those conversations with them. And of course, not just um ending it at that, but also providing those extensions of other opportunities or other options they have. Options A, B, and C. These are some other things that you can possibly start looking at. >> Okay. Mr. Do you have something? >> The first meeting the first meeting is the most challenging. The other ones are the worst. So, don't worry about it. So, we don't we're not that intimidating. Um, I know you've been working very very hard. Um, uh, we have a support system that we meeting on a weekly basis to support and challenge as well. Um, it is going to be a learning curve. Uh but I I appreciate the fact that she is already
390meeting with teachers, meeting with partners and meeting with all of us here. I need this, I need this, I need this. So I'm confident that the way she is advocating for her school, she's going to help us take it to the next level to the board. I I'm so looking forward as well when you magic comes up. Um, I know you come with a lot of ideas and and I know it's been a month and and but I I think already with a month of weight you are um throwing yourself into all that information, throwing yourself into um trying to u grab the board. Um you're going to do great things for kids. Most importantly, I know I know I have seen how much you want to be here and kids. So I know our
391students will be our students are going to be good. So thank you. you're going to have a great year. Let us know how we can continue to support um the governing board is a the greatest cheer and also the greatest tools. >> And I know you're here with with purpose. It's a great one and I appreciate that and it was great meeting parents at the registration. Thank you all. >> Thank you. >> Mr. [Music] As a courtesy, we are scheduled for a special board meeting at 3:00. So, it's 2:35. How do you want to move forward, Mr. ESL? I don't think I mean, we cannot miss that time, right, Mr. >> We can cancel the meeting, >> but we need we do need to hire the teacher. >> I saw an agenda for tomorrow, >>
392but it would need to be noticed, >> right? Oh yeah. >> So it's already been noticed that this was happening today. >> Yeah. >> And also President um we do have our car pooling challenge in which uh with your support we make if we change the agenda. Um we also need to move the uh special ed and the culture of that presentation inflict them. Um it's out of the order and I know we ordered the agenda at the beginning of the year. This is something that because we're running behind. Um go ahead. Are you saying you want to postpone this one and move it to tomorrow? >> No, I'm just saying we only have Well, >> or do you want to rush the last two? You want to >> push these items really quick, these
393last three, >> if they can be, but I don't also don't want to disrespect them by not giving them the amount of time they gave to everybody else. >> So, what do you guys think? >> Could we um meeting on the for our just the highest? Can we just approve that and move the discussion of the special board meeting to tomorrow? >> I built a special board meeting for tomorrow because they have um uh a pair of professional are moving forward as a HIMD dog teacher. Oh, >> so I already built it and made it active while everything was going on here. So if you want I can move like it's an option for me to move those items over to tomorrow. Okay. >> And maybe we can knock it out. >> Be 24 hours.
394>> Might as well. >> Yeah. Yeah. Might as well. Yeah. Yeah. Okay. >> We'll just I'll put postponed on there and then I'll move the items over to tomorrow's meeting. >> The second thing is he just said ESS needs to go first to go first. >> Yes. >> That is correct. But I know you already approve the agenda and in order to be out of order, I believe that we need to now uh >> make a vote. make a vote uh to break the rules or the rules or >> rules and and motion to suspend the rules and amend the agenda um for letter N and M to be swapped. I guess it's >> second by M. >> Uh, Juan made the motion. >> Was that you that made the motion? >> Uh, Stevens. All
395those in favor of the motion, uh, Juan Bourne, >> Kathleen Vance, >> Sylvia Hendris, >> Annie Stevens, >> motion carried. So that means um >> thank you >> with that. Um our new letter M is exceptional student services. >> Good afternoon board president board members and Mr. Diaz. I'll start by saying that it's been a whirlwind of a year for me this year. So, um, but I'm very grateful for the support that I received along this um, path and I want to share with you guys some new exciting things that we are putting in place for our ESS team and department. Next slide, please. Um, >> thank you. Here's some of our wonderful students. Um, we've always been we've always participated in Special Olympics and what made it very exciting this year is we have
396actually expanded our team to include intermediate campus. And there's Dr. Marcos there in the corner. he has been spearheading a lot of these new sort of um changes that are happening in our department. So, I'm really grateful that he took on this new role as our ESS self-contained teacher for high school. So, again, we're in year three, which is maintaining success. And I really when I sort of stepped into this role, it was kind of hard to find my footing. um kind of going into here because I'm just like where are we in this process? I really feel like we're still sort of in year two but definitely gaining steam and heading into year three. And the goals that we're focused on is stretch goal number one and stretch goal number two and how those
397are applicable to our ESS department. I just wanted to review some of the things that I am responsible for in regards to state reporting and it's always been really fun working with AD but um it's been nice in the sense that everyone's been very helpful and um supportive at AD. So, first what we have to um report is post school outcomes. And it's been great on my end because this is my opportunity to reach out to former students. So, these are students that were in the were identified as special education students that have left our district either through um graduating or maybe they might have done some other educational um things and elsewhere. But I will call and I'll ask them some simple questions as in regards to their post educational goals. So it's great
398to be on the phone with former parents and former students and I on my end will fill out the survey for AD. Another thing that we have to report is the parent students student survey. Again, this was reported to AD and this sort of give us a snapshot of what parents think of our program. Um, a lot of the comments that we receive when we um look at the survey is they're great, they're happy that their ESS teacher communicates often. Um, sometimes it is maybe if the teacher doesn't communicate enough, but it's a really great way to see how we can tweak our program to ensure that we're meeting the needs of not only our students, but also our families. And then the student data integrity report. This is a report that's checked daily. And
399this is just to ensure that our students are being reported correctly to AB. The October 1st data collection is a report that is due yearly and this is actually a very important interval piece of information that is sent to the state yearly and this is our count. This is a count of our population and based on that count that is where we will receive our funds. parentally placed private school students with disabilities. This is actually where I have to reach out to Puma County and I need to get the numbers for homeschool students. So, I have to reach out and get those numbers and also if we have any students that we do homebased services with and I have to report that number to AD. Now the last one is called the special education data
400dashboard and this one's actually due next week and this is in regards to any student exit data again that have left our district during the year. Preschool transition data that means any students through ASIP that we met with and now have transferred to kindergarten not kindergarten to um our preschool program. So that's from ASIP to our district and I had to write that number. And students without disabilities um can't see that one again. Students without disabilities, long-term suspensions or expulsions. So I had to verify a list of students and if they were either long-term suspended or expul um expelled. And then I have the last part which is the discipline data and that's in regards to our sped students and if there was any um out of school suspensions or in school suspensions I need
401to verify that all those numbers are complete and our students are reported correctly. Next slide please. Oh wait sorry. So our current May ESS numbers these are the numbers um from May. So for the primary campus prek we have 34 students identified. For kindergarten through third we have 52 students identified. Now the prek numbers is going to be a mix. I also included students that are receiving services from head start. So those include head start students and it will also include students that are getting homebased services. So that's why that number might seem a little high. At intermediate campus 4 through 6, we have 52 students. Middle school for 7th through 8th we have 11. High school 9 through 12 39. Middle school we have at the Alts campus we have one um middle schooler
402and at the high school we have 13. So we kind of left this May the month of May with a total of 202 students. that we provide services to. And I also included numbers from Dr. Pedigrew of how many students she's tested during the school year. So we've had 19 students that were initially evaluated. So 19 students that means that they were um initially evaluated and placed into our program. And then she had to do conduct 50 re-evaluations for her students. So our stretch goal number one, 80% of students will score 70% or better on the essential standards in English language arts and mathematics. So in regards to the stretch goal, we really have to think about how is this applicable to our students. And for a big part of this goal, it really requires
403us ensuring that our students are included. So that's where that word inclusion comes from. So this requires collaboration between the general ed students and the special education students. And some of that time might be during those PLC times that you heard about from each site. And that gives them a time to meet with the general ed teachers just to get an understanding of what sort of concepts are being taught in the classroom and how they some sort of can um embed those when they are working with students and how they can clear strengthen those areas for their students. So a ways that we can ensure that our students are included is we are providing access to the general education to maximize to maximum extent possible. So students will have a home room and a host
404classroom providing access to standards increasing their chances to reach the proficiency goals. One way that we really have done this schoolwide is through SFA. So a lot of times it gives them that chance to be in the general ed classroom with students at their level. Also another way is student engagement to promote increasing students independence. So I'm really excited about the upcoming school year because we will be having a life skills classroom. We are going to also have student land enterprise. Two of our high school students from Dr. Marcus's class have received a food handlers permit. So it will be serving coffee and tea and some lefto. So we're very excited. So again, it's all about um finding those areas where we can build those life skills for them. And um we do have an
405agency that has donated lots of um furniture and things that they will need to run their enterprise. So we're really excited about that for next year. Also another thing is preview review opportunities for students in the class providing transition services to assist students in successfully transitioning from high school to the adult world. Um a lot of times that's done through vocational rehab through the state. Also done through um tribal VR. Both of those agencies have actually come to the school to um talk with the teachers and provide PD on what services they can provide for our students and valance and a lot of our students have signed up for pre ETS which is pre-employment transitional services. So again that's another opportunity for our students to explore their career options and postsecary goals after they leave
406high school. Stretch goal number two which is attendance. We have this I know I touched on it briefly last year but um in our synergy system there is something called a service tracking um part. So, with every student, there is a separate little um tab where our ESS teachers can make sure that when they work with our students that they're logging those minutes. They also are make they're leaving notes in there about what sort of standards they're working on with them. Um maybe what assessments they've worked on with the student. Sorry. and also um they also will include maybe even student contact, family contacts, things like that. So, it's a really neat part that our teachers are getting used to using just sort of logging those minutes, keeping track. We want to make sure that
407all their minutes are met and again and if it also logs if we need to make sure if there's any compensatory services at the end of the year that we'll need to meet and I monitoring um again if the student is missing a lot of school we need to put a plan in place to ensure that they're still getting their minutes and their services. And I think every campus has been really great about including our students in any celebrations that they might have on campus. Here's some more photos of our students. Um, if you had a chance, they were included in the rodeo this year, so that was a really fun time for them. They're very excited. um the Easter egg hunt, Halloween activities. So again, building through the years, when we look at year
408three, maintaining success, we're going to continue to focus on maintaining success through professional development. Um we focus on increasing student learning and continue to collaborate with community agencies to ensure student success. Those are all things that we've been putting in place this year, not only with state agencies, Tucson organizations, but also here in the community. We meet with um some of the things that we have or some of the departments we met with is um division of special needs with behavioral health. We've met with um special services. We've also met with Head Start. And these are things that we meet with on a monthly basis. We not only review the different processes, we also review um needs that each of us might have in regards to um trainings or referral processes. We also do case
409studies on students and how we can support each other in that way. So in the upcoming school year, some things that we are going to be continuing to focus on is again I think the big things is studentled enterprise. I'm just very excited to see this um in action to continue to work with various agencies to strengthen our transitional services along with creating an independent living space and that will be at the secondary campus and again engage with community partners to establish a system to ensure that there's a seamless referral process for our families. So we are obligated to identify um community members or students with special needs. So and like I said we're we're working with special services division of special needs to make sure that when those referrals come in that they are
410also sent her away. And again this well this year BD will be entering year four of on-site monitoring from AD. So year four for us means that we will be receiving onsite monitoring from AD. So we will have about five staff members coming to our site and they will use this time to review any review case files to ensure we're in compliance. Also review our systems that we have in place, review the processes that we go through when it comes to receiving any sort of referrals. Um, when I talked with other STEM directors, they made it sound very scary, but um, when I met with our, um, program monitoring specialist, she came out last month and she met with us. She just reviewed what to expect and I'm excited in a sense because it's a
411learning opportunity. I will definitely get to learn more about what we need to be put in what needs to be put in place to ensure we're in compliance. You know, that's the important part of our department is ensuring that we are compliance not only at the state level like the federal level and ensuring that we are meeting those needs of our students and their unique needs, you know. So, I am excited because um not only will she review files, she'll also ensure that those goals that are made in the IEPs are accurate and um what we can improve. So not only will we have about four staff members from AD, they also want us to build a team oursel so that um a B USD B USD teacher ESS teacher and an AD member will
412sit together and they will review the file together. So I think not only is it a good opportunity for me, but it's also a good opportunity for them. And um it's not really like a I caught you or gotcha moment. I think it's just they want to make sure, like I said, that we're in compliance and that we're meeting the needs of our students. And um by the end of this process, we'll have an improvement plan in place for our district in our department. >> Any questions? >> Yes. No. No. But definitely some comments that I feel like that kind of falls in line with not only again with with yourself and and overall what I what I've been able to observe but what you presented uh it's that emphasis on I don't want to
413say normaly normaly like you know what I mean like like the engagement between not only regular learning but also um like those vocational stuff. Um, so what I was thinking and I wrote down quickly is is I know we we celebrate it like when they go to the Special Olympics or or those types of um things. But I would what I feel like we don't see enough is then celebrated like during student of the month and maybe there's a there's a ways and means to do that cuz I know there some of them are self-contained or you know in in special circumstances but I but I think we need to see more of that. you know what I mean? To provide that sense of of bridging the the climate, the the the the environment, which
414I'm 100% for. The other thing I was thinking because you mentioned um and I want I want to see if this is something we can do, Mr. Diaz, but I but I y'all remind me what is special needs fall under what what department? Special services. >> Special needs >> For the nation >> education department. So I think in there because this will also help us in doing a doing a more comprehensive or formula formula formula a plan to HRDC on the needs that we have in line with those truency or absenteeism and needs is that assistance with how does that streamline service work because if we're not if if we're able to or they're not able to and the responsibility kind of encompasses the entire thing then they need to be at par with what
415does that mean to them and what are the expectations for us at first store so my thought was Mr. ideas and tell me if or misspell does tell me if if you've already on this or where we're at on forming norming or performing it about a but um I guess a a joint session between the education department or the oversight of special needs or special services um DSS and present presenting to the board. So it kind of keeps them accountable and us on those steps of of of expectations and what what needs to be done what where where the supports can be. Just as a thought I mean I was I was thinking because I don't know when when or if we are ever held I don't want to say we are or are but
416I think that emphasis on supporting not only students um across all all all students but I think that that that specific need is there and I would like to see it not only celebrated but also held to the nation's expectations as well as ours. You know what I mean? Sorry, that was just my thought process. >> No, definitely. Like I said, we we service students all the way in various Head Starts around the nation and when speaking with Head Start, they are also kind of um we talk about the trends that we notice, you know, and what support do they need and you hit the nail on the head. How can we reach out to the community to ensure that these needs are being met properly? And and there is a lot of things like
417um I know for the the hottest topic for us has been behavior >> you know and communication skills for our students too. Um a lot of the students that we are getting referrals for is that they are behind in communication. So they might receive um services from our speech our SLP um speech language pathologist. call. >> Um, we have a high number of student pre-K students coming in with they're not hitting the milestone for speech, but then also for behavior. So, I know prek or not pre-K, Head Start specifically had asked, can you offer any help with on how we can mitigate these behaviors? And so we kind of talked about um doing um family like a family program, maybe reaching out to other agencies on how we can um have a parenting class for
418um families on how they can, you know, work with behaviors at home, you know. So I know that was something that we talked with um special services about recently. >> Excellent. Perfect. Thank you for see those things. I think what people fail to realize is that we take on those extra things and then they they assume that our jurisdiction stops at the gate but we go a little beyond. I mean and those types of services are are very necessary and and we're forming norming but I think I want to be able to say that especially with with your guidance and the guidance overall from from the entire team. Um, I want to see things like like our little Z, my Z over there be celebrated and and I know that again there there are reasons
419why um we have services specifically for them, but also those uh I mean there is room but there's always room for our students. I would like to see much more of them >> at our board meetings for that specific reason that um for our family because um Zer's been with us forever. It's normal to us. Meaning we don't treat her like any other way other than she's just she's beautiful. She's perfect. But for others, it's immediate like, you know, like a a response of >> back, not sure how to um >> interact or even Yeah. >> interact with her. >> I know she feels it and she's like, "Oh, they they don't feel good around me." So, I mean, you know what I mean? That's just from my experience because we've been with her forever.
420But my hope is that in the world and what you what you're doing now, especially, they'll be more of a support of a bridge or something we can work towards. I wholeheartedly agree with you having, you know, as you know, my son and going through that process and not everyone understanding his differences and everything. I completely understand that. Yeah, >> agree. Well, thank you. That was all for me and that was all, you know, >> Sarah's always always in a good mood to me. I feel like sometimes I mean she has her moment. >> She does. >> But it's not I know it's because she's just like I want to be able to just do what I need to do. You know what I mean? >> Yeah. No, she definitely is. And I think that
421was great about them participating in Special Olympics because you are surrounded by families that understand the uniqueness of every every child. So is there um and is there kind of running around on the basketball court? No one was like, "No, stop." >> Right. Understood. She needed some time to >> She had so much energy bounce around. But I hear you. Well, thank you y'all. >> Thank you guys. >> Anything else real quick? Sorry, Miss Stevens. Uh, I just want to say I think it's amazing that they're being able to give this opportunity to have some life skills and that they have the opportunity to have friends the coffee shop. I think that's something that's really amazing. Um, well brought up a good remark in regards to both rehab. I think you know going through the
422process and especially you know as parent yourself trying to navigate the system of what services can be provided for us and when um families get the word like there are services that they weren even aware of or things that need to get done or get them prepared for and especially when they're getting to that point like they're going to become their adults and they're going to be moving on and like how do you get them prepared for life? So I think it's really great that we try to work with HRC with education and group rehab to try to see how can we get these students services um because we want them to be productive. We want them to be able to have jobs and be a part of the community and like one Juan said
423a lot of people it's uncomfortable but you know they need that they need that community and they need that support. So, I think that's one of the things I want to say thank you for all the work that you do cuz it's hard. It's hard work. it is hard work and it would be great to have that conversation because if they looked at models of how things are kind of done not done in Tucson but um I we just need to find those pockets of areas in the community on where they can support you know and I really feel like um the Sunrise House has been a great start to that too and providing some skills and some services. Um his heart has always been very supportive of of kind of leading that cause and
424and um having our kids go and sort and organize, put those food banks together and and they love that. >> Like it's just about finding those pockets of opportunities in the community. I think that is possible in having that conversation. >> Um I do have a question in regards to the number of students that were texted. So you said there was initially um 19 and then you had to do a few evaluations and from the 19 um they were services. But what happens to the other students you get that had to be re-evaluated? >> So those students that are re-evaluated that that means that they're it's a three-year evaluation. So every year we have an annual review. That's our yearly IEP meetings, but after 3 years they have to be re-evaluated and sometimes they might
425stay in the same category or sometimes they might be moved into a different category. Um, for example, some students might be um categorized as developmental delay, but according to well um to Arizona standards or federal they at 10 years old, they can no longer be developmental delay. So when those students turn 10, then they are have to be categorized into another um category. Yeah. >> So every 3 years they're reevaluated. Can you also um um elaborate on the workshop planning for this school year for parents? >> Yes. So we will have a um some family community events sorry um some family um workshops. And so one of them is going to be based on IEP. Just what is an IEP? what is the process, what should you see in your how can you ask questions
426at the meeting, you know, and what are your rights as a parent during those meetings? And so that will be one workshop. Another workshop we are putting together with um special services child fine and going over what child fine is and what our obligation is as a school district for families. >> Awesome. Really good. Miss, say anything? Um. >> Oh, she's mine. >> Um, just that you I just wanted to make a comment that you are doing an amazing job. Um, I'm going to just start it and this is your first year as a business here. Um and and there's so many things that I didn't know were associated with all of this. And so I'm really glad to see um everything that you wrote down for us and the circles and you know and
427like mom said I'm I'm really looking forward to seeing more of our children celebrated in the new year. um because it it we want it to be the norm. We want it to be the norm. So um I'm just excited for that. But um so thank you for everything that you're doing and I know you're going to you're going to um um that's coming through and the uh where did you have it? The year four monitoring >> the monitoring. >> Yeah. Is that from the state and yeah I know you're going to do really good on that because you're going a lot a lot so far and I wouldn't and I know like you said it's an experience first what every four years every 3 years. >> Yeah it's a 14 year cycle. So yeah
428it's a four year and we're in year four right now. So, I'm looking forward to that, too, because I know we can just improve from that. >> Yes, exactly. Improve from there. Make sure that we're um in in compliance, make sure we're meeting those needs of everybody. So, um yes, I'm excited. >> Thank you guys. >> Thank you. Anything? Sorry, Cric. Come on. Sorry. One more. >> No, just I just wanted to say that um you do have a you do have a wonderful staff. um only because I know because I've been to IEPs and they handle them very well and I think the focus of that student is where everybody is at you know include that and where you include you know the administration the the home room teacher the teachers that their study
429teacher and you know and I think in collaboration with all those people just focusing on that one student I think helps that school most of the time. >> Exactly. It gives us a whole picture of of that student that's why it's important to have all those people in place during that meeting. >> Yeah. And I know that um so with the ones that graduate, do you have any data on how many of them continue to go maybe try to go to college or go to some type of program? Yes, the post outcome survey will give us that data. So then I'm able to go back into the prior years once I've completed all the surveys and I've attempted to contact all those former students and they compile it for you and they kind of give
430you a breakdown of what that looks like for our district. And um sometimes a lot of times I'm hearing it firsthand if they're if they're moving on to postsecary, if they found a job somewhere or if they're you know just kind of still hanging out at home. But um it's funny sometimes I'm like what do you need supported? But I'm like going to let go. But um it is interesting. I've even had a few um a former parent of mine come and say, "Hey, you guys have jobs in your school district. I think my daughter is trying to find your way and I think your guys' district might be a good start." So, I'm always encouraging those things to like, hey, we got some things here. Maybe see see what you would like education to
431be for you. So, but yes, but we do have that information and um I can definitely on one of the board reports once that information is compiled, I can make sure it's included on that board report. Okay. >> Okay. Thank you. >> Thank you, Miss >> Micio. I need like 2 minutes. I'm just going to bring it right Okay. Okay. We'll um move on to our letter N which is the culture data and threeear plan language book level one cult. Uh Miss Sarisia. >> Okay. That's what we say for welcome. Welcome to >> the admin. >> Suki meaning like happy and ju is like welcome. That put together is a good welcome. >> A good welcome or a great welcome. >> Thank you. the principal as that too and um so I gave it to
432her she's going to use that for her presentation or something on the wall for the students welcoming the student >> my Go ahead and go. [Music] I'm still learning to >> I'm still learning to uh I I had a question asked what how do you say oasis and I said what is oasis? you don't have to have an oasis somewhere. And I said, uh, I have to ask a lot of people because on that one, I don't know. So, I'm learning. Uh, we did, uh, come up with something for that. And we just decided on, uh, the land and the water because there's a spring surrounded well by the by the land. >> Yeah. And so we boiled it down to >> I forgot [Music] >> walk >> something like that. >> But anyway, I
433wrote it down. That was something that was not in my repertoire here. >> And I always tell people sometimes they'll ask me things and I'll I'll say um if I don't know it off hand, I'll say I have to dig through get rid of my cobwebs up here and and I'll come up with it sometime. Maybe not right away, but eventually I'll maybe come up with it. And if I don't, I'll ask other people. >> And that's what I'm doing as I go along. I'm a student. Um I tell my students that too. Okay. >> Whoever whichever students come across and ask me things. I tell them that um because of my age too that's how it's getting. And I have all these other things is like to wet. It also means like to wet
434something like to wet it. of you maybe sprinkle it or get it wet. So wa will be the the water that's near the land. And so uh Ron was one of them. My sister was another one and Miss Helen Ramon uh she didn't know but she she was in agreement with that. >> And so there were some other people I asked as so many but a lot of them didn't know and there were just a few. So that's what we boiled that down to. And if there's if it changes, I'll let you know. >> Thank you. >> I always resort it to my mom and um my elders, but now they're mostly all gone in the spirit world. So sometimes I pray on it, too. And sometimes I get things in my dreams. >> What
435I'm the answers I'm looking for, they they come to me. I guess I'm not a dreamer of songs because I haven't got a song yet. All of them, but I guess I am a dreamer of vocabulary. >> So anyway, I welcome [ __ ] and my presentation. I'm going do not so okay no I just president board members missala and miss cordon welcome uh I'm glad to be here to present our autumn data for or our hind data and I started off with the uh vision statement I mean our our goal goal which is to revitalize and strengthen the language. Uh and that's coming along pretty well pretty well. Um it was said that it was going it was going to disappear in 2040 something and we're getting near there >> and so I thought well we
436got to do something and so that's what we're doing and we build it. When we first started, we built, we started with kindergarten and then we built on and we built on and now the kindergarteners that were there uh at that time, they're now in fourth grade. They're going they're going to enter fourth grade this year. And so we have a lot of students that have uh passed the couch. And though we don't solely go on the data that is presented on on paper for testing because as a people we can um I mean as as a group of people we can we cannot go solely by the scores because some of them they know more and so I've asked teachers uh about these students that um weren't doing so well and what can can
437we do? Uh but they were saying, you know, on the test they're not doing so well, but when it comes to speaking up and and sharing and pres presenting, they're doing really fine. They're they're they're singing, they're doing all these things. And so it's it's there. It's there or most of them it's there, but paperwise it doesn't show. So that's what I got from them uh on the on the uh crazy papers that you have the data on the primary it shows uh 21 we had they had a score of 28 uh an average score uh the kindergarters I mean was an average score of 28. it was uh really high when we first started um and I don't know what happened there but it started dwindling down and then the next year of that
438phase was 34 and now it went down to 21 I mean 28 and then the first graders so you see some growth there uh with the red you can tell by the colors there what percentage uh for each of those levels and we do see a little bit of blue in the primary comfort level and these are these kindergarters were all placed in comfort. None of them were in the jud. That's what we started off with is in the com. And so you can see that uh it was almost half with a little percentage of blue and then with the post testing it it was like about a third of it and the blue grew a little more and the other ones also grew. um the brown went down which is partially um minimally profic
439proficient and so those those are up there on the with the colors. So that was for first grade. We went um from 253 students to students. All of them were in the in the average. And so we had some that came later in March and April, but we still took their scores into consideration. And so that's where it's at. If we did the whole uh 253 kindergartener students, I mean the like at that grade level, then it would have showed more if we took out the uh ones that came later. And so that's what's going to show here is that uh there's a discrepancy there with that that pi diagram there and the other pie diagram and also uh with the numbers. So that's what's happening there and that's the primary for all the student
440in primary. you can go on to the next. Uh and then at the intermediate these are all just com by sights and for the intermediate there were 217 students but we lost some of them and then we went to 204. So some of them transferred but then we had incoming students. So those students were some of them were very new to the language. They didn't know any of the language. they weren't exposed to it because some of them were in Tucson or other schools where they didn't offer autumn and so the average score there it still went up but not as much and so on that grade level um we had and they were the third graders that were from the year before they were exposed to the the autumn and so you don't see
441as much red there but then uh it does go down to overall in the intermediate level for comfort level. Okay. So those are the numbers that are there for the percentages and we move on to the next on the middle school students. uh male male schools um they were all put together. Eight of them were only only eight were tested and a lot of them that was rigged uh not um not proficient and then later on there were 42 students but that the eight only eight of them showed in synergy and she only got to test eight. And so uh with the 42 they did score 61. The average score was 61 there. So it did go go up but then again with the number of students it was less than the 42. Okay. And
442we move on to the high school. The high school for the comfort level uh there were 19 students tested there and 29 students and again there were some that that uh left and other students that came. And so that score was um 35. The average score there was um 35 for the pre and then the post was 50. So again the the red decrease showed a really big decrease at the end. There was more students being tested there. Okay. And uh then uh for the j level um the kot was the slower pace one and the and and we put animals to to each level. The kumchote being the slow turtle because they move really slowly and then we go to the judum level which is a bear that kind of goes a little bit
443faster than the kumchot. Uh so we have uh the primary site by site we had uh 32 students that were tested and 47 students. We didn't have as many students at the primary level. Well third graders there were a lot of them in the judum and um the bulk of them were in fourth grade. They were coming from third grade. uh because of that exposure like I mentioned before and so um there were by the end of the year there were more students that um we're picking up I mean it was coming back to them from the previous years that they had um that autumn prior to that it it was I guess like me they it came back to And so so that's what's uh displayed there. Uh again the red decreased but minimum
444not proficient went up and then the other ones and you are but we are showing some blue in there a lot of blue which is uh highly proficient and a lot of these students um they're going to move into fourth grade and so we were we're we're hoping for some promising numbers there as well as at the other campuses. Okay, moving on to intermediate. They had 27 students out of uh at 30 at the end and the score was from 31 to 57. And um this year we were testing totally in autumn. Uh and there was a recording that was done in autumn and well my voice was on there but the synergy didn't work. Uh we had some difficulty. We had some challenges there with synergy. So we we reverted back to the on
445paper both at the primary and at the intermediate level. And with the intermediate they still did the test with the um recording but a lot of them we couldn't really pick up the voice activation there. And so um we left it as it was and then uh she reverted to the paper version at the end with still the voice uh the voice there and then okay and then at the intermediate level uh we do have the Hinduk teachers that are teaching uh all of them and and I give credit to Miss Um, I also give credit to Miss Beay Lewis because she had the teachers teaching 5 days a week. Uh, according to the IGA, they've been teaching Mondays through Fridays and Fridays they're back to back, but throughout the week she she scheduled in
446uh 50 minutes for each class during the week so that each class would at least get 50 minutes a week. Uh, and instead of the 30 minute time, it was extended 20 more minutes. So they each got those uh all six us or six of them uh the classes they all got their specials time in within that week of their specials time the extra 20 minutes and so that was great and and it shows there that um it a lot of the red went away is still there but a lot more of the other colors up here and before there was no blue. Now there are some highly proficient students and um based on uh meeting with those the teachers there there were a lot of them that said that um they that they were
447going to move some of them into the judum level and so they will be in the judum level and I did send uh names and numbers to all the sites the principles at all the sites so they have the students names and and where they were placed in in in those uh categories and we did add oh go ahead and move on to the next and then uh with the middle school and high school there were no students that were tested in the jud. Okay. And so there you see those numbers there that um I was I started off with the first kindergarteners where they did go down from the very first year that they were there. Um and then the first grade or kindergarten was a little bit. There's still a lot of red,
448but it was mostly red at the beginning. So, now it's uh a lot less red. And there were several of the other uh proficiencies there, the high proficient highly proficient proficient partially and minimally proficient there as you can see. So the average score did jump up to to 33. Um before it was five at the beginning. Okay. Move up. Uh and there we see the 57 and 73 students at the end for first grade 28 to uh and again 50 and there were some students here like I said before they transferred and some were added but that's what we have for um the first graders. And again, uh you'll see on a lot of these the the red uh is less and and we see more colors there for the post testing. Okay, moving on.
449Uh we have the second graders that have 43 at the beginning for the pre-esting and then at the post test they had 57. um 66 students were tested at the beginning and then they had a lot more students that were incoming students and so toward the end we had 77 of those students but again you see the decrease in the red the green the freshly proficient and so we are we are getting there and we are trying to build that foundation for them to pick up on the yoke And so that's that's where we're going. Uh the next one we have 67 students um at the beginning and then at the end we have 80 86 students and the difference there is 16 or 26 is 40 16. So again, the little decrease that's there,
450but a lot of blue. Lot of blue. And those are our pilot students. The pilot students that we had in in to fourth grade. Uh the fourth graders that we have there, we had 64 students tested and 52 at the end. Um the average score being 32 at the beginning and then 60. Uh those the red and red has decreased. Uh the minion stayed about the same, but then we now have some blue added in there. Uh yellow is almost the same. Green we've got a few more greens there. Okay. And then um with the fifth graders, we had 69 students and 68 students. And again there there were students that came in that were new and then there were students that left. So that 69 are not those are not the same. all those
451students um that we have in the pre-esting at all the sites uh there are some of them that dropped and there are some of them that were new students to the language. So here we see um we saw red at the beginning not that much but it was but it was decreased at the end and we have we now see blue also. So that's working. So highly proficient we have the number at eight whereas we didn't have any at all and most the majority fell in in between the partially proficient and minimally proficient. Okay. And then we have the sixth graders. Sixth graders. And um uh there was a school start beginning um at the beginning of the year for the sixth graders and also the the fifth graders and fourth. Um I taught some
452of the fifth and fourth graders at the beginning of the school year for uh the students in fourth fifth and then uh partly sixth grade as part of the time sixth grade. And so I was filling in for some of those students. And so when we tested there we had 84 students and again 85 students at the end. most of them um they're the same students for for this group. It was pretty pretty fair to I mean it I guess it would be okay to say that that will be the closest to uh the same number that we started with and there were just a few incoming students there. Okay. And then middle school, we have a lot of red. Uh and then at the end, you see a little bit of red. And and
453again, we had only eight students that were tested. And then at the end, 42. Those are both for the seventh and eighth grade. Eighth grade students. We didn't uh I didn't uh separate the eighth from the seventh. I put them as a group of paying organiz 19 and 29 are the number of students that were pre and post tested and again we see some there um still a just some of the red has disappeared and we now have some blue in There we have some students that are in the blue. In the blue, can you Oh, okay. Yeah, I have my laptop too that ran out, but that's it's good that she had that there. I Okay, so that's what we have for the high school. Um or some some of that blew. We had
454one student uh that was highly proficient and the rest fell in between but it did have an increase in the other levels. Uh we went and decrease the red. Okay. Different levels we had only six. We have a lot. We had a lot less students in the jud level because uh most of them weren't um there yet. And when we pre-ested, that's where we we placed them in in these levels for Jud. So we only had six at the beginning. We didn't test anybody in college. I mean uh in kindergarten um only the first graders on up. And so we had six students that were pre-ested and 13 students at the end. see a lot of red, a lot lot of red and then now you see more blue. Uh all of the colors are
455represented there and decrease a decrease in the red. We had three highly coicient students then. Okay, for the second graders, we had five students and then at the end there were only three students because two of them went off to uh they were transferred to another school and so um we only we have mostly went there but there were decrease I mean we didn't we now we now don't see the minimally proficient and the partially proficient but there is a lot of blue there, the highly proficient and that's just based on the three students. And then we go to third grade. Third grade we had 21 students and again a decrease to 13 students. uh and I do try to tell them I do try to tell the teachers that when they if they are
456just absent and come back try to test them and and some of them don't get tested and so that's what we ended up with were the 13 students uh and again there's a lot of blue lots of flu and like I said these were the these are the ones that are coming into fourth grade but uh they don't really they can't really converse in all of them. They do say things in like simple uh sentences. They do carry on or they do simple greetings and all those things that they had in comfortable level. They're utilizing it but they're still not to that compet competency level to move on into the 30 which will be the next level and we're not there yet. So what we did for this year was we built we had a
457tier we we put another tier in there for Jud and we called it oh same way with Kchko we have tier one and tier two and then for Judong we have tier one and tier two and in those two in the two levels for Kko and Judong we're going to have them uh because they're not really grouped by like similar to SFA a the successful reading program. I I would like that to happen with the com uh with the autumn classes, but that's not occurring yet. Hopefully next year um it'll come up. it'll happen. But uh right now they're in the J2 levels where um Jodum was judg um they were allotted I mean they were given like just a short time within that class period. So some of the tok are being were being
458exposed to the German level and that's what's happening uh there with the the fourth and fifth and sixth graders there and even at the well all the levels they're integrating the children level in their regular classes and then we go on to the next uh fourth grade. Uh the the red's not there. the risks not there. None of them uh all of them had some proficiency, enough proficiency to register at a minimally proficient up to a highly proficient level. And so we see we do see the blue there. One one was um highly proficient in that at that level. And on the fifth with the fifth graders, uh, three students and the same three students, not the only one, we had the same three students and their score is really just shot up there cuz
45975. Um, and they were the same same students. Um, they're mostly the ones that volunteer in class as I have noticed cuz I sat through a lot of their classes. Okay, moving on. Um, for the sixth grade level again there there were no red at the beginning for the jig level. uh mostly the same students there and there were some trans students that were transferred from another school and they pre-est uh we pre-ested and so um I guess they were from a home that speaks autumn and so the score was kind of high there so we went ahead and put that person in the judum level and he he did pretty he did very Well, I mean, he did really well and so we kept him in that in there. So, there's the average score
460for them. And then none were tested for judgment at the middle school and high school. So what we're what we're hoping to do is to maintain uh implementation of the HIMAT program, we want them to succeed, of course. And um although we did only have one student that we had to put back uh in the him that I mean the comfort level. Um and he was he was tested by someone and the teacher I guess just uh misplaced misplaced him and so we ended up moving him back to the comfort level. That's your room was too high. I did put a little link in there in case you still needed it to in your on your laptop and the [Music] for the >> no >> for the implementation of Jud and the Dum level. We
461had a challenge there because there was um it was due to the inability to group the students like I said um we couldn't group them by like similar to SFA so we had to keep up with their grade levels and so there was not enough strong implementation or even time that was invested uh to consider like for to move them on to to the next level this year. I mean to the 30 level. And so that's what happened with the jud. So we have tier 2 jud uh that we're going to have this year. Same over with lunch. And then at the intermediate level like I said they have uh a good implementation there because the the principal has given that time that specials add added the um the 50 minute specials time for each
462each of the groups for each of the great all the grades and so that was what what was happening there. So we still meet on Fridays. Um it was decreased from the years back the previous years that we had. Uh, and then this summer, normally we have a a summer end of the year meeting after school is over or before the school year ends, but it was so busy and hectic that we didn't get have time to have them come back. And so we did go through and we did try to um make it better. we we try to align and I'm still aligning some of the curriculum to the standards. And so that's where we're at with that. Um and hopefully uh for the next next school year, that's what we're going to have
463is um a discussion with the principles so that maybe the group groups can start happening. It's got to start happening. We are we did lose two uh team that team members one at the high school and one at the primary campus. Um we do still have um we do still have the teachers that we had from uh the other years and so so we maintain two at the Hima teachers which are certified at the primary campus and we have one that's going to uh be in the culture position there. So we have three there and then at the intermediate campus we have two conduct teachers that are certified and then we have one that's applied for the cultural position. Um and so um with those two well with all of them we're not and then
464at the middle school we have one culture teacher and then BHS we we didn't have we don't have anybody there and so uh we're going to be kind of on the short end there for starting off the year. We did have another teacher that was supposed to be starting but uh she'll be starting as um classified hire because we're so shortanded. And so u that I did mention in there that she was hired and and that the school board approved her but um that wasn't so because of the certification with the AD. She did pass her test, but uh she's not registered with the state department. Yeah. So, that's what we have. And um uh middle school, uh Miss Lopez is going to is is not going to be there for coughly. So, we're going
465to have to uh have something done about that. And um I hope DHS also will not have anybody. I was trying to go out. I was calling. I was texting. Uh we do have the radio announcement. Um we do have the website that I was sending out to people and the text messages. Um I did home visits. I had one last night in the wall and that was kind of promising but he's still thinking about it. A lot of people are saying they're still I'm still thinking about it and and a lot of them that I um I did talk to um but a lot of them were on the west end that were not have that work as well. It was transportation. It was the the travel back and forth. For some of them
466it was like housing because they thought that they wanted to do it but then their students are on that side in the west end at Santimon and so they were trying to get a place because it's a long travel for them in the mornings and so that's what's happening with that. So see what else? Oh, and so we didn't have an annual program review after, but I did uh ask them to review review it and update. Uh there were slides that were updated with uh each of the sites uh and I left it out to them. There is a skeleton I mean a little framework there for them. um if they wanted to they could use the slides that were there but I did tell them you're the teacher so you can put in what
467you want to put in there um that will be at at your grade level because uh they were concerned about the students maybe that are really or lack interest because it's more of the kindergarten level or elementary level and so I did tell them. You can uh you can put your own slides in there. You're the teacher. I'm not going to tell you what you're going to put in there. And so that's what they were doing. They were updating their slides. And so that's what we have. That's what we had there. Um I did put in um Oh, I guess we're going to go to the next thing. The next one is the the work I'm trying to do with the curriculum there. We started working on a com level book uh a resource that
468uh and you have two two things that I I put in there um because it kept skipping a lot and so I made it I I made that copy which is a lot better than the one that shows in there where it says pasting diet. it's going to be like really way down there. And so I thought I'm just going to give them that too. Okay. So all of that that's in there is there. And they were just ideas like I said is it's a it's a beginning. It's a draft and uh so what I did put there were um adjusting it to the standard the standards to the curriculum and the curriculum you have there which is your coach book uh this book right here uh that's just a guide for the teachers to
469go by a curriculum map let's say that's the curriculum map that we have there and um they do put in their own slides And they do present their own ideas what whatever they want to present at for that particular subject or for that particular objective. That's what they're doing there with um but but again that's just a guide. So they give their input. I let them give their input for what they want to how they want to teach their students. And um I was trying to work trying to work on this book but um I started in Canva and I had a problem with it. So then we switched it over to Adobe Express and I was trying to share it with you but it won't allow it won't allow me to. But here's the
470book. Um, those are just kind of that's just a draft. And uh the two the ones that you have on your alignment, the sheets, the first and the one with the blue that has that um alignment with the standards. the other one. Um, I started off with that, but that was giving me problems with the the little modos that are in color orange that the four there are four boxes there. I So that's how it came out. It it kept giving me like the default and it didn't change. And then some of them it will put something else in there. And so my idea was to go with the other um for the teachers to just do the other with the blue blue and the white. So uh I I need some feedback on that.
471if if you have some ideas of what you would like to see or you would like them to do to use as a guide or for and then I figured that we could make the workbook just for the students and and uh for the teacher be the whole thing but the index would be in there for the student workbook with the cover with the little turtle cover and then they'll have it'll have their name it's the one with the name on it and then um it won't have those uh standards in there for for the students. It will be just the pictures I mean the worksheets. So that's where I'm at with that. I think I think that's all I have. If you have any questions, I'm open to the questioning. Um, thank you, Miss
472Picio. >> You're welcome. I want to make sure to express, you know, I think leading into the new school year, I I hope you saw last month, I mean, at our last meeting that some of the things you're you're hope you you saw as like what you needed to work on or what needed to what you needed to support in with primary campus or what not, especially when it comes to time uh or blocks. And like you said, intermediate does dedicate those times. Um I I have to say that that expectation and the IGA or the intergovernmental agreement and our standing in that that is the expectation that there is no shortening or taking away from the time that we need to have with the students for all the their their or their whatever the
473learning that needs to happen. So, um I'm grateful that we the board was able to support uh unanimously, you know, implementation to help support not only what you're trying to do, but to reinvigorate and re-establish why why we're doing what we're doing. It's not just to do it because like you mentioned if the language goes extinct. Um I guess it would only be just at our own at our own at our own fault. But the the things that I'm seeing here and everything that you've been able to do along with just taking drives to meet different uh members of the nation who are open and willing to come help is where I always see the good the positive like this is going to be okay because we have people like you or or um Margie
474or you know all the other teachers that that just try and and even though they don't have the the knowledge of well I don't Oh, you're really putting together some good guidance for anybody to walk in and if they at least understand the language, know how to deliver it to the student so they can then assess it and see where it's at. So that was the reasoning behind putting together um the resolution that we did on the last meeting to say we're asking a lot but I think we need to also understand that that as representatives of the nation um who sit on the board and and understand where where the responsibility lies, we also have that ability to to as as a as a body locally controlling how we expect to see the delivery
475of the education and the standard and how it's do and how it's built and with that emphasis for our new ord um so I'm really grateful again for for all your effort and the extra time that you take and and I just know that our our our intention especially is to try and and and and and support not only the superintendent but yourself and overall the teachers that we welcome into the into the district to say this is what you're here to do and that resolution hopefully helps to strengthen that they shouldn't be unless emergencies have been pulled away from anything else but doing what they're asked to do what you've gone out and talked with them about this is what this is what we're doing so um I just wanted you to know that
476that that's that's genuinely where I feel like this board as in in support of that resolution understands it needs to be. Um and so if anything else comes of it, my hope again is that we're continuing to engage with HRDC or legislative council and I always want to invite them to say, "Hey, come look rather than, you know, wait for us to come to them or bring some kids. Come come check it out. Come look at it." So, so I I'm I'm excited for the new year, especially as as you're working with amazing professionals as well to help build a curriculum that I will say is probably well years beyond and you're aware of how the nation is, where the nation's at, but I think what you're able to work with here and amongst individuals
477who have the the knowhow and building a curriculum for our our language and the culture or just the language in particular, um it's going to be really really impactful on the entire nation, not just the school district. So, I'm really thankful. I think that's where I want to come from with your presentation and that you're able to see and look at assessing and I know people like you said, we don't really like look at those types of things as because but because we are entering into the agreement and we are accepting funds from the nation, we do have to show them like okay, here's where we're learning or not learning. So, I'm grateful that you're putting that effort in there, but not emphasizing on like it's a beall end all, but I think as the
478students see more and we continue to work together and that other part that that um resolution supported was time for the staff to learn and to engage in the alum, understand it more dedicated time. What was it? 30 minutes up to 90 minutes a month at least in teaching themselves how to address students or how to address or introduce themselves or hearing visually and vocally our language being spoken by those that are leading the classrooms often or not. Um, but I think that's going to go really far and I'm really really excited and I just thank you so much for Mr. this >> represent members of the board um and Mr. Thank you. Thank you for all the work and I think the numbers speak for themselves in in terms of the efforts in terms
479of that direction that we're going and most importantly and and I believe in how we want to bring the language back into the nation. Um also as ambassadors of the district and leadership of the district, we also need to be on the same page. Um we do have the um um the IGA with the nation and we also have a um a resolution. Um but we also have um some of the challenges that we need to uh overcome. Um one goal is to be fully staffed and based on the staff that we have available. um we either provide the one hour for the grade levels that we can or we need to spread the teachers in some of them instead of the an hour a day in order for them for everyone to be exposed
480to the language. Some of them may have to pay a little bit less u because we see we still have staff. So I thought when when um when has the word out that will be well they're not adhering to the J because it should be an hour. Um right now what we're trying to do is make the most based on what the staff that we have. Um and as we continue to increase our staffing, of course, we want to uh um throw uh or increase the numbers number of units that our students will be exposed to the um and our intentions continue to be um as we gain new teachers, always put them in the lower levels because that's where we have the most influence. So whereas we may not see the 1 hour at
481the early year grade levels, um you will we will see them as we continue to increase the staffing. Um it is our intention to adhere not only to the IG or the resolution but most importantly to the moral uh responsibility that we have to anyone else anything comments questions concerns Miss Vance >> um I just want to say thank you Miss for everything that you're doing to help us to move forward with the Um, I really like the the booklet that you have there that's for the the level, right? Is there another book for the jud or that's going to be coming >> that's going to come later? But I do have uh a curriculum for the same similar thing on the different level. >> Okay. and it's in the in the 25 or 24
482uh three year plan. >> What? >> Okay. Um and then also I know that um you talked about um none uh of the students are yet level. So I think you know even though that there aren't many students at the level um with that this gives me a chance to prepare and to make it more challenging um and for it to become the norm like we talked about let it be norm it's more of a um like we use every day it's just becoming part of even though um you we we we're trying to to get this established and done. At some point, it's just going to be normal. And that's what's the the great thing about it is because families will see that it's so important to just um like to to just speak
483up every day like Juan keeps mentioning you know it has to be part of every day you know it just becomes the norm. Um, so I I'm I'm hoping that it's going to be sooner than later. Um, because we don't we don't want to see that any language is going to be gone in so many years and everything that everyone's doing to make sure that that isn't going to happen is such a beautiful movement. Um, and I know like I don't know how many years ago you tried to come to my house and help me um just for it to be normal just just to do um and speak you know awesome that that I could come and even even though that you know that was so so long ago it's still hard it's still
484hard for for for me personally to to to try to speak up. But when I looked at the book, I'm like, "Oh, I thought we had that class." >> I can't wait to see what the J book looks like. And then I can't wait to see what the book looks like because it's still um a passion for me personally. And I so I know there's a lot of parents out there who feel the same way and who will take it. Um and there's nothing wrong with learning from their children. >> There's nothing wrong with learning from your children. So I think that that's what's going to start happening is that for us, we're going to start feeling more comfortable when we it's supposed to be the other way around, you know, as adults speaking to
485children. But it's going to be okay when when the children start speaking. And that's the thing is that a language is not as strong as we think it is until you hear the children speaking. That's when you know the language is strong because we have so many fluent speakers right now. But and and and people assume that our language is strong, but it's it's when you hear your children speaking, that's when you know your language is strong. That's when you know the next generation is going to take it forward. And we need to be at that at that point. Um, and I'm glad that you're here with us because I know you've done so many things for the schools uh at San Simon area. >> Um, I know you've done it. your headline in the
486background and I'm so glad you're with us and I'm so glad that you know that you're still teaching and I want you to teach for years and years and years to help us to help because we really need that help and and I I just want to say thank you for everything that you're doing and if you know you need uh support for from the school board in any way manner then um let us know so that way we can help too. Mr. Hendris, >> um I just wanted to say that um you'll probably be having some more um students coming through because as you know the language center at the college are actually working with tech start um and um you know they're trying to do an immersion type of program with the different
487Head Starts. I'm hoping that as they come through and come to the art school, we'll be looking at better, you know, your it'll be all blue. >> Hopefully, we hope that's what we're striving for. >> Yeah. So, and they're also working community based also with parents and anybody interested in what Kathy was. So that's something that you know we all we'll all be looking forward to and and you know I would you know hope that you're using as them as a resource also. there's so many things going on there that you know they're working >> and I'm also um I'm also um taking part with the Donald nation the education department and we focused some events last year and this year uh and I'm in collaboration with them because that was part of the IGA
488and so we have the teacher is on the board um up there on the marquee about the Ju for the youth and well for the families. The first one that we had was two three week went on three weeks ago when it was the youth leadership. Uh that's what we started with last year at TOCC. We had it there and we're trying to move it around. They're trying to move it around in all the four areas. And so uh last year was there and uh that was the first one for the autom leadership but the other one we had at Hanamuk uh and it's all has to do with through games and so we had the other one at Hanamuk last year. This year we went to Sansimon Elementary for the tongute leadership and in
489two weeks we're going over to TOCC to host the teacher deck which is for the whole family all of them from birth to elders it's all open to them but for the tal you leadership uh gathering we didn't get enough last year nor did we get enough this year. It was here for to start out with fourth and fifth grade groups, but we didn't get that many. So, we started off again this year with fourth and fifth, but right before or two weeks prior to the event, there were still only like a handful of people that applied uh youths that applied. And so, they opened it up to um 12th grade. Mhm. >> So from 4th to 12th grade, we got almost all our 60 that were we were aiming for. I think it was
49059. And so that was really good cuz we had a mixture of all the different grade levels from 4th to 12th grade. And so the following year we're going to move it. So that's happening in two more weeks. And the next year we're hoping to get uh either maybe ask the school the high school or either him that key cuz that'll be in the south part of the nation. >> Oh, and then again this. >> So we're trying we're trying really we're striving to get get them all um ex giving them all the exposure we can through the games pieces. So that's what's uh that's what I've we've been working on too where I've been working. Miss one is the other one that uh uh joined me. I I was trying to ask them the
491teachers the culture and then the teachers but they all had other plan and so um it's uh Juan jumped on the bandwagon and so she she did do some lessons the first year and the second year and so that's where we're at and I'm hoping that I can get the other teachers to support in the area for those uh events activities too. Um, I just want to say it was really nice to hear the progress that you made. Um, and Kathy made a really powerful statement saying, you know, you're it uh you can learn from your kids and that's true because that's me. My kids, older kids, young kids, I feel like they have a better understanding of the culture and language than I ever did growing up. I mean, I I feel like I
492I have some experience of from working at QC, but the confidence of like getting up and speaking it. Um, and I really attribute their um passion for it to the people that became their mentors, people who used to work for USD or Curtain used to work for BSD, they definitely helped guide them in the path. And so I really uh appreciate that because I can see that I can also see that shift of people their age changing that output of um more people speaking and proud of where they're from and it really makes me happy. And I always think about when I worked with Sophia and we went to um Aldi. I don't even know what year that was. I don't even know what year that was, but it was an emotional experience. Um, I
493remember all of us from our student services division talked about like why we don't speak and what happened and the effects that had happened on us and you really made me think about those things. So for me like trying to put myself out there to do some of those things um and be more open to it and like I always appreciate one saying just put yourself out there no matter how uncomfortable it is. Um, and if you're making mistakes, and I think that a lot of times that's what was happening when I was younger, is like people like making fun of you or saying you're not saying it right or doing things. So, it's just kind of like discouraging. And I feel like my parents because they grew up in boarding schools, they didn't teach
494us those things until and I think when I got older, as an older person, I realized like I need to I need to take advantage of this. And I appreciate everybody who's making the effort to make sure that our wish doesn't die. So I really appreciate everything. >> Thank you. >> Oh, and a comment I wanted to make on that. I always tell the students ever since I started teaching with B USD um I taught in SAS before but they were all of them speakers from the beginning and I started to see that shift as when I came to BD I told the students you know you're teaching you're a teacher am I in kindergarten they were I said yeah when you go home your your parents tell me that they don't hear something from
495you. So, you're a teacher. Oh, cool. They're saying, "Oh, I got to go home and tell them something." And all of them, too. They're all excited. And uh so that's what they're doing. And then I hear that from the parents, all the positive things that are that are that they're saying, things that they've learned and things that they're learning from them. And and so I I told them, and I always say that it's reciprocal. You teach me, I teach you. we both learn. And so that's where that's where we're at. And I always tell people, don't if somebody if you think they're laughing at you, they're probably not laughing at you. It's probably something they thought of and it made them laugh and so they're not really laughing at you. But um just be just
496stick with it. And and we say just ignore it. Ignore. I did it when I was a kid because I grew up in a broking. I took all that sauce, the the soap and all that stuff and plus I was left-handed and so I was told that I would not amount to anything more or less and they would hit me with the ruler for every little thing. But we never told our mom. She didn't find out until she was in her 80s, I think, because of my aunt. Cuz we always talk about things when we get together. Sometime we start talking about things and I say, "Oh, what about that plan?" And then my aunt, my mom's sister, she said, "Oh, what did you do? What did you do about you didn't do anything or
497did you do that? Do something about it." And she said, "That's the first time I heard about it." Because we never told our mom. We never told our parents. We always just kept to kept things to ourselves. And so I I took that cuz my sister they knew all English before that my older sisters were going to school there. And so they were telling me things that the teacher say the sisters the nuns say that to me about about that. And so I guess with that instilled in me I thought you know I'm going beat them at the game. And so that was what I did. and and I thought, "No, I'm going to use my language. I'm go to school. I'm on teach. I'm going to teach. I'm going I'm going to prove them
498wrong." And so that's what that's where that's why where where I'm at. >> Prove them wrong. Like 100%. One thing I will mention, and I I think I mentioned this before, but I will say I did attend the the youth language gathering. Um, and I was really proud that our teachers were the ones doing most of the sessions. Uh, and I learned my and the other ones from yourself because like that like when even speaking now in front of the students or you know hook whatever wearing whatever the the the little the little reminders that everybody tries to put together. Mine's kind of rubbed off by now, but it always reminded me, you know, use your language. Use like let's let's speak it. And then getting over that that little bit of like you said,
499they laugh at me, they laugh at me. Now it's it's a little bit easier, but I know it took me a long time to try and and just just be comfortable. So hopeful that we we we can also by creating different spaces and allowing that. One thing I do want to say to yourself especially is that um I'm really really grateful for you and I'm really thankful that you're that you're with us as well and your position and who you are for this district is is a high position and I need you to really feel confident and comfortable that as director um want anyone to ever make you feel like you don't belong somewhere especially especially when it comes to this the himduck the whether it's history or whatever it may be because I think
500that that's important for everyone to understand that we put you in that role and we respect you in that role and everyone else needs to make sure that they're they're appreciating that as well that that what you do and in in the essence of from from east to west or you know north to south Um, it's all in in in good spirit and I really appreciate that and and I want to make sure that you you hear that from me personally and at this level and any level anytime we have a conversation that's all I feel for me. It's genuine passion and care for our our new and and everything else in between. So, thank you from from the bottom of my heart for that. Um, and I hope you have a good rest of
501your day. >> Thank you. Thank you. >> Have a great weekend. >> You're here tomorrow again. >> You're welcome. >> We are. >> We're here. >> Where'd you go? arriving already. >> All right. Uh my computer went quick. >> Uh yes, you can present. >> One second. Our next item is the social. >> Good question everybody. Let's work on that. So, I want to see everybody's smiling face. See everybody's beautiful face. If you want to smile or not, let's make a smile. Okay, bend, too. Um, take a moment for yourselves and just stretch. Do whatever you need to do. Shake something off before we get this. I'll keep you awake. So, keep you engaged. Ready? Ready? Everybody ready? >> Okay. >> All right. Let's go. >> Let's do it. >> All right. Here's the update.
502So, you guys are well aware of the mission, vision, and purpose. Um, back up a little bit. I want to make sure from the counseling team that that's provided that sense that our students are loved and they're encouraged and we are here to help them become that healthy, inspiring, motivating, developing, achieving graduates from USC. All right. Um, obviously you're aware of our essential 10 and our stretch goals. As far as the counseling team, I believe we can have a effect on all three, but specifically we're looking at goal one and goal two. If we can remove some of those barriers and obstacles that are keeping students from being able to focus and get their works done, we're going to be able to get that academic level that we want and get them to school more
503often enough on time. Right? That's the organizational chart. All right, so the manual, this is year five for me in this position. Um the my main role is to reduce barriers. That's for any student within BUSD and outside B USD to get them help. So if they have a student that's having an issue with a particular teacher, with peers, with getting to see counselors at the school site, with an issue with the district office or admin, whatever it may be, that I'm going to do whatever I can to intervene and help. And that also includes making sure that we get our kids the additional help outside of the USD to continue on their growth. All right. So year one recap as far as year one districtwide we were looking at uh clearing the land as
504a counseling team we wanted to strengthen our partnerships. You guys recall that um we were under project aware through project aware we were able to develop many u mental health resources. These resources are still listed on the B USD website. If you go to the main website upper right hand corner there is a little link for mental health resources. Um, even on students IDs, you have mental health resources. Now, it used to be mental health resources were only behind that counselor door and it wasn't something in everybody's hand. We made sure the superintendent's office had it and the district office has it. Anybody that's a um person within BD that they can be able to assist. We also developed the counseling referral form. We still get referrals by text, calls, whatever. that council report form
505was developed at each site so that a non-emergency issues could be followed up on and to be documented that this request was taking place and to look at the areas our students were needing help in be it academic, social, emotional, grief etc. Um at the time year one we did have a lot of talk about bullying. Bullying does exist of course, but in a lot of the cases that were making kind of the social media, it wasn't an actual case of bullying or the person reporting the bullying was actually doing the bullying or you had multiple people going back and forth. So, this actually was developed to both um community members, students, and staff. It was uh something that was handled out of a superintendent's office. Ben himself would receive these reports. He would notify
506me of them and as well as the admin from the site. if it was a staff situation and went directly to Mr. Diaz. Security is something we also took on. This has really been a lifesaver. We have paid and invested more money to upgrade this when we have a situation where it's alerted by it. So, it could be, for example, a student looking up mass shootings, how do I set a fire at school? Um, looking up stuff that has to do with self harm, looking up situations in regard to explicit content. Um this is the kind of situation immediately the counselors and admin get flagged and then we go to work. You have had cases where students were simply doing a report. They wanted to know where student what if I was experiencing what is
507in place for somebody that what should you suggest to somebody if they're dealing suicide. In other cases these students knew who on site they could go to but they hadn't. they had just those thoughts going on in their head and now we're kneecap to kneecap and we're going to talk about it. Um, in other cases when there's some very serious searching going on um that led to other things and calls we need to do outside based on for example looking up on guns or how how to do something how to how to hurt somebody in some other ways. What? So, Cognito is now state law that every 3 years, all staff that work with students grades six and up have to have some suicide prevention training. This also includes our school counselors. We have to
508receive training every 3 years. Now, as you know, the state will say this is something you have to do. It doesn't always give you the means to do it. Um, and also how you can do it al often changes. So, this is year three for us. We are looking into different platforms and I'll go into that a little bit more later. All right, you guys were all u members of the forum when we held this forum. It was the first time we brought together both our law enforcement as well as mental health. Our main providers to our students is internal roughly about 50 students that are enrolled in their services. Spectum has a little over 20. Arizona Complete Health um continues to handle our crisis services. We have a dedicated tribal warmline that operates 8
509to 5 only for this nation. We have a crisis um crisis line that also operates 24/7 specific for this nation that when someone calls that number, they know it's coming from here. T Over Health obviously continues to be a provider where we mainly use them when it has to do with students that are over the age of 18, they don't have insurance. I can get them right there instead of having to worry. So, it's not like an emergency and you don't have to involve crisis or going to the PR and we're able to use that or families may choose to use behavioral health, but it's a much smaller number of students. The Cooker the Cook Foundation we started with in year one back then um I know a few of you have participated in those.
510We had interactive um events once a year that were recorded events but your moderator was live. All right. Here to recap. So um it was built of structures for us. It was looking at procedures and making sure we had the proper organization and procedures in place too. So it became obviously any new um staff member to the counseling team very closely with me but we also saw the need that when we have different providers coming in whether or not they were hired by another entity on the nation or someone from outside the nation they needed to be aware of the cultural um handog out here as well as procedures. So for example if under mental health or medical, you're talking about HIPPA. When you're talking about education, you're talking about FURPA. So, you may be
511in a counseling office and you can share with the counseling member that you are under the influence. If a student shares that with a counselor on our site, we have to get that information. They have to share that information. You are not in your building brick and mortar. you are on this site, which means then we need to follow through and make sure the student we're legally responsible student to get through the day safely, get home safely, and if that student is under the influence, they may have something else on them. It also comes with working with us when we have situations where there's talk about self harm or harming of others. So again, this is about the communication piece. Um, when I was first in this position, I was asked to do professional development
512with our team members. would happen roughly once a month. Um the need you could see there was just times where just things were different between the secondary campus, primary campus, alternative and intermediate. So starting last year I separated it was every other Friday. I would work with the secondary um team counselors and following the other Fridays working with the primary and the intermediate together and then schedule an individual time with our counseling team on their sites. And then we continue to meet quarterly with our counseling team to be able to prepare for community events, discuss like training needs and other like so I like seeing this list grow. So again we have Spectrum um we really pushed and pushed with Spectrum because we needed more Spectrum first came on. Um we had a behavioral coach
513but then that the nation got the MLOU and Spectrum too and so we saw less and less of them. um and they were also working with the VI schools. Then it became that they were only ours, but we still needed more. We pushed and we were able to get a licensed therapist to come out. Um due to lack of funding, we have lost the behavioral specialist going into the new school year. Um they were able to get more bang for their buck. They can build. If the student is enrolled in services, they're providing therapy. That's where they're going to be able to get that minutes and that um funding. They're going to continue to come in here. is going to be 3 days a week going into the new school year. Crisis will remain in
514place. Children resources, thanks to Mr. Y brought that resource to us last year. They work mainly with our sixth to eighth graders doing healthy relationships groups. They they operate under the ready for life grant. So, anytime you're dealing with a grant, it's specific. You have to have this number of students. You have to make sure they're separate. You know, males and females, you have to meet for x amount of weeks. Here's the curriculum. All of that went towards the board that you guys approved. um going into next school year that's already set up. Our goal is to begin those groups by the end of August if not early September. We need to identify the students, get the permission forms um in place, and then if we have space, open it up that people can self-reer
515if there's a parent or guardian that wants their kid to join as well as input from teachers. The Cook Foundation um we have added on a new mental health series platform, which the next slide will go into that a little bit more. Teal behavioral health. Um, as far as the tour program, the tribal ego response team, they have been able to receive that grant. So, that's become monthly meetings now. And through them, we're going to continue to get staff on Narcam training as well as our bus drivers and get Narcam available to the drivers. Um, TOPD to um fire department obviously they work with us in emergencies. In a meeting earlier this week with TOPD, they did say they are looking at funding two SRO's, one for BIE and one for us. So that we're
516going to keep us updated on that. Center for Mind and Body Medicine. I was able to receive training through them under a scholarship um to be a practitioner with them. I use their skills all the time of meeting with students and families. This past school year, Miss Flanigan and Sky Antelum were also trained with their scholarship and we're hoping to offer that to the other counseling members if they're interested. All right. Can you click on mental health matters up in the upper leftand corners? Just click on that icon and it'll give you the option. I just want to so and it should take you to Yes. Can you play that for me, please? >> Welcome to parent guidance.org's mental health series. A place where parents are doing the best they can to be even better.
517Here you'll find answers to questions about parenting, supporting your family, and prioritizing. Our in-depth library of content is where you can explore topics to guide your most important conversations. Click on any topic of interest and you'll have the option to explore the previous session or watch instant insights which are started discussion of the topic. Scroll down and you'll find an abundance of resources including key takeaways, tips, and links to additional resources. View all schedule in our working calendar. Each day highlights a single topic with sessions available at various times so you can attend the ones that best fit your schedule. Fully immersive Spanish sessions and Hawaiian time sessions are offered once a week. Simply click on the event to register. The event list is where you'll discover upcoming sessions for the week. Scroll through the
518list and click on the event title to register. Oh, and before you go, don't forget to subscribe for our monthly mental health newsletter. Here you have access to resources when, where, and how you want them, giving you the tools you'll need to improve your mental health and the mental health of your family. your mental health journey begins here. >> So, this will be made available to the community as start of the school year. Um, you can go back to that. Can you click on the parent guidance? I open that one or two. So, on the district website, you have that medallion and right below where it says board docs. It will take you live now right to this area at the very top. Can you go over to the right it says ask a therapist.
519This is the event that we have been promoting the last few months. I I know Mr. Diaz taking part of it based on some of the questions that are submitted and are read. I know our families are taking advantage of this so far. Some there's only two other school districts in Arizona that are part of this. Um one of them is an elementary school. When you hear certain guardians say certain things, you just you just know. So like I'm a great grandparent and I have x amount of kids or some of the other pressures that might be on. So what's great about that ask a therapist event is you can attend it. You can submit questions beforehand and hear your answers. You can submit questions during the session and have them addressed as as you
520know yourself. And then two, you can look back at firep.org again. Go to the ask a therapist again. Um, and let's ask a therapist. You'll see right there, how do we deal with a child who's having suicidal thoughts? And if you click on you answer, there's a live recording of Dr. Skinner talking about it. And Emma that you see on there is a person that I work very closely with. If you scroll down on that, you can see all these other previous questions that have been asked and again you can submit your own to it. So I would love to see this more and more and more. Again, if you cannot be present and you just sign up for it, you'll get a recording back and you don't have to wait for one of these
521events to submit a question. What I felt with the Cook Foundation is a lot of these pre-recorded events were great, but when you need help with your kid now, you need help with your kid now. So to be able to go ahead and present a question to a licensed therapist and get some guidance is is priceless. Okay. So um you're 30. Yay. Here we are. So um there obviously we want to normalize mental health. That's me. That is me. That is me. I don't know when the last time this school district has started with a full counseling team. And I tell you from my heart I am so excited because I really do feel we have the right people in the right position. I like yes. Okay. So um for the primary campus we have
522Miss E who's returning as the um school Mr. Y who used to be at the secondary campus is now the behavioral specialist at the primary campus. We haven't had two people on that site this strong for the intermediate campus where it's going to be Miss Flanigan again and um Sky Anton. And then up at the secondary campus we have Miss Hay and I don't know if you guys remember Mr. Miller. He worked under me at the alternative campus for a little while, then was PE teacher and school counselor there. Um he was working at another school district uh last year. He's returning to us as a behavioral specialist for the secondary campus. He also coached middle school kids. I really get that feeling we have the right people in the right positions and we are
523starting off with the full staff which is just giving me a lot of confidence going on to school. >> Accelerated. So I know we've had these discussions accelerated campus. It used to be a counselor was shared over there. It used to be a 0.25. I know when I was at intermediate I was shared over there for 8 hours. I know when prior school counselors were there for intermediate they were shared. I know it was something that needed to be looked at as budgeting. So right now I have it on there that Miss Planet is still shared there and it's more social emotional. So when an emergency happens, she can usually get to that campus quicker if I'm not already there. And then I can go to that campus and take over or help her with
524whatever she was doing prior to the situation. Academically, as you heard, I'm willing to do whatever I can to assist. It's always been the principal that handled like the schedules and stuff there, but it is a school counselor who that's required to clear someone for graduation, not an administrator. So, and Lenny is amazing. She amazing things but she doesn't also have that experience and whatever's got to be figured out about what's shared what's the budgeting thing and then so that we can put somebody and figure out the minimum number of hours as far as all I mean I definitely feel they often need more social emotional I was speaking today with co behavioral health um my I had this thought the other day and I'm trying to run with it I really want just a
525counselor even if it's a community kind of counselor to just hold space we need someone that can be committed and that you know are just going to follow through and just be able to be there. It's one time a week for 45 minutes just for the kids to know somebody is there and that they can commit to that time. You know, we obviously want the right person to be there and then work with them as far as like whether or not they need referrals. When you try to look at some of the other agencies, those people have to be official clients. They have to do intakes. Um the only people that are getting service from Inter Mountainland or Spectrum, you have to have access and some peers don't do it. That's what we try to
526do as much as we can till the insurance gets into place or the power returns, whatever it might be. But again, people pay for health is able to serve anybody. But there I'm running into still some issues about trying to do an intake. But I've seen in emergency situations before, if I need counselors on campus the next day, we're not doing any of that red tape. We're not saying like, okay, you have to have an intake. We got to do this. I do feel we need to have some kind of waiver form and that we're making the parents aware and we get parents to sign it and that waiver is signed either by the student 18 or older or the um family before a kid goes in and participates in any of those. I'm just
527calling them kind of like drop in support groups. So again, as students know Tuesday, Thursday, you know, one person go in, five people will go in and we can see what some of the needs are because right now it's much more reactive. We have stuff in place again for the sixth and eighth graders. Um, we definitely need more. We do certain presentations at the primary campus, inappropriate touch, you know, strange danger, but then too, they need some more resiliency skills. Um, and little mini groups having both counselors and as well as myself based out of there. As long as two of us kind of be free and have one person be able to do groups, but get providers in there. It's it's a struggle to have consistent providers, especially more than just like one year
528or one semester thing. I want to do this if we can get it in place at all. and then look at also preventing something similar um if it's success over the secondary campus. All right, goals for this year. So, full confession, this was the goal for last year, didn't happen. Um we have the counseling referral form, but we need to get it embedded into Synergy to be able to track the data. You guys need the data. You know, who's how many kids are we meeting with for what, you know, what kind of crisis services are provided to how many, the breakdown of school sites. So, this has to happen. Um, we just had we went through the whole year still trying to get people trained on the regular MTSS and then MTSS looking more for
529your students of special needs, looking at academic concerns, um, creating those kind of plans. What we have done on the counseling side is check-in and checkouts and they would be scheduled. So, we have a student we're continuing to follow up with or you know that just has to touch base then we were going to schedule um through them a check-in checkout to make sure that they're okay. So this goes back to the suicide prevention. So state laws, anybody that works with students grade six and above, this applies to to food service and transportation. And as you see again, it has school counselors have to receive the training too. So I have to work with um Miss Cornell on this to figure out what funds possibly can be used if we could try to get some
530counselors trained as trainers, like training trainers counselor. So then we can then look at more staff going into the school year to be able to present it to and st and staff that um start in the second and third year because again it's every 3 years that this needs to be done. All right, moving forward to rinse and repeat. Can you picture that? Anyways, so um you know taking our partnerships continue changing the bringing more and more resources quality resources um consistent resources to our classrooms to our staff to our community. the staff part that that is another goal of mine that is more for our staff besides just the EAP employee assistance program. Our staff, especially first year staff or staff that have never worked here before or in a similar environment, they need
531more help. They need more help. Um looking at different communications and processes and procedures. As you guys know, there's a new state mandate when it comes to like child abuse and mandatory reporting. We have to work really closely with TOPB and tribal child welfare because we're not under um Arizona State as far as Department of Child and Family Services. We have to work with our attorney to figure out exactly how we're going to follow some of these new things. Um the state has also asked for a liazison for foster care children to have one person that's going to be that liaison. It has to be separated from McKini Vento. Mckin Vento. They qualify for everything the Mckin Vento kids know, but they're not Mckin Vento, but they have those same things as far as removing
532their barriers, meaning they don't have to have the birth certific. They don't have to have any kind of documentation. Um, I've been asked to step in and be that person. So, exactly what that's going to look like is going to have to be Yay. that little lady. >> Yeah, I was going to try to practice it and do like a unison with it. You know, >> I think you and and Miss Vance do this all the time. [Laughter] >> Yes. And everybody on our counseling team is experienced and has been out here before. So, it's great. >> Mr. Diaz. Um, thank you, M. Cord. I have a question to superintendent Mr. Diaz regarding the site counselor for accelerated. Um, being that that position as mentioned, it's important especially for the sake of identifying um graduates
533or approving them. Can you make sure that you are presenting and identifying that individual to the board so that there's no mean because obviously I know if if the director has been conducting that and and and with the understanding that because of funding issues and or because right now we have a full staff but issues before where we didn't I would I would say really important to understand who that is especially because of some of the things that come up and and you make sure the board isn't formed so that because if it is if it is before you that's fine but if you can make sure that that's clear u cuz they're planning which is noted on here is counselor for I mhs I'm going to plan it because it's noted on here you
534know what I mean but if it's not we can make sure that that's very pointedly understood was also involved with St. Peach. >> I don't know how um with you. Um thank you. Um when the accelerated was uh created and when was there um it was a two for one deal. I actually was a counselor. Um there's no funding allocated for being accelerated and and that has been one of the challenges. Um the the committed right now the way we have it is that for emergencies we share the support but this is something that is going to have to be at least once a week or something that we we we do it. Um we need a daily but also we need to be uh using the money to okay moving forward. This is one
535of the needs for the school and this is the expectation and the facilities will be there for x amount of time a week. Um and and And with that in mind to also have that level of support. Um, keep in mind once again is the the school does not generate the funds itself but if this is our priority if this is how we want to show that we schooling will be loved and supported um then uh we need to be on the same page >> right no and I'm not saying I know second thing I was going to say beyond that is I just was was just reported that the nation is finally put around $7 million toward the opioid crisis in the nation is whatever the amount is. It's it's it's not the full
536amount the first year. It's going to be like segmented and allocated in different years. Thank you. Because I know that it's something that we are very much aware has been being very terrible to the nation. What are the things? Well, so what I'm what I'm what I'm wondering is whenever they figure out how that's going to be because it didn't sound like they were they were saying, "Oh, there will be positions on HR's website when that finally opens." I haven't seen so I'm assuming they're still working through whatever they need to and it probably won't be until next fiscal year anyway, which is October. Can we and I know that when I was on the east side uh west side they were immediately as they could with children about that to the degree that parents
537would allow of course but to the degree that the more that understand and the more that maybe have access to Narcan or whatever it may be the better we're going to be off at saving some of these children who just you know are just exposed to it and it's just rampantly around the nation. I don't I hate hearing um about those children when we get those messages. And so I don't know. I mean I want to I'm going to continue. Well, first of all, I want to bless your heart. Second of all, I want to say that wherever whatever we need to do, if it's if it's working with the superintendent's office or you guys in general on how do we get these on campuses or on campus or at least to some degree more
538awareness, understanding and if it is 15 20 minute um um um um um uh how to use Narcan type of presentation because they're available. It's just it's not as like people people still feel like oh not my kid sorry probably your kid or at least a friend of a kid of a kid and more than we can stop that I always use the I always try to put it into perspective for everyone that there might be a billion people but there only 30,000 all of them and so every life lost is 100% impactful on our entire being and as much as what when I was reviewing um the everything that you put together and the course of over the year, five years you said >> in this position, right? My 13th year. >> Right. Right.
539Um I know how difficult the nation can be when we don't have somebody that has that same type of passion or emphasis behind it. So what I'm hopeful is that if we can lean on the partners that we've already created and we've already established and been very um ad, you know, very intentional with in utilizing them for direct reasons. Um we can continue to um what do you call it? Give the staff the tools, resources and availability. I know I know we're doing that to the sense, but not only them, the students to some degree and I want to say it was up to at least fourth grade that that they were providing some of the like information awareness. Here's how to use this in case happens. I know it gets a little tricky with
540younger younger, but even then when I and this something I'll share and it's not for any reason other than the perspective of it. We were we were doing prevention for grades K through K through four and a little second graders already knew exactly what everything was and it just blew and broke my heart. They just know even even and I'm like cuz they just see it. It's so normal to them. But they also knew not to touch or not, you know what I mean? They also knew like in themselves that's not okay. Um which was good. But I think that is what's people don't realize is that's how early they're already seeing and experiencing and understanding. And then we look away and we think they're fine. They're just second graders. Fortunately, um they're exposed to
541way more than even I was at that age or any of us probably. So my my heart and everything else behind everything else we're trying to do, which gosh, let's think about it. And I realize when we sit here, it's so much more than what just a regular school district would. But I'm grateful that we have the the the courageousness to to to try and save not only the language but our life. Um, and so my hope is that with those with those information finally being shared from the nation standpoint that hey, it's time to pay attention that we can really lean on those types of things and welcome them into the districts and welcome more awareness um, talk more about our sensors and bad things about the AP and all I mean you know
542all those things that that we are implementing. I feel like we get a lot of the push back about how bad we are, but we are doing some really really good things when it comes to the school district. And part of that is because of what you've been able to do and and everyone else in that group, counseling staff. So again, I just think it's um it's impressive and I I want to be able to say we support. Um, but I also want to I also want there to be very much understanding to the nation and anyone else involved is that at some point our limits kind of get met as a district and it's terrible, but obviously we're battling other things when it comes to funding. Um, and I don't want ever to be
543there to be something that comes across like, well, they just let it go away. No, we're asking for you guys to partner with us, meaning the nation. We need you that much because obviously we've done so much of it ourselves and now we're we're we're we're reaching the limits only because of the way that, you know, politics go or whatever it may be. And it's terrible, but you know, I can't can't stand that. that's something that we even have to discuss but it needs to be rightfully upfront said that the stuff that we're doing goes well beyond but it is very much necessary. So um that was that's where >> so they got approved for that money but it wasn't until about 3 weeks ago they could actually start spending it and now they're ending
544that year one already. Correct. >> So um they have like that $5,000 cap and they're trying to do whatever the post position and get it set. Rick is the director now for tour. He will be present at our kick out kickoff event. He'll have a table set up. Also, Julia Chavez from Arizona with Care that handles like the crisis team. He'll have a table set up as soon as we can work out the time frames for transportation and to get staff and stuff trained. We will do it because of all those mandatory trainings. We were hoping to have transportation trained that day, but it most likely won't happen. >> No, no, I understood. Okay. Well, I'm glad that it's I'm glad about it. You kind of already know what else introduce. >> I wanted to
545go back to the beginning. There's only a few for being supported before I feel very helpful as a resource for our community. Um I also feel like you're attractive part of being able access somebody immediately is really important like that different beneficial especially like embarrassed to ask for help >> miss go ahead Miss Cris um so the career college counselor is not part of your team is that a separate Thank you for >> honestly that position went unfiltt for a while and they hired someone and become a former graduate near the end of the year there. So that's my fault. I should have included them this past year since they became on you know their office set up right next to Haley. Um we haven't worked that closely together but thank you for pointing them
546out and make sure they're part of our um their meetings. There's certain information that's discussed about students that unless you really have direct relationship with that student, it's not a need to know. So I want to be careful when it comes to training and having counsel. Yes. >> I know that you know I just being aware of how it took my granddaughter a long time to figure out what she wanted to do and now that she and finally so glad she figured it out in her senior year >> and they do allow those opportunities for the all campus to participate in that too. So thank you. Thank you very much. I'll add Real quick, last last question was in specific to what you mentioned about what you didn't get to get to with the uh
547district wide FTSS um system is the hope they have it done. But is there a timeline? Do you know? Do you know? >> I have to work with it. So, we have to get the school year going, everything that's done with registrations, making sure that form's in there, that it's accessible by all um staff members and then work with the sites to do that. PD um for each site. >> Okay. And then um >> it's there. The council form exists and are still there. It's just getting it embedded in synergy. >> Okay. So in the meantime there is still all that data collected and and that information shared amongst campuses or you just do that by >> campus specific campus specific >> meaning what if somebody goes to third grade to fourth grade that has
548>> we oh there's information then within synergy that's already documented. Yeah but this is just like the actual referrals. >> Gotcha. Gotcha. Gotcha. Okay. So when it comes to contact notes, you know, whether a crisis call, it might be a threat assessment, those that lives in synergy as part of the student record. >> But now in these counsel referral phones, they live in there too >> once you get it into >> Oh, I see what you mean. Okay. Um, Mr. G. >> Um, again, thank you. Thank you. Thank you so much. Um we started the day looking at the big picture the instructional side and the operation side. Everything intended today was to manage up and power that has been born in terms of the instructional and what is supporting direct. [Music] Um, you also
549were tested on the goals you met with number one and number two. And thanks, I want you to remember tier one, tier two, and tier three. What's your homework? >> Tier one, two, >> instruction is divided in three tiers. The first one is the first time I try to teach you something and if you don't get it, then I'm going to try it again. That's tier two. Tier two can be done in a small group during the day um the same day or during the week. Tier three is after school and summer school. What's your homework? >> Tier one tier two. >> I'm a new neighbor. How would you explain it to me? >> Well, tier one is if you just I'm just going to repeat what you just said. >> That's fine. If you
550don't get what you've been taught, >> then um tier two is we're going to retach it. >> And if you still don't get it, then we're going to move forward to tier three and back more instruction in summer school or >> res. >> Yes, sir. Um, you have curriculum, curriculum. >> Okay. Curriculum. >> Calendar >> and a lesson plan. >> Lesson. >> You have >> curriculum. Calendar and a lesson plan. >> So between you two, this is a book, a curriculum. And then my curriculum, my calendar, and then my lesson book. Okay. Those are now six of the essential essential six of essential. Um, Miss >> Your homework is assessment which is one of the um um for formative assessments and benchmark. formative assessments and benchmark. They're both tests, but one is formative assessment and
551a benchmark for an I mean your homework is connecting connecting right and coaching. So between the four of you tomorrow I'm going to quiz you what are the essential and we'll see how many out of 10 we can remember to put together in goal three this year we're going to master the essential >> and that all I want you to know is that the >> if I overachieve and give you examples when I get >> curriculum calendar >> benchmark formative assessments and benchmark Formative assistance image >> assessment >> curriculum calendar and on my presentation if you have a postit you can also um do it on page eight. Those are the essential 10 on the bottom right. Did you give us Postit give us a put it on my presentation? You're more than welcome as
552well. >> Need to add it to the agenda if you want to continue past your presentations. Sir, >> no. I'm just closing and um >> you can adjourn and then I have an announcement. Uh >> motion to adjourn the um retreat day one. Motion by Miss Sylvia Hendricks. Second >> second. >> All those in favor of the motion. Juan Bordia. >> Kathle Vance. >> Sylvia Hrix. >> And Steven. >> Motion carries. >> It's 5:08 p.m. We are adjourned.