001[Music] Heat. Heat. [Music] Heat. [Music] Heat. Hey [Applause] [Music] everybody. [Music] Heat. Heat. [Music] Heat. Hey, [Music] [Applause] Heat. Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] N. Heat. Hey, heat. Hey, heat. Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] do that. It's green light right there. It's on. I call to order the workshop for Bhead City School Board on Thursday, March 20th, 2025 at 5:30 p.m. Call to or roll call. Melinda present. Charlene Dia is here. Fred Rushton here. Barb Zarziki here. Judy Reid here. Well, we are all here. Um, item 1.3 site instructional improvement update. I got a feeling that's why everybody's here. So, good deduction. Just dive into this and see what we get. Okay. So, Madame President and board members, you you will have a presentation from uh the principles at each of
002our sites um kind of summarizing what they've been doing so far this year. So, uh I'm told that Julie Bella is first. Good afternoon, everyone. Good afternoon, Julie. Be sure you speak up, Julie. Be sure you speak up into the mic. Okay. Okay. I don't want to overkill everybody. How trust me, you won't overkill me. Just as you won't with that mic. Well, once I get animated and going, it gets louder and louder. Um, so proud to introduce our instructional lead team. Um, they are here and watching. If they're not here, they are watching. But uh this our main ILT team, our instructional leadership team includes myself, my outstanding assistant principal, Miss Sharp, and our amazing instructional coach, Miss Sodto. So, just want to get started. Uh we it stops and starts, I always say,
003with the standards, but namely it starts and stops with the students. And so, here's some pictures of our students collaborating and in their academic teams. You can see that it's always incorporating all the literacy skills, reading, writing, listening, and speaking. And there's always a lot of text and a lot of evidence and elaboration, text in hand. There's a example of our students teaming using the summary thinking mat structure of thinking on the left and on the right the connecting new learning thinking. You'll see a lot of evidence of task sheets and tools and agree disagree cards and roll cards out there and just uh heavy on the text. Um so this is just another example of student teaming. I do not think our videos actually came out. So they didn't. But uh just between year
0041 and year two, you can really hear a lot more back and forth between the conversations with the kids and a lot of, you know, show me, prove it. They're going back into the text. They're defending their answers. They're respectfully disagreeing. Students are expanding and they're adjusting their thinking as needed. Um so we're excited to see their progress. Um this is a summary view of our implement implementation dashboard and you can see here that we have on our look and learns um and then our implement and our measure. So the learn part on the bottom is just the videos. I think that's um actually my numbers are a little different on mine. I had 40% so I'm kind of wondering about that. Um yeah, so that's the amount of student of teachers watching the videos
005to help improve their implementation and then this the um implement is the look and learns done by Miss Sodto and then the measure is what we're doing on our rigger walks with Miss Sharp and myself and we try to triangulate and calibrate that information um into trends and into next steps for feedback for teachers with resources resources and tools to keep furthering the effort. This is uh Sodto's look and learn data and we're proud to say that she's uh really done an excellent job in moving teachers across the progressions from 101 2011 to 301. We don't have any teachers anymore in 101. And uh we have uh latest up here seven out of Oh, I could look at my notes. I forgot to do that. and they're all filled out so nicely. Well, I could
006just do I don't seven out of 16 core teachers have progressed into 301. We're really excited about that. We're just at the tip of the edge of 301 where we're really getting into that before, during, and after the task expanded thinking, self-checking and cross-checking, student evidence against success criteria. So now it's all about evidence. before when we first started that it was about is very um concrete kinds of things you know do you have your roll cards out do you have a map out are you engaged in a thinking structure now it's like okay does your learning target align with your success criteria align with your task align with your evidence let me see that evidence and let's ensure that students have made that progress towards the learning target so um This is our rigger
007walk summary data. So, new this year for us, we have 212 rigger walks. Um, but when we go out and about, we don't always claim it as a rigger walk. So, uh, we try to input on Wednesdays for pre and post feedback. So, we'll go out there, see it, give feedback on it, and then return to it to see if we get an upward trend line. Those lines can be misleading because as we learn more, we grow more. So sometimes we it it can be a little deceiving on the trend line. I'll explain that um as we progress through. So used to be last year, you know, we our learning targets always seem to be aligned to the standard. But then when we calibrated and when you get new teams and new instructional empowerment people,
008they're saying, well, no, because if you're not teaching all parts to the standard, it's a partial. And a partial is okay. So a downward trend on the thing is okay because you've broken that standard down into a meaningful learning target that the kids can manage for that day. So it was really hard to convince me that going down was okay but they did and it makes a little more sense. So um in in that sense um let's see on the second one to achieve the standards look on this one where let's see it's cut off on the left hand side so can you explain but taking action uh within the lesson so what action s have been taken due to the rigor rock data. So on this trend line here um oh I know what
009I was going to say. Okay, I just got to get to the right page that this is how many trend lines what's what's actually on the I don't know it's my left hand side right is being cut off Julie what was on the left side that was cut off it was cut off it was like where it was on the rigger data so it's okay I mean it goes through the first I can go back the first train lane so you can see one's summary report. This one is one does the standard align to the learning target. Yeah. And then the four was evidence of student learning. So just to let you know on this trend line while it looks flat, it actually if you go back from August to now, you can see that
010it's gone from um partial to yes on the standard. And then if you go to the next one, are the learning tasks focused on reading writing? It went from disagree to agree. So if you look all the way to August on the trend line, you can see that it's disagree. And then you go all the way over to February, you can see that it is moving up. But as with any implementation, it's not a straight angle. It's like as you learn and go and you're out and about. But overall, this one went from disagree to agree. And this has to do with the learning task are focused on reading, writing, they're content specific. We had some dips there because sometimes the teachers differentiate their um text to below grade level so that te so that
011students can get the skill associated with that standard or that learning target and then they bridge that text back up to grade level because if they start at grade level sometimes the kids get lost in the text and don't get to the skills. So teachers are really trying to meet the needs of the students on that. The other one is the math and if that math lesson target meets the intentionality of the math in um in procedural in concept and in fluency skills and you can see that that is about maintained. No, that's gone up a little bit from blue to blue. So blue goes with six on that. This one is seven and eight. She got this a little different than mine. That's okay. Julie, would you explain what when you say seven and
012eight? Uh, and back before you were talking about three and four. Y what are what are seven and eight? Gotcha. Well, seven is how students interact with partners or groups. And so on the rigger walk 2.0 form that we use the actions that we're looking for you. Um it gives you actions to see whether you strongly disagree with that, disagree, agree or strongly agree. So on this one, students interacting with partners or groups. It's maintained at disagree. And number eight, the task requires students to interact with partners or groups to achieve the learning target. So is that task like Matt worthy? Um, you know, does that task require the students to act interdependently? Um, does that uh task make them have to perform in productive struggle or is it something that the teacher they're just
013regurgitating what the teacher said and they don't really have to really think deeply about it. So, that's that one. On 13 and 15, a teacher monitors and tracks student progress toward the learning target to take action when needed. That's slowly ramped up. Um, and 15 is looks like a modest little tiny gain there where students act on feedback from teacher and peers to achieve the learning target. But again, it's a little bit misleading because I will tell you our version of teacher monitoring and tracking student progress last year was if the students were engaged in independent time, shared time, consensus summary time, and they were checking off their list. Now it's full on where the students are showing evidence that they're meeting the success criteria and making evidence to toward the learning target. So teachers
014have much more to track and they have to make in the- moment teaching decisions based on that level of progress that the teams are making. So tracking sheets have changed. Everything is changing with this. So when you're making these vast changes, you're going to see these kinds of dips and trends, but we've tried to really adjust to it. Any questions on that part? I'm having some real problems with how come you're talking about this is this is when you walk around. Yeah. Right. Yeah. Or or your instructional coach walks around or your your assistant walks around and they they go into a classroom and they say, "Are they doing number 13?" All right. Is that what I'm listening to? And that line is the gold line on the the chart. Well, are you with me?
015Am I reading this right? Because otherwise, we need to start over. Well, it's multiple. I'm so sorry. It's the only problem I'm having with it is my uh my rigger walk trend lines are different because they were updated and somehow what I gave Kathy is different than what we're seeing. Am I reading am I reading the lines correctly? But but what I tell what um what you're saying is this trend line data is consistent with um the rigger walk information. So it's what Miss Sharpet sees and she goes and looks at the math teachers. It's what I see when I go look at the ELA teachers. Now it's a little sporadic because you're not looking at all teachers each and every time. So one day you might look at four teachers and it's a shot
016and it's shot. Mhm. Snapshots. Snapshots. But And it's multiple. And what I'm seeing, is it I'm sorry. So each of those dots, Julie, is not one teacher. It's several teachers. So it's the it's the data for several teachers. So yeah, it's a culminating. So if I saw on 8124, I thought maybe that was part of it. They they could range from strongly disagree to disagree, but they landed in the middle as an aggregate as an average of those. So, but what what's happening is with the just go with the number 13 the gold line okay on this data and I understand that your data is different because snapshots are snapshots and it's just a period of a short period of time but if I'm looking from at August no 8 is September yeah August it's
017August August and I'm seeing the the gold line starts right in between the disagree and and strongly disagree, right? So that means that they are disagreeing about what? Well, it didn't meet the criteria for the teacher monitoring and tracking student progress. So it might mean like a lot of those indicators are all some few. So, you're going to get a disagree if it didn't have it that you didn't see the teacher monitoring all students. Maybe the teacher only made it to two tables. There's a lot of criteria with it. Um, have it back at the office. But if you saw the rigger walk 2.0, it's kind of the the tool that goes with this that explains what each one is and the criteria to meet it. Well, that's fine. But you know, as a lay
018person, yeah, reading this graph, it does make a whole bunch of sense because everybody's disagreeing about I don't see any agreement on there at all. So tell me where the agreement is. I can tell you, Miss Sabraski, that going from strongly disagree to disagree on some of these hard level skills, uh, when it comes to students acting on feedback from teacher and peers to achieve the learning target and teacher monitoring is a good thing. Kevin used to tell me, Julie, disagree is a good thing. You move from strongly disagree. So, it's trending in the right direction. It's a tough cell. I get it. But, um, there's that piece to it. The other piece is that I can tell you that we have learned since we've done this implementation, even from August. So August, what we
019what we consider teacher monitoring and tracking was a different thing than it looks now because as administrators, we're learning as we go as well. And I hate to tell you that, but sometimes it's a little bit of a floating target depending on the intake of information you're getting. Okay? But if I was to draw a trend line, a math trend line from the beginning data in August to the ending data in whatever was it uh February. Now go back to the other one. Let's stick with one. Oh, well, I wanted to give you a good one. No, I don't want I don't want a good one. I want Okay. Well, this is the end of the road one. So, this we'll tell you this is the end of the rigger lock and the these are
020the levers that we're working on right now. Okay. Well, that's fine. But all I'm trying to I'm just trying to figure this out in my mind. So sure, I'm not being disagreeable. I'm I'm trying very hard to make a decision tonight. So I have to have some information. Okay. Okay. So if I'm drawing a math trend line, which is a straight line, it's not a little big jaggy things. Okay. And I go from the beginning to the end. You see what I'm talking about where Matt? Okay. I am not seeing a whole bunch of improvement incremental incremental. Okay. It does go up and it does go down, but if you do a just a trend line, a regular mathematical trend line in this data. So, it doesn't true. And you can see in the trends
021we're seeing we're we're citing that it is a flat line between 13 and 15. So if you see the full first bullet on there it will say that. But I I want to mention to you that all from August on our focus was not on levers 13 and 15. Okay. Go back to one then it shows some real progress because that's the end of the road for us. Okay. Just show me. So, let me get a good one. Yeah, get show me a good one so I can figure this out. And and I also will tell you that last year we weren't doing cyclical rigger wa rigger walks like we are this year. So, there's that as well. Um, so, okay, now we've gotten into agree. Is this the same thing? Okay. Agree, disagree. I
022know. that good there's slightly so that's interesting I can just tell you on mine I have five and six went up from disagree to agree so it was in disagree and it went up to agree by December and then it went back down a little bit because it's it's something like what you're seeing that day. So, yeah, I understand that it it is kind of sporadic like that. Would I prefer it to be trending further up? I think that when we're doing these rigor walks and when we're looking at snapshot data and when we're giving observational feedback to teachers and PD and planning, we're all gearing up for our rigor appraisal. So, if you could hold tight with me just a little bit. Okay. I pass this. You know what? This is the old This
023is the old thing. I'm so bummed out. So, I have um somehow It's probably my fault, Cassie. I gave you not the updated one. I have the updated one. That's That's the problem with this. This is the one from Heidi. I because I have my three pillar scores and you can see that they went up across the board on my last rigor appraisal. Phenomenal growth. Um and the trend lines look a little better than what was seen there. And this isn't the updated SIM chart, too. So, um I'm sorry about that, but I can hand this to you and I can give Cassie the updated one and and you can see it later. And I'm sure that Cassie would love to do that. I'm mortified on that. I don't know. No, it's gave us Yeah,
024but they were supposed to because Jen and I worked online just because the in the last month we Okay, then just let me ask you a couple questions. Let me just ask you. Okay. And Cassie will take care of me. You know, Cassie always throws enough paper at me that I get lost and then everything comes out right. It's not anyway. And it's not Cassie. I I just sent her mine and thought that was all there was to it. I didn't know there was another person in the mix. That's okay. I'm sorry. So So tell me out of your staff and how many staff members do you have? Uh uh well teaching staff. Yeah. Well, we have eight teachers a grade level. Four teachers in each content team. Okay. And that counts art teachers and
025music teachers. Four teachers about 25 with the elective teachers and about 28 with the sped added. Okay. So, out of those 25 regular ed teachers, okay, because special ed's a whole different bag, right? Um, out of those 25 regular teachers, how many of them have at least 50% buy in? Oh, I I think if the staff had their decision right now that it was their decision whether to keep or not keep this without any direction or funding or anything, they wouldn't teach any other way. There is full buy in at our at our school. So all 25 teachers, there's a couple that struggle with the implementation, but our teachers have seen the power in it and are seeing how kids learn at high levels. Absolutely. Yeah. All right. Thank you. Thank you. you answer and
026I'm I'm sorry if it sounds disagreeable but I just no decision to make but I will tell you morally you know we do a lot of direct instruction and had done a lot of direct instruction and at one point I told the teachers at some point direct instruction is a model of instruction and and there is studentled teameing that's another model of instruction and you really have to embrace studentled teaming and understand the intent behind it. And it is really to uh get these kids active in their learning so that they can own their learning and um they're really thinking deeper at higher levels and I think we'll start to see the proof in that. But just to hear these students discuss a topic in depth is amazing. Um, and it's changed over the last
027two years. They really go back and forth, but I will respectfully submit the new one. And then just for your reading, Cassie will put it online and we'll get it. Does anybody else on the board me board have a I mean, I'm sounding kind of negative. How about you guys helping up and out here? No, I was just looking mathematically at those lines and most of them are straight across the board. There's not much increase on any of them. I didn't see much improvement across the board. And you know, and it's not the updated trend lines and it's pillars. So these trend lines are representative where we were on rigor appraisal 2 when we had a dip and then we had our rigor appraisal three and it came back up. So um that's why on
028mine I even wrote down five to six grew from disagree to agree 8 to 12 grew from disagree to agree eight tasks require students to inter interact. So 13 to 14. So I mean and then the pillar growth went from an average of 6.6 at the beginning of the year and we had that dip to 5.8 and now it's at 7.4. So the students alone on conditions of learning went from 7.5 to 8.5 for studentbased standard evidence went from 7 to 7.2. activating student learning went from 6.5 to 7.5. Verifying learning to take action within a lesson six to seven. Um data for continuous improvement went from 6 to 6.7. So where we are right now is where the school was at last May. So this new year, this new school year with new students,
029you know, in fifth grade, and it took us till last May to get to a 7.4 pillar average. We're there right now in February. So that's a good sign. Yeah. So tell me, how does how does this translate? See, what we see are Galileo scores and state testing. That's basically what we need to see, right? And what you're giving to me right now is a lot of qualitative data. All right. It's it's the feelings that when you walk into a classroom, I'm sure that you see all that improvement. I'm sure I would too. Let me let me show you something. But I would like to Yeah. Show me some quantitative data. So here's our sixth grade. Here's our end of standard assessment. And again, this is this is a little dated. I have an updated
030version that has even more test threes on it, but you can look at reading for information. Standard 1, sixth grade ELA went from 41.3% proficiency to 67.2%. Test one, test two, test three. RI2 went from 19 to 42. RI3 went from 50 to 58. And we have much more much more definitive information going. Um six math um number sense B3 went from 20.8 to 44.5. Now some of them went down but most of them were by the time we're getting to test three we're getting that great um quantitative data results. This this is a good chart. Thank you. Yeah. And here's fifth grade. So fifth grade went in their math. Which what tests are we talking about? These are end of standard five question tests that the uh teachers create in Galileo that are directly
031tied to the standard that the students at the end of a twoweek standard cycle take that test. We identify the students who didn't pass the test. They have to have uh four or more to pass. We identify the students that didn't pass. We retach them in small group. We and then we retest them. We identify again the students that didn't pass off a test two and then we teach them one-on-one in academic boot time. So test two, they get small group, test three, they get one-on-one instruction. And it's been test two to test three that we've killed it. I mean, I I say that respectfully and um humbly for the teachers because they're really working hard on that. So when they go when they when they go from small groupoup instruction to individual, does that
032break the EI thing that you're trying to do with the kids? No, because this is happening in intervention time. So we're really trying to retrieve Okay. So there's classroom time and then there's intervention time. Yeah. Yep. Are they all within the same period? No. Okay. All right. That's good. No. And I'll give you the updated stats on this, too, because they're pretty amazing. Um, this is uh these up a couple of months right here. Okay. These these are what I remember. This is what I remember from And I mean, Dr. Stewart and Jen Lot's vision of unwrapping these standards. If we talk about a two-part arsenal to this to lead this implementation by giving teachers a depth of knowledge on the intent of these standards and how to unwrap it, deconstruct it so they can
033make meaningful tasks for kids that get to the intent of the standard. They go hand in hand. Our implementation wouldn't be where it was without the standards unwrapping and going with it. Okay. See if you had started with this page. I'm so sorry. Okay. Thank you. One of the things that I mean I just want to say too is we look at Galileo year-over-year data. Not um I like to compare by standard and the standards are constant sixth grade to sixth grade standards, right? Um, and what you will see on our year-over-year data on our Galileo is we're reducing the amount of minimally proficient kids substantially. So, why you don't see these tremendous growth in a proficiency or highly proficient, you're seeing these red bars just drain down and go to the new Oh, I
034wish that was what I was seeing. Yeah, I wish that's what I was seeing because I want to believe that. No, it's not our Galileo year data. Um, so sixth grade ELA, we did a comparison year-over-year. Sixth graders last year, sixth graders this year. You're seeing in Galileo 3 last year was taken in February. Our Galileo 2 this year was taken in February. We went from 59.3% of our kids being minimally proficient, reduced it to 47.9 sixth grade ELA. You see it? You're going to look at the second row and the fourth row. Yeah, I see that. Um, if you look at six math, they went from 65.4 minimally proficient students at this time last year to this time this year, 51.3. Let's see if that goes to so fifth grade math this time last
035year and this was supposed to be the strong cohort, right? But they went from 59.4 last year of minimally proficient kids to now at this time this year second benchmark went from 59 to 45. 50 LA went from 57 to 51. I get it. My question is for you because I I would ask Caroline, but you're you're standing in front of me. Um, if you're moving Go back to the math one, please. Can you go back to math one? There you either one of them. Okay. If you're moving from 65 from last year to 51 from this year, is that what I'm that's what you're saying, right? And the those kids have to be going somewhere. All right. If they're not minimally proficient anymore, they have to be going somewhere. Look at the green band
036of proficiency from six. Well, that's that's the reason benchmark 3 went from 8.3 to 19.2. Now, go back to your reading one. So, Melinda, leave it here for a second, Julie. So, you're absolutely right. Uh Melinda, you're looking at, you know, first of all, that 15 14% drop. Some of those kids moved into the yellow. That 24% that 22% are not the same kids as were the 24 over on the, you know, last year. So, some of those kids have moved into the I get this because I that's why I wanted to go back to this. Now, go back to your language, the one that you just had. Yeah. So, you'll see the same thing again. Yellows are moving to green. This is where not a whole lot of blue, but at least we moved
037them to green. 9.3 to 22.5. I'm not worried about blue. blue is that's it's above grade level this side of the bell curve or what yeah whatever it's yeah um that's green so why I like comparing year-over-year is that the standards don't change because sometimes standards from fifth to sixth grade are decidedly different fifth grade procedural sixth grade um application they change a lot and so if I'm comparing a constant. I'd rather compare the standards and move the kids. But um I see I see the rationale on comparing both. But that's why you you answered my question on on the testing part. Okay. So yeah, I'm I'm happy now with that part. Okay. Okay. Um I'm not happy with the qualitative stuff, but I get this. Does Does everybody on the board see what was
038happening? that that basically if you squish the red it has to come out somewhere else and it seems to be squishing out into the green quite a bit. Yeah. Okay. Which is which is where we want to be which is exactly where where I what I needed to see. In order to help me make my decision. Now how much of this progress is because of EI? i.e. i.e. excuse me I believe that the standards unwrapping the end of standard assessment but the third prong of that triangle is the way we do business in the classroom of allowing kids to engage in well um wellplanned task where kids are talking to each other. They're trying to figure it out and they're explaining, justifying, defending, expanding. This is learning at high levels, critical thinking skills. And I
039believe when they learn like that, it's not passive learning. It's active learning. I think that goes to long-term memory. And I think it's going to be applied on state and Galileo testing eventually. That is my theory. I wish you had left the word eventually off. Um, well, no, you're you are I haven't proved it yet. No, no, no, no. You got you're you're doing you're doing a good job. Thank you for doing this and answering my questions because maybe the rest of the people won't even want to talk to me. Um, they'll have the PowerPoint I will never go first again. No, no traffic next time. Don't Don't even go there. That you you've done your job. You've done it very very well. My question is still um if you have three basically two classrooms.
040You have the you have your your big classroom where you're doing all the the stuff from the EI. IE I should write this down. make my teacher used to make me write things down a hundred times maybe. But anyway, you um you have that classroom, then you give a test over the material that was covered in the IE classroom. All right? And the red bars didn't do so well. Okay. So, they go into small group instruction, which takes which is a different classroom. You just told me that, which is which is [Music] good. Okay. So, we're taking those kids out of that collaborative learning and we're putting them into regular old humdinger group learning. Does that make am I am I if I'm not right, please please please don't stop me. Okay. Well, you're going
041to get me caught in the catch 22 there. So, um I there are a lot of reasons to attribute growth like that. You have kids that are seen and not heard that when you get them in a small group atmosphere, their level of accountability with their teacher is intensified so that they can then display the learning that they had in the whole group task. So, so there's some accountability measures that like I've got you now. And you know, when you're oneon-one with a student, they can't hide and they can't, you know, some of them fake it till they make it. And that's why all of our principles out here talk a lot about equity of voice in these table groups because if you have a dominant person and one takes over to the group and
042the rest shut down, you're going to get varied results. So you really have to really work this thing from a lot of angles. So does the teacher in the small group continue to use I'm looking at these guys because they keep me in line. I wouldn't necessarily. So the IE in the task develops their idea of conceptual understanding that they apply out of context. The teacher digs down deep in intervention time and does proced procedural skillbased teaching that then she can look at that kid and identify a misconception or even go back and get a fourth grade skill that was missed because now you've got them in your grasp and you can start to identify. That's exactly where you want them. Skill gaps. Yeah. To fill those. But I wouldn't throw one out to say,
043"Oh, this is making the most growth." Because I think you have to have like a three-part arsenal to this to really make a difference. Okay. And and I think speaking of misconceptions, so please understand we still do direct instruction. There still has to be direct instruction for whatever it is that's brand new. It's not like we've thrown out direct instruction and all we're doing is the is the group the teaming. That's not the case. It's just that the direct instruction is not teacher is not it's a lesser time. So it is teacher teach students do I'm simpl I'm oversimplifying but there has to still be direct instruction of foundational skills and then the small group and the individual go back to direct instruction for the most part that's two of that's two of those two
044of those legs on the stool as Julie was talking about. So it's not like our new model of instruction has thrown out our old model of instruction. They're now paired with heavier weight on students doing the work. Okay. So for those of you here on the board who have been teachers and Fred at some point I know you taught people things. So you've been a teacher too, right? Speaking. Yes. Yes. Absolutely. I had kids. So absolutely. and and and we all can you know those of us who've taught can go okay I remember when it was a whole lot of me talking at kids or students whatever age they were okay but that didn't mean that they were learning didn't mean that I should stop doing my talking because I still needed to introduce new
045things to them but this idea is what the part that Julie's emphasizing then is having kids take that what they've just learned and do something with it as opposed to just memorize it and regurgitate it on a test or whatever. Um that they're using processing skills. So, first of all, please understand that it's not either or. It's a combination. Um and then the other thing, um uh and and I appreciate what you're saying, uh Melinda, about when they do the rigor walks that it appears to be qualitative, but they have very specific behaviors that they're looking for. Did we see it? Did we not see it? And that's quantitative. That's quantitative. Is it there or is it not there? Or is it there and or partially there? So, is it is it like adding up
046numbers and getting a sum? No. But it's not completely, oh, I think because that's one reason that they do the um uh they do the calibrating walks to make sure as much as possible that whoever goes into the room to do the rigor walk is looking for exactly the same things in the same way. Okay. So, um, they all know this because they've been, uh, uh, swimming in it for a year and a half and, um, uh, and kind of take it for granted, but it's one of the things that occurred to me that that might not have clicked, um, with you all. So, nice job, Julie. Thank you. I look forward to seeing your other data. Yes. I think we can uh, all get to see that, right, Cass? When you get it, we
047can get it. She will. You'll get it. You'll all get it. Okay. Who's next? Who's next? The other Julie. Other Julie. Oh, the other Julie. What school is she? She's creek. Okay. Martha, I want to show you what you junior high school. No, she was middle school. Your process of what we do for the river walk. Okay. So, this is the tool and we have the rubrics. You can hide it or open it. I have them open. As Julie was saying, the different numbers you were hearing. So, we have 1 through 15 that we go and look for when we're in a classroom. And it shows you to be what it means to be like this one. It's a no, partial, or a yes. So, you'd want to kind of go through and see what
048that looks like. So, that might give you a better idea of what we're actually looking at the rubrics. And then a scale for like agree disagreeing, strongly disagree. It's a fourpoint scale. So it's really hard for us. Sometimes disagree is not a bad thing because it's still two. It's a two. So it's like a 50% that we're seeing it. So it's it's hard because we're like it's disagreeing. Well, it's on a fourpoint scale and they keep telling us well at least you're at disagree. You're at 50% or more. So you're getting there. I I have a hard time with that. You might want to get come Fred. You um you getting that. Well, Julie, you might want to come up here and stand behind him for just 25 seconds. Yeah. So, we know what we're
049looking at. I have no idea. Can you see it or Oh, I I can see it. It's just I didn't take Greek when I was in school. So, a lot of these words are really new to me. Like taxonomy. I've heard taxonomy gets used a lot. I don't really understand what it means. It's the level of what this of understanding the level of understanding of the item. So we don't want kids to be at retrieval. That's like a teacher doing direct instruction and you're just filling in information. So the higher the taxonomy level the the more it's challenging to the student. So like if they are creating and they are analyzing and they are doing that's the level we want them at. Well, I can I can say one thing about my observations. I've been
050in some of the classrooms and I think Miss Veila was uh very very kind to me when I was first visiting the school and she took me in and I got to see a fourth grade classroom and I think I've mentioned this before and I don't think and I I did do my share of instruction. and I was an apprentice instruction for my uh construction craft. I taught apprentices, different classes. I need to kind of watch. But I've never seen a classroom that had the students as engaged. Yeah, we've done I need to go do the the learning process as I did in that fourth grade classroom. So I have to believe that that kind of interest and participation on the student level, it it has to it just it just has to bring the
051stuff the the whole comprehension level and all the grades and everything that goes along with it up. It just it it's I I don't see it reflected a lot in in a lot of the data, but I can see the enthusiasm and the engagement of the children and I think that's amazing myself. So for what that's worth. Thank you for sharing that. Thank you. Maybe gives you an idea of what we're looking for the rubrics we call them theors when we're in the classroom on what we are actually looking at. Um I forgot Julie stand closer to the microphone please. So I forgot to add my other two uh members of my team. So Miss HGY and Mr. Burgess are also part of the team. This is our students doing student teaming on campus. So
052they also have the resources and the different um strategies that they have been taught on how to collaborate, talk and you know for this case with language arts they are looking at um a book and they're analyzing a passage and trying to find evidence and they're doing that and they're um basically sharing and comparing and then coming up with their their um final product as through implement. Yeah, sorry it's been a long day. Implementation dashboard summary view. Um, again, Bella kind of went over that with you already. We had a little bit of a dip on this. We and so we are coming back up on our numbers. Look and learn data again. We had the dip um November, December, we had a transition of uh the SLC coach on our campus which from one
053person to the next who we work with. So we as we worked with that person and started really diving in working with her and now we're starting to see things really starting to move at this point in time. Miss V. Yes. Can you go back to the last slide, please? Is there a a reason for that spike in October? So, in October, apparently, we were on it. We were going in and doing a lot of look and learns. Uh, November hit. This is when we had transitioned into a new person at our site. So, we were recalibrating re doing um all learning new processes with the new person. Basically, we had to recalibrate different things that from one person to the next. Also, in December, we have testing. You only have 2 and 1/2 3
054weeks. There are November, same thing. So, November, December, there's a little bit of a decline for testing, recalibration. And um also the look and learns went down. Miss HGY, our instructional coach, was gone for two and a half weeks because she got really, really sick as well. So, some of that data was from that. Okay. Thank you. And our numbers have come up dramatically in March and we are going in the that direction. So look and learns what trends are you seeing? We are currently experienced a dip in implementation. So we had experienced a dip but we are coming out of that as we have been working with Stephanie from IE who's our SLC. She's our Skype site leadership coach and we have been really um putting a lot of parts and pieces into things.
055IE is not only just kids collaborating in the classroom. Um IE um has also been a huge support and teaching teachers and the admin team how to make instruction better in the classroom. So they are they're a wealth of knowledge. They are very experienced people. they've had, you know, a lot of time in education. So, they are teaching us how to be better on teaching our teachers and then that helps us teach our teachers to be better in the classroom. So, this is a lesson plans and looking at the components of lesson plans, looking at the success criteria, looking at learning targets, really looking at student evidence, is it aligned to standards, what is it that we're seeing in the classroom? So this process is is something that we keep saying to the teachers because
056our lesson plan keeps evolving. They're like, "Oh, we got a new template." Well, as we keep working with the strategies, things have to keep evolving as we are learning more. So this is a constant moving cycle and we keep trying to look at and this is what the look and learn trends are is to see where we're at. What do we need to do? What do we need to continue to improve on? What is it in the classroom? So, and we have made changes or intentional calendar during for the week so all of us know where we're at, which classrooms we're going to, who do we need to be in, those type of things. creating protected time for our instructional coach to hold consistent PLC's using the empowerment central courses coaching cycles we focused on
057MOI progression moving the teachers through the progressions coaching conversations with teachers on improvement plans setting expectations and behavior managements and that is not reflected in the look and learn data but it does if they don't have classroom management then they can't do the the teaching our rigor walks. As you can see, you kind of already looked at this and you're like, you see a flat line, but if you look from on the first one, it kind of dipped and you can see that we are dramatically increasing as the time is going on. And just another note, when we do a 45day goal, we have 15 questions that I showed you on that um on the on the rubric. we are only looking at two things usually for a 45day goal. So two of the 15
058questions we are really looking at um as you go through 13 14 and 15 those are ones that as we progress and our teachers progress through the MOI progressions those are ones we'll be hitting at a later date. So it's like the seven eight and those questions we have to get those in place before we see movement on the other ones. So data trends, we did have a dip in implementation. So we have something called an action board and you'll see a picture of that. It's a board where we have our 45day goals, our um then we break those down into what we call milestones and then two week sprint goals. And then we have uh action steps for those that we work on every single day. We have standup meetings. Where are we at?
059What are we looking at? what is the trends telling us in the classroom? Um feedback and discussions with teachers regarding what we see in the classroom is taking place. Stand-up meetings with the staff regarding goals and expectations are done daily. So we have daily standup meetings with the staff to go over goals and expect expectations benchmarks. I'm going to just kind of go to the cohort. So, it kind of is a little deceiving. We had 57.8% in red. So, we did go up to 59% um on midyear ELA data. This one we did go down from the 74% down to 64%. And that moved the yellow and the green higher for our cohort for ELA data on the eighth grade. And math data, we dropped the 64% the the the red down to 58%. And
060we moved those students over into the yellow and we actually put 7.4% up into the blue. eighth grade midyear not quite sure this is conversations we've been having and really looking at it um something you'll see in the presentation a little bit is our data board looking at Galileo looking at the standards and going back and reteing has been um something we instituted in February and I don't have the data to show you here but I can submit it later when they went and retested we had phenomenal growth so it being very targeted Ed looking at data has also helped move instruction as well. Science, we had a a drop of 20% in seventh grade and then eighth grade we actually had a drop of 40% in science in the eighth grade in the red.
061So to me that looks very promising for where we're heading with seventh grade. Now we just need to move the yellow up into the green. just keep pushing. Um, this is our updated SIM data. The previous one that we had originally done was an older version. One of us, um, beginning of the year, we started off with a We have pretty much a new staff at Fox Creek. I'm new to my position. Mr. Burgess is new to his position. Twothirds of our stu uh, teachers are first or second year with us at the school. Um, we had a third of our teachers being new this year at Fox Creek. So, implementation is one of the reasons we saw the dip as well because of having such a new staff at the site. Um, when we
062redid the sim data uh last uh two weeks ago, we did see growth on where we are going on the sim data. So leadership systems has moved dramatically over as all three of us have really learned our roles, responsibilities, uh data for improvement. We are constantly moving. By the way, the blue is like the movement. The orange is where we were at the beginning of the year. So we are seeing movement on our instructional maturity model. Curriculum and assessment. We moved again over. So we're looking more at standardbased lessons in the classroom. Teachers collaboration has moved not a lot but it is moving in the right direction. Again we do have a lot of teachers who are new so you know there's a lot of things that need to be in place to help them
063support them. core instruction we're still moving in the right area and then the self-regulation and agency we're kind of stuck on and that is something that we are con we are working on right now so we have a goal for that as well so celebrations core instruction teachers have shown growth from teacher directed to facilitated there's new roles so we're seeing growth there collaboration our staff does a great job of collaborating they are really taking the MLI strategy ies and they are really running with it in the classrooms. We have some teachers who are doing some phenomenal lessons with the MOI strategies that have been brought to us from IE. Uh without consistent opportunities to work in teams, we have not seen movement on the growth pillar yet like that's not like mine like oh
064it's not passing period. This is our action board that I was talking to you about. We have our 45day goal at the top and then the smaller pieces and then the post-it notes are the action steps for those days. So it goes in the to-do or the doing or goes to done. So this is like the action board that we stand up as an instructional team every single morning and we discuss celebrations in classrooms. There's increased student talk. We have had a a big shift in the coalition of the willing has really increased and the movement of MOI teachers on MI progression has increased as well. Teachers are innovating ways to ensure that resources are available for students to use. A lot of our teachers have taken the MOI strategies and created notebooks so that
065students have resources. They know the sentence strengths how to talk with each other in groups or they have the structures. If they get stuck, what do they do without having to rely on the teacher all the time to get them unstuck? So they have the resources from MOI in there for them to use. Attributed to we had period sweeps feedback. We were going in the classrooms as a team. We pick a period for the day and just always go into every single classroom and then we talk about what we saw. Lesson plan feedback. We do feedback on our lesson plans every single week about the look force. And we'll look for are with what the rubric basically is on the river walk. Courageous conversations with teachers. Teacher engagement during PLC's. Noticeable changes. We're adhering to
066calendar tasks. We're increasing our collaboration with one another. The coach is now really focused on coaching cycles. The teachers are highly engaged in planning conversations. There's been a lot of work and we're still doing a lot of work. Um my um Stephanie who I work with from IE has been really phenomenal in looking at like okay let's do a vision statement. So now we have a vision statement for instruction. What is it that we want for that? We've been looking at the structures of like I said the lesson plans. What do we need? What are we missing? What do we need to continue to do? So there's been we are continuing to just to look at the data, keep looking at it. Um, to me it's been invaluable. I would not know what to do
067if I did not have Stephanie from IE on campus with me to work, especially as a first year principal. Having her as a resource has been without a doubt one of the best things that I could have ever asked for because she is a wealth of knowledge that she, you know, because she's very honest. She tells you what she sees in the classroom and then like what are you going to do about it? What are the plans? What are the steps? what are the things so we are making great stride and I believe it's because of the help of IE so it's given us the structures it's given us the ability for the instruction to get better in the classroom and it's also made it where kids are more excited because when they're actually doing
068like you said when the kids are excited especially junior high level kids they don't want to be talked to so they they enjoy being able to take the learning and being able to use it. And it's really worked really well for our group our for our special education students in the classroom because they're in groups. So they can still participate. They can still do pieces. They are a member of the group and they have learned. It's been great for our EL population because again they are teaming together. So it really helps with all populations at our site too. It's not me. You have any questions? Thank you. Thank you very much, Julie. Thanks, Julie. So, thank you. Thank you. Hello, I'm Chris Roy, principal at Sunrise. Uh Aaron Francis is my assistant principal. He's with
069me. And Amy Morstead is our instructional coach. Um so here are some examples of student teaming up at Sunrise. Uh you can see some kindergarters when you go into the kindergarten classrooms now versus before it's it's a completely different experience. Um you have students uh in the one area they're talking actually and they're deciding um what heavier how many how many flat discs do they need to make it um how many pom poms do they need to make it even with a flat disc and they're uh talking about it. Um the discussion students are actually having is a completely different thing than that than we've seen in the past. Um you can see an example they were studying um civil rights leaders uh like Dr. Martin Luther King or Rosa Parks and the students drew
070their favorite um uh person that they resonated with them the most and then talked in their group and they put together that those people were trying to bring people together. They're working on math creating their own math problems and they're discussing how they got those those answers. And so it's a it's a change in the in the way that uh kids are working. Some samples from second grade. Um students are working in math. They're having AP partners uh and solving math problems. Different different methods. One's drawing pictures. One's doing the um normal vertical method. And then they discuss if they got answers the same different what was going on um and talking about their answers. They're also uh summarizing uh the passages and then creating a final team summary together um as one uh team.
071Uh in third grade you can see uh the students are using the extended thinking guide in the upper right hand corner. So they're they're talking about something sharing an idea and then um based on that response from that student expanding their own thinking from that. Um and then uh students are also they're working comparing uh geometrical uh shapes and their parameters. Um so currently uh 82% of our teachers are implementing the desired effects of MOI 101 as measured by look and learn data. So that's that student teams are working together their assistance um with the assistance for the teacher and the participation is equal as students voice or student evidence is aligned to the learning targets. Our current focus is uh coaching teachers into further into 20 or 2011 where students then learn as a
072result of teaming where they're starting up they start that teams and they're learning as a result of teaming. Um the teachers are encouraging teams to take ownership of their own conversations and social problem solving and working towards um getting the teachers to put more owners responsibility back onto the students with readiness check world cards um and responsibilities and resources that students can use to affirm their thinking charts in the room. So, it's getting it's putting that learning back on the students because the brains that do the work do the learning and so getting the the out of the teachers mouths into the kids mouth and they're talking um so they get that uh learning happening on our look and learn data. So, as some of our result of our look and learns, we determined that
073um some of our implementation issues were skills that rather than real issues. We always look at are there skill problems or real problems? what's going on. And so, um, we've scheduled, uh, we've had to, uh, schedule planning. Um, we've delivered, uh, uh, delivered, uh, feedback cycles with coaching with the instructional coach. The coaches, my coach implemented some daily uh, standups with teachers to have more rapid response to implementation cycles. Um, and we also developed a coaching board to be able to uh triangulate our team feedback, triangulate our team feedback as instructional team. And you'll see a graphical picture of that later. Um, our rigger walk data. That's what I, J, and Aaron does as we go through the classrooms. It took a dip in December. We had staff out. We were studying. We were sick.
074Um, so that dipped down. We're getting back up on up on going on that. Um, and we're planning Going forward, we're planning we're going to continue providing uh professional development for teachers, support them, refer them. Um, one of the nice new pieces of is the courses that teachers can go back and so we talk about various pieces that they can go back and learn and and watch a video clip of it and then we can have a conversation. They reflect on that video, what they're doing in their practice and have a conversation and keep going that way. Um, you want to continue to move them along that that continuum. So this is our site data. Uh um kindergarten we're at 45% proficiency. First grade is 38%, second grade 45, third grade 46 and uh fourth
075grade at 50%. Galileo we're definitely struggling. Um some of the some of it's first time computer aspect learning student you know actual computer. I don't like the trackpads. there's two figures about how to click and that kids know kids learning that piece of it. Um, and then we've also looked into those questions and and found that some of the questions are asking we're asking higher level than what we were actually teaching from the standards. And so looking at those things closer and determining that what we're going to be working on. And so we're now working on reviewing that complexity levels for those questions and um making or finding tasks that match that complexity so that students have more opportunities to work through those problems as teams and then with their teacher for guidance. Um, we
076as ILT, the instructional leadership team, we're constantly looking at data and thinking about our data. And we're working on modifying some data systems to have more um midcycle and short cycle data available to make instructional decisions um quicker rather than waiting on that data from our benchmark data. Um, we don't want to ever be surprised by our benchmark data. So we're we're trying to dig in and progress dig into our progress monitoring data more to have that continuous cycle so we can hopefully see if we're doing a downward trend we're seeing it earlier and be able to uh make some changes to counteract that possible the negative trend. Um our teachers have been reflecting on their data, the current benchmark data. They've identified some students who uh they where they that they grew, fell, stayed
077the same, and then um pick some target students that we're going to work on. Um do some extra interventions and then in that three week cycle check back and see how they're doing and see how those interventions are are working. And through our CNA process, uh, we've just definitely decided we needed a better system to be become, it became more transparent that we needed a better data system because teachers saw a need to be able to speak better to their data and in a moreformed way, especially in math since we don't have a a progress monitoring like we do with dibbles for reading. So, we need something more for math. Um, and so we want to uh be able to monitor that rather than just waiting for this benchmark data. And um in reflective conversations
078as our our ILT and leadership teams, we've come to realize that many of our teachers have come to education throughout that are no longer teaching pedagogical things that we learned when college and they've gone through um so they have that tier one and tier two, tier three of knowledge of instruction and uh we need to help them on that journey part on that journey and through um co um there wasn't student teaching happening there right after co co we couldn't get kids into student teachers into classrooms and so some of our teachers are missing that and we've noticed that piece and are starting to try to plug those holes some cohort data um this is kindergarten um beginning of the year and mid of the year you can see um looking at our teachers digging
079into the data looking at it you know what obviously when your data doesn't go the way you want teachers start they take they they take that to heart and we're looking at it um and they're looking at the questions and and so uh for example this this kindergarten group um they looked at one of the standard is um the counting and cardality standards and really they're they count to 100 orally but they're only expected to write numbers to to 20 and from these questions had like 39 starting and so they realized that The testing is at a higher level than they the standard asked for that they were teaching. So we need to bridge broach bridge we we make that bridge that gap bridge the gap and so they're going to be um uh working
080on that in the daily [Music] instruction. Um first grade we had our midyear dip happen and so teachers again are targeting um students for additional event intervention and working on some fluency skills that um should hopefully address some of those issues. Uh second grade we've been able to add another section of second grade. So bringing our class sizes down smaller will help. We were at 28 now we're on 20. Um so with those smaller class sizes, teachers are going to be provide more personal instruction. Um through that progress monitoring more frequently and implement differentiated strategies to support struggling learners. And so it's also will shift our the shift will also allow us to increase small group instruction fostering that deeper understanding and comprehensive mastery skills. third grade cohort data. Um, third grade has made progress
081based on the second grade math and third grade cohort data. We're going to continue working I mean obviously it's not where we totally want, but we're going to continue working on that momentum that uh practice uh teachers are continue providing targeted interventions that addressing specific skills and focusing on the foundational math skills and reading skills. uh fourth grade. You can see from second grade through fourth grade over the past two years that the math corporate data showed that there's an improvement with the reduction of minimally proficient students and increased and an increase in partially proficient and proficient. Um it's indicating that intervention strategies are working. They're having positive impact on student growth. Teachers are going to continue to support um students do small group instruction and push those partially proficient students into proficiency and reinforce
082those um concepts. conceptual understanding and problem solving skills for deeper mastery and monitor that progress so we can adjust our instruction based on student needs. Chris, stay here for just a second. The cohort for math uh 20 for the third grade beginning beginning math for 2024 and 2025. That's the approximately the same group of kids, right? Both are the same. Yeah. I mean, it's approximately. Yeah. Um what what is the reason for the differences? I mean, there's a whole bunch more red from from third from from 2024 to 2025. From third grade to fourth grade. I mean the the reds are trending up. Yeah. Different standards and different complexities that that um students didn't have and uh fourth graders saw really a lack in some of the foundational like multiplication back fluency. So they started
083working on that piece of it because students could do some problems in third grade but lack some of those auto automatic skills. And so when you struggle doing automatic skills it impacts everything. Okay, I wanted to talk about our our SIM charts here. Um, it's instructional the school instructional maturity model. Um, so we've taken we had taken a step back into more hierarchical authoritarian. So as a leadership team making more of the decisions for teachers. Um but since we did that last year appraisal, we have moved over a little bit. Not not too much further, but we've been moving to the right. We're making some progress. Um one of the things that we've been talking about is doing getting a way to get more of the teachers involved in next year in our role setting
084process so that they're more part of that cohesive team. And so we want to increase our our instructional leadership team to inre include possibly team leaders so they can help us act out our tasks. So um and probably rather than uh the instructional team meets daily that they need to stand up to talk about how things are going but probably do weekly things with teachers with team leaders to talk about for this week what we can do have them help us do with their team whether it be planning and things like that. Um here's our action board. So we meet uh daily in my office and we take turns sharing out what actions we took for that day to move us closer to our goals and then what we're going to do the next day
085to continue to move us toward towards our goals and if we didn't get something done that day we ask questions like so what are we getting done and then um how can we remove that competitive so if it's something that I can step in and take um maybe there's a meeting that wasn't wasn't scheduled um and so Aaron has to be in that meeting I can then take over that task that continues that day. So we work we're working together as a balance team to help each other out. Um when we create the goals and sprints we uh we had to create big rocks, little rocks and then task analyzing our niche. And so, um, part of our things that we talk about who's doing what pieces and rather than assigning, um, like I'm doing
086all these, we we look at the the rock and all the tasks that we get done. And then that day, if you want, I can handle these things today. And then the Aaron different things that he he can do to get us toward that goal. And so it helps us as a team rather than they say like, I'm going to get these assign myself these tasks, Aaron, these tasks. If you have the impendance, we can't get those done. But if we say, "Here's what we can take today." That helps us move us toward our goal. Um there's a heart around our action board. Um and I happened to put up in February and when Heidi came said, "Oh, you said really like uh Valentine's Day." I'm like, "No, I put up for a daily constant
087reminder." Our action board should be our heart of our decisions that we're doing for the day because that's those are the tasks that are going to get us to the goals that we set. And then of course there's times that it's not working and you get stuck. And so you um we did some root cause analysis and um we worked with our ILT and we did some deeper diving into our imple implementation struggles. Um we each came up with our own strategy to add to our action board that's going to drive us and our teachers closer to our goal and overall implementation. And so, you know, with the root cognostics, we listed what we thought our difficulty like implementations were. This is mine poster. Um, you know, second order change. It's hard to change that
088belief system. Um, skill versus will. Um, the thought was that maybe we had a lack of will, but really it turned out to be a lack of skill some for some people. And, um, they didn't want to fail in front of their peers. And so um what um we did what I did was um start planning individually with those with that grade level that was having some struggles doing some PLC's and so I'm planning with teachers individually and so then it's a conversation more and it's not they don't have to worry about failing in front of their peers. We're talking and saying all right so in this lesson what are we looking at what's the question? What what vocabulary do we need to emphasize? what tools do you need to have the students use to
089have that concrete experience before you go into the abstract? Um, and some of our teachers are in this group that did not come through regular um, teaching methods. And so like there's been some ahas of like things you wouldn't think that they would they wouldn't have known, but like what vocabulary was really important and so here let's put make an anchor chart for these things. here's some visuals you can add to that anger chart. And um from that like the first meeting I had with that particular teacher like she like lit up and like had got really gotten excited about planning and like ready to meet with me each week and talking more about and being prepared for our meetings and um that's new for us and that's that's exciting. Um, so it's an example
090of of our coaching um, uh, board. And so one of the things in this work is that we're working together in ways that we've never worked before. And so is being more vulnerable to each other and saying this might not be working or I'm not getting it. What can you help me? Where where we can where can we go? We have more resources to be able to step in and help us out. We've got I've got Heidi. Amy's got Kristen. Um, and then we've got the the uh learning the new uh courses in instructional empowerment central that we can then go to and say like, you know, so teachers are really struck stuck on um question eight on a rigger walk. What can I make making sure that I understand what that's looking for? there's
091there's like six hours of video they can watch through to make sure I'm understanding it better help them. Um, so we're our instructional leadership team is also still working on trying to hold ourselves more accountable. Um, that's part of that next triangularity team of knowing that we are human infallible and it's okay if I fall down, you're going to be there to help pick me up and we're going to keep us moving together along. And so um we're there to help each other pick up the slack and if we have those barriers uh one day somebody's there to help kind of move those barriers for us. Um part of what we talked about before was that skill wo um so we're constantly looking at various data points like student data observational walkthrough data look and
092learns rigor walks and we're discussing that data and student evidence of the MLI practices teacher practices and that's when we discovered some that were uh skill issues not they just didn't know from like how to implement start doing PDS um based on what we saw in the classroom what was missing And then um since then some of those teachers are coming back and they're excited. They're like coming I just tried this. Can you come and see what you think? And so we're getting some of that uh buy and success again some celebrations. So our instructional leadership team we're you know we've recommitted to that coaching process. Um we've taken the opportunity to discuss coaching cycles and analyze our look forth. the teachers are expressing excitement about teaming tests and then sharing that success when they
093see you in their classroom, they're sending send us a picture. Um because it really is amazing when you walk into a kindergarten first grade class and they're respectfully disagreeing like I and and they say that I respectfully disagree and so you're like wow. um the teacher are asking for feedback. They're taking ownership more ownership of their PLC's and um they're coming to PLC with tasks and then be able to talk about those tasks and whether they they're going to hit the mark or not. And the collaboration students, they're having conversations, they're using roles, they're working through their problems, and they're agreeing, respectfully, disagreeing, adding more. And so if you um this slot was up and we went through classrooms and you can definitely see a difference from last year, two years ago versus now in
094the classroom. Students are having conversations and so we're teaching them important life skills, not only because they're doing the work in learning standards, but life skills of how to interact appropriately with groups. And so hopefully in 10 years you're going to see less, you know, negative Facebook posts because people conversations to read what you're saying, you know. Um and so then um our 45day goal is that our last one here is that May by May 6 uh 70% of our classrooms will have teens uh participate equally and interact as they uh collaborate on tasks or open-ended questions um and prompts as measured by that rigor walk questions four and eight as we are higher. And out of uh the initial part of IIE, oh our initial part of IE was just our vision statement that
095night every day. Uh we say over announcement, it's on um our Facebook everything. But uh we had used to have a vision statement that I thought how can people not know? It's on my go email. It's everywhere. But teachers didn't even know what the vision statement was. So now we have a habit. Kids have actions to go with it. Sunrise empower students to shine with 21st century skills. They share ideas, hold each other accountable, illuminate evidence of learning, nate, navigate grade level standards, and embrace multiple viewpoints. So that shine piece. And so you walk in classrooms, you can see kids doing their actions and they're empowering, embedding what that stands for. Thank you, Chris. Hi, good evening. I'm Stephanie Mccoral. I'm the proud principal of Diamondback. Who walks alongside with me every day is my
096assistant principal, Miss Emlin, my instructional coach, Mrs. Cop, and my school counselor, Mrs. Pep. Here we have kindergarten using manipulatives and sharing their thinking mat thinking with summarizing thinking mats. So, think of five-year-olds This is what MOI and IE has done for 5-year-olds. 5-year-olds can sit, have conversations, build and use instructional materials. We have our fourth grade teacher shares on the road again with one team. And this where the kids, they have the card and they start to talk about to get them back focused on what they need to do. Our second graders again that you can see the roll cards. They're using the roll cards and then the samurizing thinking guide to help them guide and they're building doubles. Here is a first grade teacher that would their students were building uh sentences based
097on their phonics skills that they were learning for that week. Here again, five-year-olds. You would be dazzled if you walked through our school and saw what five-year-olds can do using teaming structures and having discussions and they're holding building groups of 10. As said by the previous principles, here is my implementation dashboard summary. After examining our data in the learn metric, we have noticed that teachers are not going into the classrooms regularly. So, as a core team, we determine where our teachers are in their learning. If we see them struggling with a certain aspect of MOI, then we sit with them and we go into empowerment central and we watch a certain course with them and then we reflect and build action steps to implement what they might be struggling with. Our look and learn data
098has really dipped for the month of January. February it went higher. March is going up, but March we've only had two weeks. Um, as we discussed as a team, we were going and seeing what trends we see. Most of our teams are are very strong. They work together as a team. They build the same powerpoints. They have the same learning targets and sex criteria in their classrooms. And then we're all using, we have a lot of new teachers, so they're using MOI 101, MOI 2011, and still integrating the MOI 301. and really impressed with their growth that they have had. Here is our metrics. We have staff mastering 101, but at the same time incorporating which I just said in the 2011 and 301 strategies. We do encourage our teachers to go into the classes
099offered by empowerment central to help. We discuss this during our PLC's and conversations along with using the implementation pro progression with a reflection and building goals. our rigor walk data and this informs our action boards. You've heard the last principles talk about action boards and how that goes. When we do our rigor walks, we look at trends. What what are we seeing throughout the classrooms and what are our next steps to move forward as Julie told you the rigor walk data is a four-point scale. So you have four points and it's reasonable to represent and your research shows that the more action the more explaining a brain does and the more coaching so when the kids are sitting and having conversations with the other kids the more learning that is going to take place. Here
100is our rigger walk data. We've had some dips, but on March 6, I'm proud to say we met our 45day goal and we were very proud and the teachers have showed a lot of strength in that. Here is our benchmark ELA um one and two second to fourth grade data. We look at this as a journey because I'm sure what you look at is the big red bar which I look at, right? So the data shows all we can do is look at that and then plan of how we're going to move forward and make it better and what steps we're going to put in place so that there's not that big red bar. So what we have done is we've created data folders that include reports from Galileo and Dibbles. We've had data days
101with each grade level and we've gone through the standards. What has been taught? What still needs to be taught? Which of our students have mastered or not mastered the standards? We've also analyzed, we've broken down the Galileo questions into is it a question, is it an issue that the child didn't understand the question or is it a question type such as sometimes there's two parts to the question and so maybe the student didn't reprod what kind. So we really digging in to analyze is it truly not the children not understanding or was it a question type? So we've really dug into that as as staff. We've helped each grade level. We've built small groups based on this, created common formative assessments to see if our interventions have worked. We planned next steps and we're constantly
102reflecting on what is working and what is not working. Here is my third and fourth grade math data stated in the last slide. We still are analyzing date data daily, weekly, and monthly with reflections and we are planning instruction based on what the data shows us and then moving forward. Here is our dibbles for third and fourth grade. We had a slight drop in the dibbles data, but we are continuing to progress monitoring and track our students and make sure the students that need the interventions and specific skills are getting that. Here is my fourth grade cohort data. So you have the math. It's kind of as a school and co leadership team, we look at the data, reflect on the practices. We plan to monitor small groupoup instructions to move our school forward. Our
103teachers are an integral part of this process by using our PLC's day-to-days and planning for next steps. And we sure hope that we come back to you and show you benchmark 3 where we'll see a great increase. Here's our third grade cohort. Our expectations with the new goal is that all students and teachers will track student evidence to master the standards. Here is benchmark math for kindergarten to second grade. Here is our dibbles data for K one and two. All K one two have increased in dibble scores. So K one and second grade all increased their dibble scores. What I'm talking about is they all went all the proficients or highly proficients went up and the red bars went down. Here is our second grade core. Again, while the data dipped slightly in second grade,
104the Galileo benchmark target moves with the student throughout the year. Here's our first grade data. The first grade data shows a major increase in proficient to highly proficient from the beginning of the year to the middle of the year. Teachers are reflecting and sharing practices that help to see this grade growth. Here is kindergarten. And again, we have great growth in the area of math. This is we created this in our PLC room. It's a data board based on what we learned in our Galileo scores. We knew it was clear that we had to have some sort of strong visual so we could watch how our kids are moving. So you'll look at the bottom which is red. That's the minimally proficient. So we have the kids names in the red and then the yellow
105is partially green is proficient and then blue is highly. And then so after we do progress monitoring the teachers come in and talk about it and then they move the students if they've moved up or down so that we can visually see how if a red goes to the yellow or red goes to the green or yellow to green and blue. So we can actually see and watch and track their progress. Here is our SIM model. So the stars were last year and then the green circles is A36. That's where we just ended up when we did it in March. Um we've seen great growth in core instruction moving towards more student centered. Curriculum and assessment is showing an increase due to the Friday PDS when our teachers get to collaborate as a district level
106team and plan for engagement task and misconceptions that may come up. Here again is the the action board that all I don't have to go into because all the other principles have done it. But we again we meet daily. we talk about what our goals is, where we're going, and what hindered us or what is in our way, and how can we counteract that. Um, I would have to say that along with Julie, Stephanie is my IE coach, and as a first year principal, she has she has really just given me a wealth of information. She's constantly pushing me. She doesn't give me answers. She'll ask me questions of how we think outside the box and how can we move Diamondback forward. Our new 45day goal is 60% of teachers will use data from tracking
107student evidence of task aligned at the taxonomy level of the target of higher in order to take action by providing feedback and modify instruction. The celebrations in our classrooms is our PLC's are much more focused strategies discussed at PLC based on walks and look and learns planning is visible and being implemented in the classroom. So what that's talking about is at the beginning of the year we saw a lot of planning but then when we went into the classroom we didn't see it being implemented. So we've changed some things. So now the planning is visible and being implemented in the classroom. Agendas and CFAs have moved instruction in small group structure. Teachers are using the MOI progression during coaching and feedback conversations. Having students engaged in learning has decreased behavior across campus. Student conversations are
108productive and focused on the target. Teachers are guiding, not lecturing. Meaningful activities are pushing and leaning forward. Student teaming and roll calls are visible and academic language is being used. Um, oh, sorry, Cassie, hold on. Um, I bought along brought I brought I'm getting tired. Goodness. Um, I brought my school counselor, Mrs. FP and my first grade teacher, Mr. Herabes, to talk to you a little bit about how MOI enhances their classroom or their practices. Um, good good evening everybody. So, I am Mr. Carlo Herabes. I am a first grade teacher at Diamondback Elementary School. It's my fourth school year teaching in Diamondback. So like I was observing like how my classroom was growing since the first year that I was teaching here. So when I started teaching here like it was more of um
109teacher centered classroom. It it was way different like what I'm doing right now like students are just listening to the teachers and then students are just doing what the teachers are letting them do compared to right now. I mean I have to be honest with you it was difficult at first implementing all those strategies that we are I am imple implementing right now in my classroom you know like teaching the students especially teaching them what what the roles in their group what the roles in their team and as what I've I've heard from from the other principles and of course yes there are students that would you know like I want to do this and there are students who would just listen and I always explain to my kids that you know in reality um
110when you grow old like you have to you have to work with these people. There are students that are not um they can't go along with your team. But what what I what I'm trying to to to tell my kids is that you know regardless who are you working with in reality you will be working with this different type of students. So again like the students engagement that I can that I have seen in my classroom has been increasing a lot you know I mean it was always you know like trial and error trial and error you know but again I've been learning a lot of um a lot of suggestions based from the results of what are in my classroom and I can tell that how my students are well engaged especially with um
111how they explain their answers your teams sharing answers and the wow factor is that I being their teacher always learn from from these students that you know that you won't like oh that's right you know like that that that wow factor that come up from those students like from those little ones especially first graders you know so yeah again like I mean my classroom is not perfect but um seeing I mean comparing my first ever teaching experience experience here in in Diamondback and my students that I'm having right now is way different. Thank you. Thank you. Thank you. So the two things I want to mention. So I'm Nancy Papy. I'm a counselor and I've been a teacher for a really long time. So when I started, one of the things I noticed is that
112they took researchbased structures and they gave people a way to teach them and coach them through it. So things that we already knew were working, people are doing more consistently. One of the things that you guys I don't know if anybody mentioned, maybe I didn't listen, but your map that showed those or your graph that was showing the targets after um your rigger walks. Every time they're looking for a different thing. So the reason that your thing goes up and down is because this time they're looking for this. That's something fairly simple. and next time the goal is way more structured or way more difficult and so it goes that's why those aren't the same. The main thing I want to mention to you to Mr. Roy because as a counselor the I the programs
113of um the way they teach kids to team are life skills. So every time that they're teaching a teaming thing the first thing the kids do are reflect on what they think themselves. How often do you have kids discuss things and you don't give them time to think first? I used to do that all the time as a teacher. Now they think first. A lot of times they record first what they're going to say. Then they each share and then they all talk about what things they have in common or they discuss them. So you're learning how to hear every person in your group. The next thing that happens is that the structures of instructional empowerment tell you how to do it respectfully. So they have sentence stems they learn. I'd respectfully disagree with this.
114I see that, but I'd like to add more. So while we think of life skills, I'd like you to think about the people who come into this office sometimes. Have they learned those skills? Are our students all learning those skills? And one step further, could you imagine politics right now if everyone that spoke thought before they spoke, listened to each other tried to think about other perspectives, and then combine that before they said things. So, I just feel like these structures are giving our kids things that make a difference. And I see kids doing it. I've seen kids talking to each other on the playground saying, "I respectfully disagree with you. I think this and that." And so, we're giving them skills that going to last the rest of their lives and can make the
115world a better place. Thank you. Thank you. Thank you. That's a counseling. Yes, it is. Come on up, Cassie. Hello. Hi. My name is um Cassandra Wily. I'm the principal at Desert Valley School. Um my assistant principal is Mary Poselli. She's here in the back with a baby. And uh Miss Morgan, Maggie Morgan, is my instructional coach. Uh she's not here tonight, but she does play a tremendous role in our progress at Desert Valley. So, I'm probably going to cover a lot of things that you've seen four times before. So, I'll try to add some clarity to it if I can and kind of say and share our story at Desert Valley. So, if you look at these pictures here, uh these are all examples of teaming in the classroom through various tasks. I mean,
116if you see the kids sitting down um on the colorful mats, those are our kindergarteners. And um something that's pretty remarkable is when we started the instructional empowerment like process, we started with partner talk. like how can two kids talk to each other in a meaningful way. The picture that's all the way down on the right hand side it on the board you notice it says the expanding thinking. So I can't just tell you I agree with you because we both read the same story and you know the character did do that. They have to say well yeah I found that on page 18 and I think that that's important because and I have something else I want to tell you about the character too. Right. So, one of the things about emper empowerment and
117the progression of skills is that it never stops. It never stops. So, when our kids are enriching and meeting that threshold, there's something else for them to get better at, right? So, that's kind of a double-edged sword as a principal and you're working with teachers because it's like you're you're setting the bar all the time and when they reach it, it's like, guess what? I got something else for you to get great at. And what's awesome about it is I brought two people who are exceptional at that that I want to make sure that they talk tonight because they actually create things before we even learn them in empowerment. When they see barriers in the classroom with students having these things, they're like, I can get rid of that by adding this. And that's the
118really great part about a product like empowerment as well is it's not just you have to use it this way because it's this and that's the only way. You still get to be yourself within the process. Your teachers get to have autonomy. They get to create and like break down barriers for students by using the tools they have. So if I don't have those skills inherently in me, maybe I didn't learn them through like my typical college career, I can use what they have. But if I have a lot of those skills, guess what? I can take that and build. And so that's like a really good jumping off point for some of our more proficient teachers also, I think. So when they accept the challenge and take it, some really cool things can happen.
119And uh my own son's in one of these pictures. So, you know, I love when he comes home and he says, "I got summarized with my friends today and they had a way better idea than I did. So, tomorrow I'm going to do it different." So, I like that about that. It's not always his way all the time. Being able to hear somebody else's way to make his learning better is very, very important. So, I'm happy to hear that he's learning that skill. Um from Angie Richardson. Shout out to Miss Richardson if you're at home watching. Okay. In the next pictures, you can see this is one of our fourth grade classrooms. Up here, that student is standing tall and proud. We we in some of our rooms, our students stand and they talk just
120like we're doing tonight. Not an easy skill for a fourth grader, but man is it powerful. So, we're always really excited to share what they're doing. The think, the share, the expand always important. Stop, wait, go. If I tried something, it isn't exactly what I thought. How can I fix it? How can I resolve it? How can I make it better? Right? We don't stop when something gets hard. We find ways to eliminate barriers and move forward. The same things in learning. We know when kids hit blocks, they stop learning and they give up. This process really encourages them to think. Here's somebody else. How can I apply it and maybe it will get easier for me by trying again. So that's kind of a little bit about teaming. Here's our implementation dashboard from kindergarten
121to fourth grade. The learn section is are the teachers going into the online dashboard and watching videos. Right? So if you look up there, my third grade team has watched the most videos at Desert Valley and my first grade team has watched the least videos. So if I really want to know who's going home watching videos at night, that's going to show me. The implementation section down the middle shows whether or not Miss Morgan sees those things in action in the classroom. So her primary responsibility is just to coach. Coach within the model of instruction, coach within good teaching, coach within meeting the standards. So when she sees those things occurring, it gets marked as yes, I see them implementing. So I'm my highest implementing team right now is fourth grade. Then when it goes
122over to measure, myself and Miss Posinelli, we go in to measure. That's where that calibration comes in. Is what we see being taught actually measurable? Because if I see a huge lift in like that Miss Morgan's seeing it in the classroom, but when I go in and measure it's not actually happening, that's a problem. Or vice versa. If I go in and say, "Wow, I'm measuring it. I see it all the time. How come she's not seeing it in coaching?" Also a problem. It means that I don't have that consistency happening. So for us, when we see these numbers pretty close together says that we're kind of in that healthy cycle. It's not going to be perfect all the time, but that's how we calibrate against each other to make sure that we're not skewing
123the data as we move forward for where we really are. We're still in the red all the way down there. So, we have some teachers that are working hard. Our hope is to be closer to 40%. I think Heidi says it trains yellow around 40%. So, we're getting closer. Um, our last rigor appraisal data is up here for you to take a look at. So the blue bar is rigor appraisal one which happens at the beginning of the school year. The orange bar is rigor appraisal two um which was in the middle of the school year and then really rigor appraisal three we just had a few weeks ago. So you can see in most of the categories well almost all the categories we grew for rigor appraisal 3 we saw a dip in two
124um and really lifted to an exceptionally high number in three. So, our overall score is a 7.1, which we're really proud of, but I think our biggest things that we're proud of is that we're an 8.8 in conditions for learning and standardsbased evidence. So, the max on that is 12. So, 18 months into that to be almost to a nine is like pretty good in my opinion. And it's probably some of the most important for this early like stopping point in the implementation. Are the conditions of learning ready for students to learn? Can they go in? Can they participate? Can they access curriculum? Can they learn? Can they show us what they know? That's it. How what does it feel like to be in the environment? We know if the environment's not good, learning's not
125good. So, I always want that number to be very high. We hold a pretty high standard for expectations over there at Desert Valley for both teachers and classrooms. So, we like to see that number fairly high. So, that's really good for us. Between rigorwalk 2 and rigorwalk 3, uh we did a lot of work in making sure that everything we taught was aligned to the standard. So standardsbased evidence, what that means is if I go into a classroom and I see a student doing a piece of work at a desk, it has to be aligned to the standard at the right level of learning. Has to be. If I go in and kids aren't actually doing anything, there's no evidence. That score is zero. Doesn't even get scored. So for it to be 8.8 it
126means that whether I go in in science, reading, math, writing, whatever that is on those rigor appraisal days, if I go in in the first 10 minutes, the second 10 minutes, the third 15 minutes, however that 60120 block is split up, students are doing something that shows evidence aligned to the standards, which tells me that in a full progression of a lesson, they're doing a lot of work like they should be. And so that is a huge increase for us of four points. Um, and tremendously proud of my staff for making all of that happen. That's those teachers making sure that kids are working specifically with whether it be a task, a worksheet. Sometimes that's going to get them closer to the standard. Uh, I am not really a leader who likes to try to
127get good at a lot of things at the same time. So I'll own that. Um I think it creates like it like a feeling like oh gosh one more thing this will please don't give us one more thing. So we tried really hard in that evidence-based practice. We worked on it. We sold it. We microtaught it. So that score reflects that hard work. So we'll be moving in to our next 40-day goal which is really verifying to take learning within a lesson. As we're monitoring students if they're learning what they should be doing. It's telling my teachers, well, this student doesn't have this content yet. I need to work with them this way. These students, they're doing okay. They're going to go ahead and practice independently. Then I have these students who mastered this concept
128at the pre-EST. I'm going to enrich them like this. Right? Well, that's a big skill build for some teachers. So, that's what we'll be working on moving forward. But overall, really good growth for us. So, we're happy about that in the direction that we're moving. And then you can just see I kind of just put the numbers of how much they grew in each area up there for you, but overall growth is 1.2. So happy. Here's our school instructional maturity model. So you can see our dots up there. We did not change our poster from last year to this year because our ILT, our instructional level team is not only myself, Miss Poselli, Miss Morgan, but we introduced two other people onto that team during that time who have a very different lens of the
129school than the ILT does. Okay, one of them is here, Miss Alise. She is our special education team lead. If you know anything about Desert Valley, we have seven special education classrooms, soon to be eight. So her vision of how we support students who require extra support in the classrooms is very important to me. So she sits in on this. She's very good about telling me how does the model of instruction help our subgroups? How can our subgroups gain more access within the model of instruction? So she plays a big part in that. We're happy to kind of show that we've moved we're in the silver dots um up there. So we're seeing a lot more like standardsbased practice. We're still working on collaboration. Our core instruction is a lot more student centered than teacher
130centered. Unless you're in there in the direct instruction, which Dr. Short talked about earlier, we teach primary kids, kindergarteners, first graders, second K4. They need someone to tell you this is how you do this. It's our primary job to make sure we teach them this is how you do this skill. So you will always, always, always see direct instruction. What we do after that, how we measure the direct instruction within the lesson is how and where the model of instruction really steps in. Okay? So teachers get the opportunity to do their very very best instruction in that tier one. If it works great, how do we enrich? If it works okay, what do we need to do in the moment? If it didn't hit the mark, how do we retach and what do we work
131on? So that goes into that student thing. Okay. So, co cohort data. I've had a lot of people before me have done their cohort data. I put mine up a little bit differently. I look at cohorts starting in 22 23 when we first started benchmarking our second grade students. Over time, we traditionally see a dip between benchmark one, benchmark 2. As teachers, as principles, as leaders in the school, it's always like an elusive thought of how does this benchmark score go down every year? And then when we get to the end of the year, we see things go a lot better. Some of the other principles talked about, well, the number that you have to be in order to stay proficient also grows. That benchmark is made up of questions and things that haven't been
132taught yet. Some of them are priority standards and some of them are not. And so we try to look at Galileo as an indicator of how and what our students will do when they go to perform on this state assessment. We also look to see do our students carry over their knowledge from the year before into the upcoming year. So just like most of the other previous years, we saw a backslide between benchmark 1 and benchmark 2. Not too too bad for me. Anything under 10% is pretty good. When we have a cohort of 100 kids, I think, okay, what is 10% of them? How many students am I actually talking about? I like try to think about where some of those slides come. We had a much bigger side in second grade math than
133we originally thought, but I think that we're continuing to work on some content issues um in second grade and just kind of get our students caught up a little bit on how to use basically going from very hands-on into more abstract. You know, at the beginning of second grade, we still do a lot of hands-on. We're still drawing a lot of models. This test is very much abstract, just a lot of like having to apply those processes. So, we're hoping to see that score grow by benchmark, well, by the end of the year benchmark. Here's our cohort data for Dibbles. So, you can see from benchmark beginning of the year 2425 to middle of the year 2425. Those pluses are just for this school year. So, we saw a slide in third grade and that's
134our composite score. So when we look at dibbles in the grades K2, there can be anywhere between five to seven indicators that go into this overall score. Things like segmenting words into sounds, how many letter sounds are in a word, decoding words, and then reading fluently. In our third and fourth grades, it's really about fluently reading. And they also take maze, which is like a comprehension like test. So for us, we like to see if we're keeping our students reading in the lower grades. And we always create a goal as a school surrounding dibbles because if we do our job really well in K2, it makes our third fourth grade teachers job a whole lot easier. We know when kids can't access text, comprehension's nearly impossible. So it makes that really difficult. And if we
135just leave it up to context clues, that's not really going to work either. So we really try to work on those reading foundations. Here's our action board in sprint for this upcoming sprint. So 60% of classrooms will have students and teachers documenting evidence through success criteria. Basically success criteria for us is if this is the target for the day, what are the layered skills throughout that I have to be able to do to be proficient in that day? Our goal is to not only communicate those layered skills as teachers to students, but then students to actually track their own progress within the daily learning to say I was able to do that skill. This is the evidence of how I know I was able to do this skill. This is the evidence of how I
136know. Um and so that success criteria becomes their success. So students aren't waiting for the teacher to say, "Hey, you got that right today." when people know what their their goals are and how they get there along the way, they're more likely to reach them. So, we do it for students, too. Um, and so if they know what they're supposed to complete and they do that, then they should hit that mastery on a daily basis. Um, right now we have three teachers who are in 301. Um, and then we have 12 teachers who are still working in 2011 and I have seven teachers who are working in 101. Some of them are first year teachers. So that's what everybody was doing in year 1. So it's kind of normal to have teachers across the board.
137But um the two teachers that I brought with me tonight are both in 301 and actively use success criteria. So they're really good examples of our next goal that we're going to be working on. Uh we like to celebrate and I made this slide and then I realized I think they're talking about what kids are doing, but this is what we do for teachers. So we just like kind of call it let's hit a home run before the end of the school year. We put our sprints up and we really encourage our staff to try to hit each one of those. It's a fun way to make sure we're meeting our milestones and keep the work moving forward. Um, but our biggest celebrations in the classrooms are that students are working in teams consistently and
138using success criteria to guide the conversations. So, you know, kids in the interviews that Heidi does that goes into like that overall effect. If you ask a majority of our third and fourth graders, who's in charge of your learning? they say I am. If you would have asked them two years ago, they would have said she is, right? And it's kind of the same when you know someone comes home like your own kid and you're like, "Well, whose responsibility is that?" And he's like, "Well, it's mine." You know, like, and he may have grew up thinking, "It's yours." So, it gives some accountability talk to our students to be more involved in their own learning. And that was really fun for us in this group of student interviews. You know, kids said that they were
139in charge of their learning. They were responsible for their learning. It's their teacher's responsibility to teach them new things and guide them through the process, but ultimately what they put into the work is what they're going to get out. Those are fourth graders. So, um it's really exciting to start to hear some of that emerge without being prompted. So, that's really good. Um teachers are collaborating and designing tasks that are both rigorous and addressing the full extent of the standards. Our teams at Desert Valley are only required to collaborate in PLC once a week, but I'm sure that you'll find them all together in their rooms together every single day of the week. Um, they're heavily reliant on one another and their expertise where I think, you know, a few years ago, you might have
140come in and everybody's kind of frantically working or copying different things in different directions. Whereas now, it's very cohesive. It's very tight. It's very focused work. Um, and it's measured every single day and not even at the day level. It's measured within the lesson. They are now saying, "I'm going to pose this question to the class. This is what I'm expecting them to say. Script it out. If I don't hear that, what am I going to do? How do I make it better?" And they talk about that. What are we going to do? I don't want to spend 60 more minutes teaching something that they don't get in the first 15, right? And let them go and try to figure it out on their own. None of that's going to happen. And you know, that's
141really why we think by solidifying that stronger tier one instruction in this way, it should lower our need for so much intervention. We have too many kids leaving one grade grade grade level not proficient enough to access the next. So in order to do that, it takes time to build it backwards, almost more time than it takes to build it the opposite way. So our hope is that we continue to see that build backwards a little bit. in our cohort data, where our kids are now is still percentages higher than where they were last year at that time. So even though they took a backslide from like 39 to 31, they were in the 20s last year at that time, you know, as third graders. So we kind of see like it's not great, but
142it's still an overall improvement from the year before. Then students are setting goals, tracking them, and identifying their individual needs in order to continuously improve. This is probably one of my favorite things that we've done uh this year at Desert Valley is our third and fourth grade students track and goal set for every benchmark they take. They track, they goal set, they talk about what's going to make me really strong in reading. What do I need to do daily to be better at that? Um you know, Heidi likes to use this analogy. I'm going to go out and run a marathon, but I don't run any of the days. I show up. it's not going to be very successful. So, uh, when we work with our third and fourth graders, it says, "Well, I want
143to grow by 10%." Okay, but how are you going to do that? I'm gonna read more. Well, is that going to make it work? And then they start to think, well, reading more is not going to automatically get me there. So, they start thinking about what can I do in class every day? What can I do at home every day? How can I be more involved in my own learning? And we actually goal set all the way to kindergarten. So, our kindergarteners set goals for themselves in dibbles. They color this like really cute little bar when we progress monitor them. If they make their goal, they color their bar. They move their clip. So, we're trying to bring that practice all the way down to the bottom. But I think this is my last slide.
144Last one. Oh, what changes have I noticed? More collaboration among students and teachers. uh balanced leadership which is really important for me because um most of the time as a principal you think that you're responsible for absolutely every single thing all day every day right empowerment empowers teachers to take on more responsibility in what they're doing every single day in the model of instruction instead of kind of being like well I taught what the curriculum said like I taught what the book said that's why it didn't work you know what I It removes that barrier. It's like, no, if that's not meeting the student need, how do we change it? What are you doing? How are you collaborating? How are you going to move that forward? So, it brings like a more to a balance
145that we're all in the same work together to move it all forward. It doesn't only hinge on one grade level taking a test or this person being there every day. It's really about how we move the school forward together. So, student ownership of the work, a vision for change, um, and just overall school improvement. For us at Del Desert Valley over the last couple of years, we've worked very, very hard at that vision and just driving towards it. I think that's really what pulled us along the way in the last couple of years towards the A for the first time ever. Um, just like the continuous look at improving this opportunity to learn for kids. So, we're great at growing kids. We're still working on proficiency. So, we want to maintain growth and increase proficiency.
146That's our vision for change and overall school improvement. We can be better every single day. So, we take on small tasks, focus on them, get better on them, and then move on. One thing at a time, get good at one thing at a time. So, um, Mr. De Lima, Miss Sabi, come on up. I just wanted to have them share what their experience is like working in the model of instruction. Something that's Mr. Del Lima teaches fourth grade and um M teaches third grade and uh they're actually a partner pair. We do some peerbased mentoring too at Desert Valley. So they like challenge each other. So he gets to work with his fourth grade peers and then she gets to work with her third grade peers, but they also work together because guess what? What
147she teaches leads to what he teaches. and when he needs to help kids that are in a lower grade, she can help him, too. So, we kind of build that in a little bit, but I'll have them talk about their experience with empowerment. Good evening. I'm Miss um Devid from Desert Valley. So, as a teacher, implementing IE inside the classroom really made a great impact, not just only how students collaborate and but right now how they coach one another. And we use we always use data that we gathered from the students to help us to plan better lesson plan that will help us uh that will help us to help the student hit the full extent of our standards and also if it is during the lesson then the data that we that I gathered
148from the students will during monitoring will help me to determine which students I need to pull pull out to work with me during tier 2 instruction. So overall I implementation made a great impact not just only to the students but also for me as a teacher. Thank you. Thank you. All right. Um hi um I'm Mr. Dimma Mr. I'm a fourth grade um teacher. So as a teacher um for me I'm going to start with coaching. So coaching is inval invaluable for navigating for complexities as a teacher. So it offers um guidance, support and space growth and reflection. So ultimately leading to a more um confident and effective teaching practice. So I am a Filipino teacher. I've been teaching for nine years in the Philippines and um I came here in the United States of
149America and be a cultural exchange teacher. So I applied most of the not most I am most most of the methods of teaching that I learned in college education and I I innovated um some strategies of teaching that I learned also in my college education. But when I get here got here in the United States of America for like for any other new teachers um I struggled but on that on that year it was also a lucky year. Why? because it was the first um year of the implementation of in instructional empowerment which um the table turns on to me. So PLC's, professional developments, um instructional sprints, um rigor appraisals and most of I'm going to stress out the look and learns where I learn a lot from look and learns. So the feedbacks comments
150there um I use them as my motivation also on how to solve my problems on how to address the needs of the students and on how to address um um their needs in all subjects. So through IE through instructional empowerment um I can observe how my people's learn learning develops and changes as a result of the implementation. So instead of being stuck for example if instead of being stuck and doing nothing I can see how students take charge of their own learning students in in turn they progressively thrive in teambased structures where each team member develops into a trusted peer and problem solver enabling the group to successfully take on take on increasingly a challenging learning task and transform them from unproductive struggles those two productive ones where team members support each one another. So
151they refer one of their tools, they refer back to their getting unstuck um getting unstuck thinking guides and also the um back on track thinking guides and learning target and success criteria thinking guides. So so what my each one of my students have this um packet with them every day. So um these tools are their um reference on how to go along with the lesson also. So they posters in the teams a feeling of belongingness and shared community and accountability accountability for their learning. So they um additionally they learn and practice to be a problem solver and critical thinker. So they establish their own learning culture with the team structure as an outcome. So moreover, I use I use daily data to better determine who are these students need help and to address their needs
152in all subjects. So that will be included both in planning and during tier one instruction in order to meet the full extent the full intent of the standard. So I'm going to show you um one of the evidence um documenting evidence which um instructional empowerment um gave us. So I made um a digital copy where I can monitor which um success criteria that they need to uh that they need that that they need help. So I monitor them daily. So I use this data data um to identify which students that needs help during two time instruction. Thank you. Thank you. Thank you. Thank you very much. Any questions? Thank you, Ken. Thank you all of you. Thank you. It was wonderful. It was wonderful. Learned a whole bunch of stuff. It's hard to know where
153to go back to. Item 1.4, fall and winter assessment data comparisons. Would you put this up, please? Well, you've heard a lot of information. So, um, what I want to share with you is I had some PowerPoint stuff that came came with these data. Um, but I think I want to just talk about this for a few minutes. Um, kind of just to show some quantitative data if you will. So, if yeah, just the top part if you would please. So, if you notice uh first of all, it's got language arts and math. Secondly, the grade levels. The third column um these are the national Galileo benchmarks uh between fall testing and the second first and second test. Okay. So, um, I could go into all of the the research kinds of things of how
154they got these numbers and, uh, if you're like me, you can read them and understand them for about five minutes and then you go, okay, essentially it's saying this is the prediction for growth from first benchmark to second benchmark. Okay. The next column is the average amount of learning for first semester last school year. uh when we were brand new with MOI uh for our schools, our Galileo scores. So you can see in language arts uh compared to the national uh the national expectations for growth during that uh between one and two uh it doesn't look good. Language arts does not look good. Everything uh was lower in math. first grade, second grade, and third grade uh were a bit higher than the national uh expectations. Uh and then from fourth on up, not so
155much. So when we compare uh those data from last year when we were just starting IE and uh learning a new model of instruction to implement and uh enhance what we're doing, um then we can compare with this year. uh Cass if you'll roll it up a little bit please. Thank you. So once again on the left or in the third column uh is the national uh are the national benchmarks and you'll notice that a couple of numbers in there if you compare them to the ones for last year there are a couple of numbers that are different. That's because they recalibrate those every year uh based on national uh national norms. So essentially this is like if you're thinking a bell curve, those numbers really are that top of the bell curve number. Okay.
156Um so now we we're using our model of instruction to enhance uh what we're doing and uh for language arts you can see uh it looks way better than last year. Um but we still have some work to do but overall Cass if you'll bring it just down enough to see the weighted average. Whoop. No, I just need to. There you go. Thank you very much. So, if you notice for language arts last year, the weighted average for for ELA was a negative 69%. For this year, it's a negative 9%. So, it demonstrates growth even though we don't have the growth where we as much as we want, but it still shows a significant difference in the learning that's going on for our students. When we look at math, um we can see that every
157grade level except eighth grade has shown a a a greater growth at the middle of the year than um is the anticipated growth for the middle of the year. Uh and from a negative 32% to a positive 44%. So um uh pretty big change. So what this is really showing is not proficiency, it's showing growth. And as as some of the other as some of the principles have pointed out to you, that movement of those kids and a couple of those graphs were pretty pretty easy to tell when you move the students from red to yellow and from yellow to to green. Um uh even those kids who are still in the red, some of those have moved from the very bottom to maybe the top of red uh to be that. So growth is
158significant. We get growth before we get proficiency. So I don't want to belabor the point. I just wanted to share the information with you because I saw this as being very promising relative to our specific data. Um uh I like it that we're going to be looking at some other possible testing options. Um uh you know and and see if we've got something that will serve us uh give us better data. And I don't mean necessarily better in the sense of we get better numbers that we can go, "Oh, the data look better, but a a tool that um better meets our needs." So, it's a good thing that we might be looking at those. So, I don't want to belabor it. If you have questions about it, I'll try to answer them. I'm not
159the I'm not the data data guru guru on these kinds of things. I depend on other people for that. Any questions? Okay. Item 1.5, adjourning the workshop. Do I have a motion to adjourn the workshop or do we have first of all, do we have any discussion about what we saw, what we heard? I mean, these guys obviously did phenomenal work. They put together some nice numbers for us. I'm very very happy with that. Thank you very much. Every single one of you guys. You need a pat on the back. It's really good. Thank you. Um, anybody else want to say something? Okay. Just I I'd like to say that I'm just thrilled to be allowed to be part of this and I just commend all of you and just thank you for doing what
160you do. You guys are awesome. So, my hat goes off to all of you. Very, very awesome. Thank you. And as a new member, I would just like to say that I really would love to come and see some of this in action. Um I was a principal at one time too and uh I understand we didn't have the data base that you have and we honestly didn't know some how our kids were doing often. So I think this shows promise and I'm hoping that uh you like it and it is some effective for your schools. Okay. Thank you. Item 1.5, adjourn the workshop. I need a motion to adjurnn, please. I'll make a motion that we adjourn the workshop. I'll second the motion. All those in favor? I, Melinda Sabraski. I Charlene Diaz. I
161Fred Rushton. Hi, Barb Zerziki. I Judy Reed. I would like to put a pause in here until 8:00 so that we can get up, walk around a little bit. We've been sitting here for about two and a half hours. That's enough. Um, that gives you guys a chance to get out of the parking lot before I get out of Thank you very much for doing what you've done tonight. I really appreciate it. [Music] Hey, hey, hey, hey, hey, hey, hey, hey, hey, [Applause] [Music] [Applause] hey, hey. [Music] [Applause] Heat. [Music] [Applause] Heat. Heat. Heat. [Music] [Applause] [Music] N. Heat. [Music] [Applause] Heat. Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] Heat. Heat. [Music] [Applause] [Music] [Applause] Heat. Heat. [Applause] [Music] [Applause] [Music] Hey, hey,
162hey. [Music] [Applause] [Music] It's Heat. [Music] [Applause] [Music] [Applause] [Music] [Applause] Heat. Heat. Heat. [Music] [Applause] [Music] Heat. Heat. [Applause] [Music] [Applause] True. Heat. [Music] Heat. [Music] Heat. [Music] Heat. [Music] Heat. Heat. Heat. [Music] Heat. [Music] Heat. Hey, Heat. [Music] Hey, hey, hey. [Music] Heat. Heat. [Music] Heat. [Music] Heat. Heat. Heat. [Music] Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] Okay. Is there a track ready? I'm I'm calling to order the regular meeting for Bullhead City School Board on Thursday, March 20th, 2025 at approximately 8:03 p.m. I can't see the clock from here. Is that about right, Cassie? 803. Okay. Roll call. President Melinda Sabraski. Charlene Diaz here. Fred Rushton here. Barbariki here. Judy Reed here. Would you guys please stand and say the pledge with me? I aliance to the flag
163of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Citizens here present, uh, print your name on the ABS or on the attendance sheet at the entrance. And I think everybody's done that. Um, call to the public. Are we going to do this? There's no call to the public, right? Let's talk about donations. So, we got two duffel bags, catchers equipment. Yeah. And a whole bunch of balls, right? Uhhuh. So, um what donations, two duffel bags. Is that for the two both teams or is that for softball and baseball or is that just baseball? It says baseball. Okay. Yeah. Well, thank you, Suzanne. I'm sure that they can use the balls because they get lost up there. They go down
164the hill. Um, district office, you guys, we got something from the Eastern Star. Um, they do this every year. They put together uh a little bag of school supplies uh that we hand out at kindergarten registration uh for the folks who come in in April when we do the you know the um kind of screen the kids and do the first registration for kindergarten and I'm sure that this is not the only list out there. There are people who should be on this list who have just Unfortunately there usually are. Yeah. So, I just want to make a big thank you for everybody who donates for to our schools. Um, it's graciously given and graciously received. And I want to say that the Eastern Star gets some of their money from Monday Night Bunko at
165the shrine. So, so you're saying that you actually pitched in some of the bucks? You bet I do. Every Monday night I help. Item 2.7, adoption of the agenda. I need to I have a motion to adopt the agenda as prescribed as presented. I'll make a motion to adop adopt the agenda as presented. I'll second that motion. All those in favor? I, Melinda Subski. I Charlene Diaz. Hi, Fred Rushton. Hi, Barb Zarziki. Hi, Judy Reid. Item 2.8, Superintendence Reports. Um, you gave us one that I haven't seen for a while. I know it's on here, but I don't think that we have seen it for a while. Um, yeah. Well, here's what happened. Impressive. Uh, yeah. Okay. So, a couple of uh I'll own things here because I'm looking at it and realized I will
166tell you I did the financial reports. I did the I did the facilities reports. I didn't open uh board docs and drag those files over to you. So, they're not that's why they're not there. And I didn't realize until just this minute that I don't have the financial stuff there for you. But I'm going to give you good news about finances anyway. Okay. Uh, but this one uh I wanted you to see because I try to have you see it every month that um uh the you know that we're we're making headway. We make headway on our reports. Um the other thing I want to say to you is the new restrooms next door in the 200 suite are done. Um, they're not fancy, but I will tell you they're very nice. And um, uh,
167so, you know, sometime when you're visiting, if you're interested in seeing a a restroom that's looks like it should look and functions like it should function, you might want to stop next door. You mean it's not a fivestar over there? It isn't, but I will tell you that if if you were if you recall what they were like before, you will distinctly know the difference. All right. Um and then the other um another update uh is uh that we accepted a bid for the landscaping for the den and that's supposed to start in the next couple of weeks. Uh and then we can start uh then we can maybe do a ribbon cutting and start um seeing if there are people who need our uh need our housing. So, uh, that one is moving and
168our our contract with GCON, everything's done and, uh, so we can move along. Did we learn a lesson from Oh, we learned a number of lessons, uh, that I won't go into at this point. Uh, I do. I'm sorry. Go ahead. Um, okay. And then I had a meeting this week with uh with David Heath and Angie Johnson who is the uh director for public public works and um to talk about what I now call I don't know what it's going to end up being called but I now call it the BCMS park. Yeah. Uh which is our football field that big empty lot in between and then the baseball and the softball field. uh because they have preliminary drawings and are starting work over there. The big open area between the football field and
169where the other fields are will be parking. Um according to her drawing, there's going to be a heck of a lot of parking in there, which is fine. Okay. Um they will create an entrance from Highland that is right across from the entrance to Boys and Girls Club. Um and uh uh they are going to completely replace the irrigation on the in the football field and that will then be laid out as two youthsize soccer fields. Um on this end of the kind of empty area between um there will be a fenced in area that will have restrooms uh and two playground structures uh for do two different age groups. So probably you know for littles um covered with an awning and then for you know middles um for kids um with a covered structure.
170Then where the baseball field is will be converted into a college uh college size soccer field. Uh and then where the softball field is will be uh will be retained but it'll be as as a baseball field. So they have very um very they don't have elaborate plans right now but they've got you know it's a it's a very definite plan and in in all other than the playground the playground will have uh artificial turf and under the equipment will be the soft surface. Um the other areas will have real grass and uh um go from there be new new fencing and and some things going on. So um that was really good news. um insurance uh the uh meet and confer group asked uh for us to have a presentation from Asbait uh to
171compare with our Ky Ross quotes. Uh we're going to do that Tuesday uh afternoon about 4:30. Um and then I will need for you to have a really quick special meeting uh because if if we are switching from Kyros uh we need to do that by the 28th which is next Friday. Um so um be thinking about that until by the end of the meeting for uh setting up a time. Um and then one last thing that I wanted to share with you and I know it's kind of from January but you all got this. This is the um school district financial risk analysis from the auditor general's office. um you would have gotten it in an email and um uh yesterday I I had reason to be uh having a conversation with Chris Votbec
172in the auditor general's office. Uh he's when I have questions about uh the budget and working on things uh that really have to do with the budget document because he's one of the people who helps write that every year. um he has been very helpful to me since the first year I came into this position and never hesitates to take my call and talk with me. Uh but I wanted to know from him as part of that conversation because on the page that talks about budget limit reserve oper operating budget it listed us as being at high risk and that made me nervous because I don't want us to be at high risk on anything. Um, it also made me curious because we showed a reserve of $2.5 million and I'm going I'm not quite
173sure why that's a high risk, but it's because the previous year I we had a we had $3 million. So, if you remember that previous year I was holding on to over three million in case AEAL did not get waved. And then last year I used part of it, but I saved part of it because I was again concerned about AEAL. Um, but we need reserves every year anyway. So he said, so of course it looks weird because it says we drop by 25%. And that triggers this warning. Um, and uh, and I I said to him, I said, "Okay, so I shouldn't be worried about having this high-risk label." He said, "No. Um, they do this with any district. They send these to every district. Uh, and he said, "It's amazing how many people
174how many districts don't pay attention to it." Well, good. At least we read them, right? Well, and I pay attention because I don't want us to be at high risk. And he said, "So, you know," he said, "So, it's not it's it's not like a gotcha or any of those kinds of things." So, that made me feel a little better about because I've been stewing about this a little bit since we got this report in January. So, I wanted you to know it's not that and everything else on here looks good. So, um uh that was that was uh reassuring. Um but it also the way he said that not every school pays attention to that kind of led me to think maybe that is part of the problem with a couple of other districts.
175Yeah. Where some money's gone. So, um he didn't say anything. He didn't say that. It was my uh interpretation of reading between what he didn't say. Read between the lines. So, uh, if you have questions about any of the other, uh, any of the other reports, I'll try to answer. Um, I know the 100 day is not as important because like you told us last time, I remember that the 100 day, but how did we come out on the 100? I can't remember. We're at 2181. Uh if cast the I think the next one had the comparison dates or comparison ones. Yeah. I mean it's down it's down a bit but it's not drastic. Okay. Okay. All right. Thank you. Any questions for Dr. Stewart? All right. Item 2.9, board member updates. Um, again, here
176I go getting on my horse. Uh, including me. Um, I think that we should at least try and visit one school between now and not the next board meeting since we have a special one going, but the next uh regular board meeting. See if we can do that. And uh talk to some of the people that talked to us tonight and tell them how good they were. Yeah. Just one school. Okay. Got it. All right. Call ahead, please, and schedule because testing, state testing starts on Monday. So, next week, maybe it's not a good idea. No, I think you can I think you can arrange it with them. Just call in advance. It will it will be uh science next week. So, that's fifth and eighth grade. So, you know, you'd be safe to go
177to any of the elementarymentaries next week. Okay. Okay. I get Desert Valley. I did get to uh I'm just kidding. I did get to go and read to the little kiddos at Coyote Canyon and and Sunrise. Thank you very much for letting me do that. That was fun. That it is fun, isn't it? It is. Did they make you sit on the floor? Uh, no. I actually got to sit on one of the little tiny chairs. They might as well been on the floor. Cassie made me sit on the floor with a bunch of kindergarters. Did she? Yeah. That was fun getting up. And Fred's Fred's picture was in the paper, too. So, I know he was. I know he was. I'm I'm glad to see. You know, I I learned something about being mature
178is that you don't sit on the floor without having a plan on how to get up. Yeah. Well, I had two little kindergarten kids come over and say, "Can we help you up?" I said, "Oh, no. I was watching." But anyway, um Barb, you said you were going in June, right? For the leadership thing. Maybe you can talk the lady into sitting who's sitting there next to me next to me to go to Flagstaff for the Yeah. ASBA leadership one was early, wasn't it? June 5th. The 25th of next month, right? Is uh actually you'd have to leave on something. One day thing in Flagstaff. April 25th. Yeah. Two days. Is it Flagstaff or Kingman? It's Flagstaff. Okay. New board members. Trying to remember what it is. Um uh uh everybody. Okay. I think it
179has the word inclusion in it. I'm going to go to my graduation, but that's midnight. There you go. No, at the midnight. So, I asked to go the 25th on Friday, and I don't know whether I get a hotel room or not, but uh it's on respect, affirmation, affirmation, and inclusion. Yeah. And it's an all day thing. No, it starts at 1:00, doesn't it? No, it starts at 9:00. Starts at 9. It goes to one. It goes to one. Where's that? Okay. So, we'd have to get up there Thursday night in order to be able to go because I getting up at 5:00 like Fred says, you get older, you have to kind of plan. Yeah. And getting up early in the morning is not working. Um, anything else that anybody's doing, but I'd be
180glad to have somebody go with me. I'll go up. Okay. Anything else? Okay. So, let's try and visit at least one school between now and a month. The call ahead. Um the consent agenda. Number three, we need to to uh yeah, approve it. I have a motion. We need an approval for the consent agenda, but I would like to pull Fred's on it. I would like to pull 3.10 first and talk about that um as a separate item. Pull which one? Which one? 3.10. 3.10. Third amendment to renew ESI staffing agreement. I agree. I was going to do the same thing. Okay. So, if we could pull that one and then have a a motion to approve everything else. Madame President, I make a motion that we um approve the consent agenda with the exception
181of item 3.10 that uh we would like to discuss but remaining items uh I move to approve. Is there a second that motion? Pardon? Did you second Judy? Judy did. All those in favor? I Melinda Sarasi. I Charlene Diaz. I Pred Rushton. I Barb Zarziki. Hi, Judy Reed. Hold that up. We This is right. No, this is not IE. This is This is ESI. This is the company with whom we contract for uh substitute teachers and uh so this is the this is the um update the third year are of an agreement with them for substitute teachers and this is the one we were going to go into an agreement with for super uh yes for admin for other educators. Yes. And that that'll be probably a separate agreement. We haven't we're not there yet.
182That's not part of this. No, this is just um uh the third the third step in uh our agreement with uh with them for the teachers. I thought maybe we were adding that on then I pulled it in prematurely. Fred, did you have a question? I just wanted to find out what what it was because um we have all these acronyms. Yes, we have all these acronyms, right? The staffing I I think staffing is probably one of our most critically important issues. Yes. So, at any rate, if this is just an amendment to an existing staffing agreement, and basically what I'm seeing is it just amends it to include the next calendar year. Exactly. The next school year. School year. Yeah. Okay. I'm fine. How come we haven't added the the other part to this?
183You mean the original agreement? Yeah. or the other um they had already sent us this piece before I before we talked about the other one last week. Okay. So, it's it's kind of one of those, if you will, crossed in the mail. Okay. Kind of things. Um I need a motion then to approve item 3.10, third amendment for renewal of ESI, staffing agreement for school year 2025 2026. Madame President, I make a motion that we approve the third amendment to renew the ESI staffing agreement for school year 2025 2026. I'll second that motion. All those in favor? I Melinda Srazka. I Charlene Diaz. I Fred Rushton. I Barbar Ziki. I Judy Reid. Item 4.1, correction of salaries offered for renewal contracts and work agreements. uh with some embarrassment uh I'm asking you to formalize the
184um something that I missed. So when we pres when I presented the list to you of of the people to whom we were offering contracts and work agreements, I had Eileen list their current salaries, but when I made the proposal to you, I said to give them the step increases. And I'm not sure that that got memorialized correctly in the minutes and in in the in the motion. So, I'm asking you please to uh you know, we're not I'm not recommending at this point changing the salary schedule, but approve that all of the people get a step. Okay. Okay. Does everybody understand what it is this is all about? Okay. Do I have a motion to correct the salaries offered to for renewal contracts and work agreements? I make a motion that we accept the
185correction of the salary offered for renewal contracts and work agreements to include the step increases. I'll second the motion. All those in favor? I. Melinda Subrasi. I Charlene Diaz. I Fred Rushton. Hi, Barb Zarziki. I Judy Reid. All right. Item 5.1, cooperative purchasing agreement for ETC. Madame President and board members, um we use Synergy as our student information system, but rather than purchasing it directly from the company um the it's not Synergy, but excuse me, the company that um produces Synergy. We work with uh ETC at uh NAU um because they do the upgrades, they do the fixes if we need something fixed or changed. They're kind of the intermediary. Excuse me. Can we see the document please? There you go. That's And we've worked with them for a number of years um relative to
186using um using that product. Yeah. It probably uh does save us money uh because every time we would every time we would need something changed or updated or uh corrected, if you will, from uh for synergy, if we worked with the the home company, if you will, um we'd have to pay every single time for those changes. This is an annual agreement. Um you know, so we have one fee Okay. So, it's a renewal. Um, we're actually agreeing for a five-year renewal. Um, uh, that's this agreement. So, we've been doing this on a five-year basis. And what is the what is the fee actually? Oh my gosh. Dollars and cents payment right there. I do not I no right. Yes. I do not remember offh hand. It's right there. 500. Well, there you go. $500.
187Okay. Is that $500 per or annual? Yeah. 500. It's so that gets paid regardless of the quantity of the services that we use. Well, we we still pay to use Synergy. We're paying the $500 here for etc to take care of the issues that we might have when we're working with the program. And how much do we pay Synergy? Is that known? I'm going to give you a ballpark figure. I think it's in the range of 30,000. It's in that range somewhere around 30,000. So then etc is going to maintain well so sometime okay so if if AD decides that we need to get X information from families that we've not had in the registration process in the past then we so we need that added to the program. etc is the one who goes
188in their software writers go in and or if they don't do it directly then they work with the synergy people to get that piece put in. Synergy um uh is is used nationwide and so for it to be to be um kind of um modified or um for each state to match each state's needs or requirements. Somebody's got to make those changes. And um so ETC is then very familiar with what the state wants done and what we want done. So and if I understand it correctly then it's a $500 flat fee whether we use them or not. Yeah. But we do use them. Oh yeah. But it's just Yeah. Yeah. It is. Yes. Exactly. It's a flat fee. Yeah. It's a flat fee. You can use them five times or 105 times. 75 sounds.
189And the other thing is that sometimes when uh when the state does when the AD does make changes, they notify because so many people use ETC, so many districts use it, sometimes the state will let them know before they even let us know that there needs to be a change so that they can get on it. Perfect. Thank you. Yeah. Thank you. It's a it's another good partnership. Okay. I need a motion to approve the cooperative purchase agreement for ETC. I'll make a motion to approve the cooperative cooperative purchasing agreement for etc. I'll second the motion. All those in favor? I Melinda Sabraski. I Charlene Diaz. Hi, Fred Rushton. Hi, Barb Zarziki. Hi, Judy Reed. 5.2 regulation KJ AR relations with booster organizations. U Madame President and board members, this came about because uh uh
190the parent or a parent support organization at Diamondback reached out to Lance for some assistance uh with some issues in this in that case, namely that um uh for some reason they had their parent organization has two Facebook pages and one of them has been taken over by hackers and and uh I don't even know what all to call them, but they now use that page to advertise things as if they're uh selling, you know, oh, we have these products for you. Help raise money for the PTO or the whatever for Diamondback School. And they're using our uh they're using our logos. They're using all kinds of things. So that that sorry that group reached out to Lance for some assistance in how can we get that shut down. But it also pointed out that
191our our parent groups kind of struggle from time to time. You know, sometimes they're strong and then people leave or change and whatever. Um, but there has also been some real inconsistency in how they've been operating and those kinds of things. So, um I did a little search of the ASBA um uh policies and regulations and found a couple of districts that had had the regulations and had some pretty specific things that I think would be helpful to a group of people who might want to have a booster or a paired organization. Um don't we need one of these because of all those kids going to I think so. I think so. We have a policy, but we didn't have a regulation. And and and as I was looking at the samples, I thought, you
192know, on the surface, it looks like we're trying to regulate them. Well, kind of sort of because we need to protect ourselves as a district, but on the other hand, it's going to protect them and and it also gives them some real structure on how to set up their organization and and how to make sure that um that that the individuals who are part of that organization protect themselves. Um, so, um, so I ended up with these two regulations and, uh, and two, uh, exhibits. Um, and and so if you, you know, if you'll just approve or not approve it, but if you approve all four of them, then I have another item that kind of talks about where uh, where we go next. Oh, thanks. I could um, I could sneak in there and
193get a cough drop, too. Thank you. I got one of those. I need I need a mo motion to approve regulation KJ A relations with with booster organizations. I make a motion that we uh adopt the regulation KJ A relations with booster organizations. I'll second the motion. All those in favor? I Melinda Saskki. I Charlene Diaz. I Fred Rushton. Hi Barbarziki. The next one 5.3 just goes with it, right? It does. Yes. Um, can we just skip to the I I need a motion to approve regulation KJ ARB, relations with booster organization. I'll make a motion to approve regulation KJA-RB, relations with booster organizations. I'll second the motion. All those in favor? I, Melinda Subrasi. I, Charlene Diaz. I Fred Rushton. Hi, Barb Zarziki. Hi, Judy Reed. I need a motion to approve the exhibit
194KJA relations with public with booster organizations. Point of information, Madam President, is the exhibit much the same as Oh, no. I'm sorry. These are different. Yeah. And why are these exhibits instead of Because they're forms. Yeah. Got it. Okay. Usually Usually an exhibit is a form or some kind of a form. Got it. Understand. Thank you. Mhm. Madame President, I make a motion then that we approve exhibit KJA-Ea, relations with booster organizations. I'll second that motion. All those in favor? I Melinda Subski. I Charlene Diaz. I Fred Rushton. Hi, Barb Zarziki. Hi, Judy Reed. 5.5 is the same thing. Exhibit A. I need a motion to approve exhibit KJ AEB, relations with booster organizations. Madame President, I make a motion that we approve exhibit KJA-E, relations with booster organizations. I'll second that motion. All those
195in favor? I, Melinda Sabraski. I, Charlene Diaz. Hi, Fred Rushton. Hi, Barb Zerziki. Hi, Judy Reed. Item 5.6, Six, board direction regarding presentation of regulations and exhibits. Madame President and board members, um the person that Cass works with at ASBA informs us that we don't have to have a board vote on regulations and exhibits that superintendent can do those things. Um, I've always done them partly because we want to be transparent about what we're doing and we, you know, and I certainly want you to be informed, but I want some direction from you on if you would like in the future that rather than making them new business uh, action items that they could be new business discussion items where I just present them, it's like a report. Here they are. And then if you
196have changes, you can, you know, or things you want me to do differently, then you could um, uh, agendaize it. Sounds like it would be more efficient. Sounds like I won't have to read all to approve. I make a motion that we approve 5.6 board direction regarding presentation of regulations and exhibits. Okay. And before we vote on it, I'll second the motion. Thank you. um you'll be presenting these as discussion items and then we'll discuss. Yeah, they'll be discussion and if and and if you don't want any changes then we just move on. You don't have to do anything else. And and I think in in that case like when I have a cluster of these you know a group of these that all go together I can make them in one item. I can
197say you know here's the item here are the recommended regulation and regulations and or exhibits relative to a specific policy. It also means that when we get those um policy advisories from ASBA because those always involve a policy and then some changes in regulations and exhibits that we can do the same thing with those. All right. Good. Um I'm Melinda Subski. I Charlene Diaz. I Fred Rushton. Hi Barbara Zarziki. I Judy Reed. Item 5.7 proposed changes to the operation of Bullhead. Finally city district childcare. Yeah, they've been sitting here all this time. Childcare center for school year 2025, 2026. What are these changes? Are we going to make it bigger? Um well, we're going to our proposal is to expand a bit. Um um you know, we we don't have any control over who has
198babies and who doesn't, and we don't have any control over those kids getting older, right, and aging out of it. Um so we've not had a full child care center this year. Um uh but we also now are operating well and you know know that Michelle knows all the ins and outs and makes it run really smoothly. Interestingly enough, I had on my to-do list to call her about this issue and she sent me an email and we were on the same track. Uh so we'd like to recommend to the board that uh we expand who's eligible next year. Uh so first of all the employees children uh that won't that won't change our our employees children are still eligible we would not change the rate um and then the rate um since I have
199another proposal in the next agenda item that has to do with the foray preschool uh we would have some four we might have some four-year-old uh children of four-year-old children of employees who this year for example people go to the child care center early, go to preschool, go to the child care center after school for, you know, until their parents pick them up. And so, you know, we we end up having them all day, which is fine. Um, but uh um we're not going to have those for pay and we have another way of arranging for employees children. uh but that they would um they would still be able to go there for the length of time um that they needed to be just for uh the childcare center. So essentially no change for our
200employees. We would like to propose that um the grandchildren of employees be eligible. Charlie goes yes. Okay. um for the days when once again when the child care center's open um and the rate would be the same as we are charging for our employees. Um and uh the the children would not have to be living with the grandparent. It could it's just that you know there's a this is a this is a benefit for employees. This is a way for us to help keep employees and and expand the number of employees who would view this as a benefit. Um so essentially the same uh the same guidelines as for employees children. We would further like to expand um the opportunities by uh offering uh to uh employees of our surrounding school districts um the opportunity
201for their children to enroll in our child care center. Uh we've had some requests. Um uh I don't know that it's a huge number of requests, but we've had some requests. And um so we consider our surrounding school districts to be uh the high school district, Mojave Valley Elementary, uh Malc and uh Young Scholars, and Desert Star. And uh so uh we would offer this opportunity to employees of those districts to be eligible only on the days of our when our you know on our calendar um and the and then you can see what the rates would be. U Michelle did some research on the rates um of other child care centers and were competitive. Uh and in fact a number of childare centers don't offer um birth to one. Yeah. Right. So Um, and
202of course that's the one that where you have the lowest uh student or child to to caregiver ratio and so it's a little more expensive to run the you know the infant room. Um, and that's why the rates a little higher. So, and if you have questions, Michelle probably try to answer. I just want to say that Michelle ran the um at Mojave campus for many many years and I was her supervisor for quite a while and she runs a wonderful center and their preschool activities were excellent and they still are and we are awaiting I haven't heard yet we are awaiting national accreditation or certification. Yes, my window opens next Monday the 31st. So, and then it's a twoe window. They surprise me on one of those days, but we'll be ready. We were
203ready in January when we applied. So, I'm confident that it'll be good news. That's awesome. Thank you. So, our kids will come first, right? Absolutely. And then the grandkids and then any of the other schools at in that sort of pecking order. Okay. We're just hoping to be able to if there's a need out there, we're just hoping to be able to um meet that need because we know that, you know, there's people who need quality child care to be able to go to work and especially in the infant and toddler groups, that's where we see the greatest demand or need. But then if we have these vacant spots that we could fill, that would also help us generate another revenue source. So, we think it'll be twofold. Yeah. Um, and I I don't know
204whether you can answer this or not, but we have children of employees. How about the high school girls who don't have a place to put their child while they go to school? Well, I'm thinking they can put theirs at Tiny T-Irds. Okay. Yeah. Well, are they still have their program? They do. Okay. Is it big enough to handle that kind of stuff? Yeah, it's large. I mean, they can accommodate almost 70 children. Okay. All right. I was just thinking that would be the next step to help the community out a little bit. Those those women who probably don't have the resources to use the regular daycare. Thank you. Any questions? Yes. N. Thank you very much for everything you're doing. And if you want to visit a fun place sometime, go visit the childc care
205center. It is great fun. Okay. I need a motion for the proposed. Yes. In preschool as well. Oh yeah. Or academy. I mean there's Oh yeah. Three in one. There you go. There you go. We could just take care of this, right? Get everything done and win. We are the sixth school. Yeah. Uh, I am I I need a motion to for the proposed changes to the operation of Bullhead City School District's child care center for next year, please. Madame President, I make a motion that we adopt the proposed changes to the operations of the Bullhead City School District child care center for school year 2025 2026. I'll second that motion. All those in favor? I, Melinda Subski. I Charlene Diaz. I Fred Rushton. Hi Barb Zerziki. And I Judy Reid. Item 5.8, budget recommendations,
206revisions for school year 26 and proposals for school or fiscal year. I guess these are fiscal year. I see a typo there. Yeah, I have fiscal year 26 and fiscal year 26. Sorry 25 and proposals for fiscal year 20 26 and and my apologies for that. I will tell you that the flipping back and forth in my head between 25 and 26 and and when I'm working all day in fiscal year 26 mindset, it's why on that one document that I had something circled that Cassie had corrected, but I kept looking for 26 when Anyway. Okay. Okay. I'm going to tell you right up front that some things have already changed in this. So, in terms of you approving the doc this document, I would expect you to consider it as is. But I want
207to tell you some things that um that I anticipate changing already between now and whatever and I would bring those back to you. So um first of all recommended revisions for um uh I've got it right here fiscal year 25 uh maintenance and operations and u um uh I I did rework the budget with those those new numbers that we all saw in the new BSA 55-1 that I sent to you. uh that has added a half million dollars back into our budget for the current year. I did a happy dance. Um the current reserves for uh combined reserves for uh M and UCO right now uh I put two 2.6 million on there. Uh when I finished the calculations and the work on it today, uh we're at 2.78. So almost 2.8 million. So,
208another $200,000 in reserves right now. Um, distribute those uh corrections between the M and the UCO budgets for the May final revision. So, what I've been working on yesterday and today was playing with that 5 uh 31,000 and putting them, you know, in those two budgets um to figure out how to, you know, how to make best use of them between now and the end of the year. uh primarily because we're doing okay. We're fine. Okay. We w if if we didn't have $2.7 million, it would be different. But that's that tells us we're fine. Okay. Um so, um they're adequate. That's why I was playing with it to see what we might be able to do. Um I want to consider any big capital projects or purchases before, uh finalizing that uh bringing to
209you that May revision. Um, so I I have tasked um Mark Scott with checking to see if we have any anticipated big maintenance things that um maybe don't have to be done because it's not an emergency, but it's one of those that coming down the road real soon we might have to do it. Uh kind of thing to consider. The other thing that um that I was looking at there uh is we have u an application in for electric buses. Um and we haven't heard anything recently. Jen works on all of those grant applications. Uh we we requested three uh three electric buses which means we would have to have either two or three charging stations and we would have to pay for those or the infrastructure for those. Um so I would set set
210aside some money in there in capital for that. Um, and then um uh I want I would like to consider this is not part of what you're approving tonight, but I'm giving you the idea of what I would do with that. Consider big capital projects. Okay. Um I'd like us at least to get through the design phase of the office change at Fox Creek. Um you know, it's not the kind of thing that uh SFD is ever going to pay for. They won't ever do that. And for us to do it, it'll have to be in phases. Um, and so, you know, I' I'd set aside some money that, um, would end up being rolled over, but it's we'd earmark it, just like we earmarked money from last year's budget to purchase the specialed bus
211this year, I'd earmark it for design for that office, perhaps design and engineering for that office change. Uh, that would get us set up for then, um, you know, figuring out some money to to make the make it actually happen. Um and uh um and then one of the things that I also thought about um that we don't have is I call them the white buses. Um they're the smaller buses, 14 passenger buses that can be used for uh small group field trips or athletics. Um or if we actually followed through or needed to follow through on something you all approved earlier this year, which is transportation for some of our employees, we would have a vehicle to do that that does not require somebody to have a CDL. Um you know, a bus driver
212license. So, um that's just requiring all of those just require me to be looking for, you know, how much might these cost? What might I bring back to you for that may uh that may change. So, that's what I was looking at for those things. Any questions about that piece? That's this year's dollars. And and of course, now we're I hesitate to say flush, but we're in really good shape. We're in really good shape. Okay. So, recommended proposals, initial recommend recommended proposals for the budget for next year. Um I I would anticipate that we would uh that both the MCO our M excuse me and UCO would be similar to this year and um um which of course now includes those step raises for our employees and longevity pay uh that's already built in. Secondly,
213that we would um whatever additional funding that is approved by the legislature um when they finish the budget, and for many years now, that's been a 2% that's been a 2% increase. Um which is about when our when our base right now is $5,13, 2% makes it just over $5,100. So that 2% is about $100 per kid. that that would be uh the first thing we would do with that would be to uh raise raise the salary schedules that you know one step. So uh so then teach teachers and other employees would get the current step raise which is either $500 for teachers or 30 cents an hour for classified employees but then when the base rate raises they would get another 500 or 30 cents an hour. Okay. So to me that would be
214the first priority. um continue uh I would recommend that you continue to 100% fund all of our various insuranceances. Um we know what the max is going to be because that's what we've been told already from Kyros. Uh I am hopeful that uh Asbait might come in with uh something better uh for us and that that increase will not be as great as as we are anticipating. um the current year uh out of M uh of the million5 that we are paying this year uh 900,000 was out of M and I'm initially excuse me I'm initially recommending uh in this document to reduce that to 350,000. I will tell you that um yesterday after we posted um I met with Kevin from IE um and to cut that drastically from a million5 that we were
215paying for out of uh M and the grants the grant funding is gone um that um we would have to cut dramat I mean drastically uh to bring it down to the $1 million that I was uh that I anticipated. And I'll I'll talk a little more about that in a minute. Um uh so I probably would come back to you for a different number for that particular line um uh at the next meeting, the next regular meeting. Personnel changes. So here's uh here are uh some things going on. Um we need to add a special ed preschool classroom at Coyote. The numbers just keep multiplying. Uh um a special ed classroom. This is a special ed classroom. So, currently we have three three. We need a fourth one. Um um because we have the
216three, you know, as the year go as each year goes along, we add all those three-year-olds. So, at the beginning of the year, uh parents out there, you know, they understand preschool starts at four. And so, there are a heck of a lot of parents who come in to enroll their children in preschool. um many of them who uh many of them who might qualify at least for speech uh qualify for sped and we didn't even know they were out you know we didn't even know they were out there in the community um we als we can anticipate those kids that are coming through um uh DDD um uh but we can't anticipate all of those others and right now we could use the fourth classroom fortunately many of the kids are speech and we
217have another way to manage those for this year but we need to add that classroom room. Um the the flip side of that is the two fourpay preschool classrooms that we operated this year um uh were not full and um did not support themselves and so I am recommending that we drop those that we do not have any forpay preschool classrooms. Um so that means uh and that was paid out of the auxiliary operations budget. So that's a totally separate budget. It needs to be a it's a cash budget. So it it has to zero out at the end of the year. Okay. Uh so that means that we would have um one teacher less there, one parapro less there, the other parapro because we had two rooms. Um we would reassign to uh the
218preschool classroom at Coyote that is uh paid for out of title one. That classroom has not had a parah this year. So um uh and that does restrict the number of students we can put you know you have to have a certain number of adults for per student or student yeah adults per students um and so um we've had slightly fewer students in that classroom this year because we didn't have a parah so essentially uh uh the the negative teacher position moves over to be a sped position and it will be paid for out of the sped budget sped part of m budget it. Um, and then that parapro that we're keeping, that position that we're keeping, uh, I would pay for out of M. Uh, other teacher positions, we would reassign one position from
219Sunrise, second grade, uh, to Desert Valley back to add that uh, additional sped classroom at Desert Valley. And that's happening because we have so many preschoolers who who need continue to need sped when they go uh to and mo and and they need the kind of service moving. The bubble is moving. The bubble is moving. Uh we had moved that uh the position at Sunrise was one that in the middle of the year we moved from a vacant first grade position at Desert Valley up to Sunrise, but we had not been able to fill it. And uh that's why Chris was talking about the fact that they had 28 in the in the second grade classrooms. Uh we have a long-term sub in there right now to finish out the year. Uh but the position
220is going to go back. It needs to go back. So that's a wash in terms of number of number of employees. Um, and then uh move two music and one art position from M uh fund to the classroom site fund which costs about $220 or $220,000 with salaries and benefits. Um that would that would mean that all of our art and all of our music teachers are funded with classroom site fund. Okay. Um and then is that putting all our eggs in one basket, so to speak? Well, it there have been times in the past where it's been uh it might have been two music teachers and two PE teachers and two librarians paid out of that fund. For me, this made more sense that if I was moving three positions and I had three
221I, you know, I had only one art teacher and two music teachers who were not in that it it it gets all of those people in the same basket. Okay. um and and makes more sense to me than having some of each type of teacher. I mean, it it doesn't really matter. I just was curious. Yeah. Yeah. It's a great question. It's a great question. Okay. Um I would like to we have a position we've had for two years called instructional coach for student achievement. And this is a this is a coach for our special ed people. Uh our instructional coaches, you know, work with classroom teachers and and when they can, they work with the special ed folks. But there are there are needs there are coaching needs that special ed teachers have that
222general ed teachers don't have. And um and we've had the position. It's not a new one. It's just I've had it on hold because we've had no applicants. I just want to reactivate it. It's in the budget currently. It doesn't change our budget at all. Um uh I just wanted to let you know that, you know, it's going to sound like it's new because we have not used that term much uh because it hasn't been filled. I would like to add a model of instruction coach. Uh we would split the funding from M with M and title one because right now with IE our teachers get coached, our coaches get coached, our principles get coached. When we're done with IE, we need to sustain that coaching model. Um, you heard the principles talk about how
223valuable that coaching is for them uh to increase what they're doing. And if teachers were here, they would be telling you that. And if the coaches were here, they would be telling you that. Um, but we need a we need that person to know first of all what we are doing and where we are in the process, but to be learning how that how that uh position goes or you know what needs to be done. So, we're essentially taking an entire program and and bringing it down to having uh uh one coach uh for the entire district to ma help us maintain that model of instruction. And this would be instead of the IE personnel, this would be our own employee for the following. I mean, we would need this person this coming year if
224we renew with IE. This helps us get this person trained, right? It's built into the the training of this person is built into the uh the package from IE because they have training for exactly this kind of situation because you know they have faced this elsewhere in the in you know in the country when they've had these contracts u that people no district wants thing they every district wants things to sustain um and so we want this person to be obviously trained to be able to continue what those coaches from IE have been helping us with um uh but um this this is this this needs to be an experienced educator and and whatever, but they need a I don't I see this as being somebody who's currently outside of our district, not somebody who's
225a current employee. Um so they need to learn what we've done, what the differences are, and where we are in each site because you heard that in the presentations. Just like in a classroom, the progress at each of our sites and within sites, the the the progress uh you heard Cassie talk about um that she has some people who are working in in 101. Most of her people are working in 2011 and 301. Um at another site, you heard, you know, that there are people in 101 and 2011 and really not anybody yet in 301. So, it's just like a classroom. You have you have people in various places in their development. Um and so this person's got to have uh got to know where we are number one, but also then has to know
226what are the processes to bring everybody along and to coach everybody. Um uh so um to me that is the best opportunity for sustainability and uh uh in the future and to keep things going. We don't want things to just stop whenever it is that we stop working with IE. Um I am estimating, it's just an estimate um uh that M's half of that would be 55,000. We're talking salary and benefits um uh for that person. So, uh, Jen and I have worked really, really closely together to figure out kind of what that would be because this needs to be somebody who has not just credibility, but experience to coach principles. Um, and and Jen and I would love to tell you that we do that all the time. Well, in some ways we do,
227but not anything like needs to happen because neither of us has the time to coach them the way they need should be coached. And um so so this person this coaching position would be a little more expensive than our other coaches simply because we need you know we need somebody with with that experience and and credibility. But we can't afford not to have them. I don't think we can afford not to have them. Fred, I understand. Yeah. And part of the part of that um part of the ne that next process um is as and Cassie said it so well where she said you know okay our people are our people try something new and they start to get good at it and then and then we say okay now you need to add this
228piece and so that's the same kind of thing that needs to happen here but the piece that needs to happen from this coach is this coach is helping our principles and our instructional coaches is um uh uh increases their capacity to to take more of that on themselves and expanded into teaching our teacher leaders some of those roles as well. Um uh where they're, you know, where a teacher team, say third grade teachers at a site, one of the one of those three people or four people is the teacher le the lead for that grade level. that person takes on and and gets some capacity to take over some of the things that the coaches have been doing now. So, it's it's expanding everybody's capacity to uh uh to do their job better and to
229help each other uh do better. Um and so I see it as a critical a critical thing. Um uh one of the things the district, the Bullhead City District did, one of the best things that they did in my opinion is at the end of the reading first grant, you know, when that money after five years was finally gone, um uh it it would not have been and in fact, we saw it happen in other districts where the district said, "Okay, well, we don't have that grant anymore, so we don't need instructional coaches anymore." And our district did not do that. our district stayed committed to having an instructional coach on each campus. That's why we still have them. Um uh and and that was critical in keeping in keeping those things moving, you know,
230keeping it uh going. Um okay, Carolyn, you said that you saw this as being hiring someone from the outside. I think so. Wouldn't it be more beneficial to move somebody from our district up who knows what's going on and what's been happening with the IE? It does because you said it's going to be a year of training. So, why shouldn't one of our teachers be getting this training to do it? Well, okay. And and Barbara, that was a consideration. Here's my thought process on that. Uh, if we were to move it, we would either need to move a principal into this position and now I've got a new principal at a site again. Okay. And we've had lots of turnover in principles. It would be nice to have stability there. Um, uh, I think it
231would be awkward. And in fact, having been having been offered this kind of position in the past, several years ago, uh, it would be really awkward to to promote one of our excellent coaches into this position and now be the coach of a principal or of principles. That would be awkward for both. I think even more awkward if it were a teacher. Beyond that, I would say without insulting anybody, there's no intent of insult insulting anybody here. We don't currently have a teacher in the district who who would be ready to be in that position. Frankly, I think it would it has to be somebody who has been a principal to be able to coach principles. Okay. Um, and and principles do coach coaches and coach teachers, but I think it has to be somebody
232who has at least been a principal in the past. Um, so your question is absolutely legit. It's a conversation that Jen and I have had several times and kind of thought through that whole process. Um, and thought h there's some there's some awkward there's some awkwardness there. Um, and then and not to mention maybe credibility or jealousy. I mean, people's emotions enter into all kinds of things. Oh, no. Oh, you your coach. Oh, we don't need that. We don't need that. Okay. Um F is um we we I would like to have one substitute custodial position and this is purely part-time and only as needed. I'm not sure we can find anybody to do this. Uh but uh Mark has talked with me about this because if we have a custodian call in, especially if
233we have a lead custodian call in at six in the morning and say I'm I can't come in today. We need somebody who can go do that for that day. It might be just one day a month. We don't know what it's going to be. Uh but but that would be a valuable position. Okay, more good news. I know this is our second longest meeting ever, right? Okay. Um, uh, we have a fund called, uh, instructional improvement. I've known it was there, didn't know what I could do with it, just didn't know about it. U, we get funding into it each year. The funding has been collecting over the last four years, and right now, uh, at the beginning of this school year, uh, the fund had, uh, $670,000 in it, and, uh, during the
234course of this year, $163,000 is being added. This is a state fund designated specifically for schools that are trying to improve instruction and improve student outcomes. Um, and so it's a grant in a sense. It's it really is very much like classroom site fund. It's a legislative directed uh pool of money um uh that uh is designated for this kind of thing. The allowable uses are up to 50% of each year's amount can be used for teacher salaries and benefit benefits. And um and you notice I have the asterisk there because as I told you last week, probably don't remember, but there's a very definite definition of teachers now in terms of what the legislature says and AD says. Um, and then the rest of it has to be used for instructional improvement, which is
235professional development and instructional programs. Tada. Charlene gets it right. There you go. Okay. So, we have the carryover of 670,000. Uh, we have the 163,000 from this year. I'm recommending to you that uh we use 137,000 of that for an immediate $750 stipened to our teachers immediate this year. Uh that would cover uh salary that $750 plus the benefits for that. So that's 137,000. Uh, and then I'm recommending that the uh that 650,000 be designated for uh uh part of our uh contract with instructional empowerment. Um, and so with with uh the what I originally uh indicated on page one of 350,000 in M and this amount would put us at a million dollars. That's not quite enough, which is why I will come back to you later for a little more to uh for
236the instructional empowerment piece. Uh but u this would still leave us then with 46,000 just short of 47,000 for carryover. And that's significant because I anticipate that next year's instructional improvement money will be about 150,000. I can't afford we can't afford to give another another stipen to teachers a $500 stipen just on that 150 because then it would be more than half of the $150,000. But when we add the $46,000 in, then we can split we can say a $500 um a $500 teacher stipend uh uh in the fall out of this money. um uh and that would cost us about 92,000 with benefits. So, we're looking at now uh some additional funds for our teachers out of this funding. Um and then that would leave us 104,000 in there. Um um which I would
237just kind of recommend that and we could spend part of it maybe on some instructional improvement, but I'm also kind of saying roll it over so the next year we could do the same thing and still have the $500 or maybe $600. Who knows? Um, and we don't know if and when this uh this is a grant, so you know, in a way it's a grant, so we don't know when it might go away. Um, um, so, you know, we don't want to project out too far. Um, and then finally, uh, proposals for classroom site fund for next year. That will be in that plan that gets presented every May. Uh, because that plan is developed by committee and, uh, has to be approved by 70% of the teachers. Um, but you've already seen that
238I'm recommending rolling three positions into there and according to the law and the way the plan is currently written. Uh, I can do that without the approval of that of that committee. However, I don't do things that way. Um, I met with the committee and I said, "This is what I really would like to do. It's really kind of what we need to do uh uh to make things work for next year." Now, that was before I knew about this extra money that was coming back to us in our budget. Um, but they were all agreeable to that. So, um, uh, so it's not like they're blind, uh, to what I'm proposing. Now, you said that uh, from this instructional you have 650,000 for IE and then we have to take 350,000 on our M
239for IE for a total of a million. But you said you don't think you think the contract's going to be more than a million. When I met with Kevin yesterday, he brought in a proposal and uh um and it was uh it was over a million three and I said, "I can't do that." We talked about what the pieces were in that proposal um and uh and made some significant cuts. Um but I don't want to cut the heart out of something. Okay. Um, so, uh, I think we can do a million two. Um, but I don't have that proposal ready to bring to you, uh, for, so that's one reason that I want, you know, you consider this the way it is. Uh, and then I would have more, uh, more information about that.
240Keep in mind, uh, if you would please, I don't want to beat a dead horse here. Um, but, um, the first year, um, nothing, we we paid nothing out of our budget. It was all grants, right? uh the current year uh we paid we've paid 900,000 out of M and the rest came out of ESSER uh ESSER grants. Okay. So a significant piece of this year's came out of grants. I was really happy when I realized what I could do with with instructional improvement because it's in a sense that's a grant as well. And so uh uh regardless we still would be coming in less out of M um uh even even if it was 550,000 as opposed to 350 because this year it was 900,000 out of M. So, um um and then we
241and we wouldn't take critical cuts in that program um and and build in uh the training for our the MOI coach because going into our third year, I mean, couldn't some of the cuts be like I know their guys are here every month or every couple of weeks we've got them flying into. couldn't I mean by now our teachers and our instructional coaches I would think would be able to maybe have them just come in once a month and visit and be able to you know cut down costs that way and stuff. Well, here's part here's here and that's a really good that's a really good analysis, Barb. Um uh in the plan already that the um because they've been coming uh 36 days 36 full days a year. Okay. Um uh for each school
242for each school. Yeah. Okay. 36 days full days. Okay. the um uh already in the plan that Kevin proposed was to drop that to 36 half days. So they would still come as many t as many times but they could do two schools on a single day instead of you know so so they wouldn't because let's face it travel and and hotel and stuff are a significant part of these costs. So that would cut down to 36. Uh but that was part of what still brought made it still made it a million3. Okay. Um so we sat and talked about it and he's not the one who makes the final decision but he had you know he has some say in it and had some numbers. Um uh so to make it to make bring
243us down to a million2 um uh it would be instead of 36 days it would 36 half days it would be 26 26 half days. Um but We're talking a million two. Yes. From a million five. But we've added in the training for a coach. Okay. They've added that's a new piece. Um and there were other there were a couple of other things that happened in year three. The um team coaching. So adding in that um practice adding in a Yes. adding in a community of practice for coaches. Um you heard the you heard the principles talking about the videos. Uh that's been that we didn't did we have that last year the videos? Okay. So there are also virtual training. So Barb even on the times that they don't come in person. Uh we
244have 10 uh our our coaches and our principles have 10 uh in not together 10 separate for you know for each one um virtual uh trainings that they can do. So no travel or anything built into that um and uh a number of other uh things the um data pieces and and those kinds of things. So um uh you know that's I was not willing to go less than the 26 days simply because you know at some point I mean that's cutting a third off already to get to get to there. So um but I don't he didn't have the hard number hard and f you know hard numbers because he doesn't get to decide that but he can certainly make the recommendations and um uh so and he knew I was presenting this plan
245to you tonight. So this is the current plan u but I didn't want to I didn't want to say okay do this and not and then come back later and say oh by the way I need another 200,000. That just would be wrong. I don't do things that way. Um and um uh so you know and and I will talk with him and find actually get an actual uh contract offer from them. So that's a ballpark. Now how many total hours do they actually put in here? How many total hours do they actually give us each year? Manh hours. Have I added them up? No. I mean there Okay. So this year 36 hour 36 days. So they're there the whole school day at five sites. Okay. So I guess I mean if I sat
246here with my calculator, you know. Yeah. No, I 3 36 full days. So it's 5 time 36. Yeah. 5 time 36. Yeah. So then you double that because we get that for the coaches, we get that for the principles. They help us do training. They come and do other trainings. Yeah. Well, yeah. So, uh you know, we're talk we're talking lots of hours. They're here the whole school day and sometimes longer. I mean, they're here as long as they need to be. They do the virtual training. Um uh they meet with they train us and I'm not sure we've ever said that to you all. Um uh they train Jen and me. um you know we have we have regular regular training with them because we can't support our principles if we don't know what's
247going on. Now do we get 36 days? No, we get what four maybe four four training days or whatever. So um uh you know can you put it back to five minutes? So 36* 8 36 Yeah. Well, yeah. 36 times 10 would be 360 days, right? No. And then but then we also have professional development at every site. Um, we have action. How much are we paying per hour? Yeah, that's never figured it out by hour. And because because if we were figuring it out by hour, then we would also need to subtract out and we'd have no idea what their expenses are for travel. And there's also the resources and all those resources. I mean that all of those videos, all of those things that are available to us. Um and um and uh
248my understanding is after year three those would those videos would continue to be available to us. it was purchased. Oh, okay. So, um and there are some other elements in there. And actually, when I bring you the contract, it will have it all spelled out exactly what it is that that we're getting. Um uh you know, for the all broken out now by hour, we can calculate that. We can calculate that. Yeah. I have $418 per hour, but that doesn't include any of the like stuff like the books and the teacher resources and things that we purchased, right? So, because that's separate the over total overall cost divided by my estimate of ours that includes their travel. So, it's about what $500 an hour if we rounded about 400. Okay. 40020 $400 an hour. Is
249that including on eight hours a day? Yes. How how many last night they were here till 6 o'clock? Yeah, they were here till 6 o'clock with us last night. How many teachers in our district work 8 hours days? Oh, they they work eight and a half hour days. Yeah, they all work 8 and 1 half hour days. At least at least what I'm my point is is that maybe 10 hours a day would be more realistic. That's what my point is. Oh, I see. Okay. Well, I will tell you they're they're here the full workday for teachers. So, our work days for teachers are eight and a half hours. So, but you also cut this down from 36. Yes. To 26 and it's a million2. Yes. Or I was figuring this year. She was figuring
250out this year this current year what we need this year. I didn't figure out and I'm not asking you to approve the million two tonight or their contract with them. I want to bring that to you separately, but I wanted you to know how I was looking at paying the million, you know, so that we didn't have as big a hit on the M. Um, and and it's legit. I mean, of all things that would be legit, paying paying the 650 out of I out of instructional improvement makes perfect sense. Makes me kind of happy that I didn't spend that money earlier um so that we had this piece for year three. Can I uh offer a rabbit trail here for a moment? Okay. So, this fellow had an problem with his electrical system at
251his house and he was talking to different people and trying different things and trying to figure out the cheapest way to get the thing done. And he finally found this fellow who could said he could fix the problem. And the guy says, "Well, h how much would you charge me to fix the problem?" The guy said," $400? He says, 'Can can you guarantee me you can fix the problem for $400? Guy says, 'Yeah.' He says, 'I've done it before.' So this fellow was at his wits end. He agreed to it. And he hires the guy to come over for $400 and fix his problem. So the guy's there for half an hour and fixes the problem and wants his money. The guy says, "Well, wait a minute. Wait a minute. Uh, that means I'm paying
252you $200 an hour. Guy says, "No." He says, "You're paying me $400 because I knew how to fix your problem. So, we're paying i.e. all this money because they know how to fix our problem." And it, you know, is the hourly rate worth it? Good analogy. Let's let's look at the end of the third year and see the improvement in our students grades. Let's see that that that MP just dwindled down to nothing. Anyone students have social skills that they are severely lacking because they're on tablets and cell phones and they don't know how to communicate with one another. Right? That's a life skill that's going to surpass any of the stuff that we're doing. Added benefit. Yeah. But Kate, the what I heard from the principles tonight. Can we talk about this? It's not
253on the agenda. Probably not. Okay. Write it down so you can save your thought. No, I I I will remember because because it's the kind of conversation for us to have when we actually talk about the contract. Yeah. Okay. So um in other words if we approve this recommendation can we approve it and say but uh not approving IE money at this time. You're approving that this is the plan the the current plan. You're approving me to proceed on this on this basis. Okay. But this isn't the it's not approving a contract with IE. It's not okay. I just wanted you to know how I was how I was problemolving problemolving something that I knew we could not afford out of M only. I knew we could not. Okay. Yeah. Um and and I knew
254we didn't Esser's gone, right? You all you heard last week. Okay. The good news is Title One is safe. IDA is safe. Rural is safe. uh whatever the fourth one is that I can't a title four is safe now. They're safe. They're not they're not going away. What we don't know is if they might we don't know what the what the Congress has approved for dollars. I was going to say it could be a big reduction. But we do know well and they've approved the dollars and the information that I got that we got from the people who've been lobbying and doing whatever in Washington didn't mention anything about a 20% cut. But AD did. So we're operating as if title one is going to be down by 20%. Okay. IDA not at all. Okay.
255Title two and title three are they were approved. Congress approved them. The difference is for the first four Congress said the executive branch cannot touch those programs. Cannot change them. Cannot reduce the amounts of money. Has to leave them alone. The other two are a little loosey goosey about who can who can play with those dollars. So, we're not even counting right now on title two and title three. Now, that doesn't mean Jen's not getting ready to write proposals to the state because she will. Okay? But we're not we're not putting all of our eggs in that b those two baskets that we're going to get that. So, we're trying to figure out how to make sure whatever we have whatever we have been using those dollars for that we can cover someplace else. Okay,
256this is a this is this is creative. We have to be creative. To me, the good news is the best news is this f this half million dollars correction takes a lot of that pressure off for our next budget because because I don't have to spend it right now. We don't have to spend it right now. essentially that's another that's the 500,000 additional rollover that will help us next year um uh for anything else that's kind of a shortfall. Okay. Um uh so you know those are those are marbles that can move from this bucket for this year into next year's bucket. Okay. That gives us the cushion. It gives us significant cushion. Okay. Um, so yeah, and I just want you and I don't I never want to hide from you what my thought
257process is in this. I want you to know um and and so obviously you're going to weigh in and tell me yes or no. I mean, I get that. That's how it works. Okay. So, um, but I shared the other information with you because I did not want to come back later and say, "Oh, I I didn't give you all the information." Appreciate that. Okay. [Music] a motion. Um, can I make a motion? Sure. Go ahead and make a motion. I I make a motion that we accept the budget recommendation revisions for the 2526 school year presented by the superintendent. I'll second the motion. All those in favor? Um I'm going to abstain from this vote. Charlene I I Fred Rushton. I'm abstaining Ziki. Abstaining. Judy Reed. I thank you. Okay. Item 6.1. We're working
258on 10 o'clock here tonight, guys. I'm really really tired. Um future topics. Um I think we do need a discuss a discussion on EI or IE whatever it is. Okay. Yeah. And can I would have it on I would have it on the um the April agenda. Okay. Okay. Can we also have a discussion on the uh yeah the test the benchmark scores and stuff that we got. Thank you by the way when this came through I really was glad the cohorts and everything to be able but with my little computer screen and uh medication uh prescription cough medicine today those numbers were a little bit too small. This will be great to re uh that we could discuss this at the next board meeting too, please. Okay. Um that may be a workshop item
259then. Is that what you're saying? Workshop or board whichever in April. Okay. Yeah. Madam President, could could I say something? I'm backtrack a second. On behalf of our teachers, thank you for the approving the $750 immediate. There's no question immediate thing. I will tell you problem there. I will tell you when I shared with the meet and confer committees I do a combined with the certified and classified um uh even the classified people were very excited about the fact that we can do this for our teachers. So thank you on their behalf. There's no question vote for that. No problem. Parts in that I could not vote for. Um, so those two topics. Anybody else have anything that we should discuss or talk about or do whatever we're doing? Okay. Up and cominging board events.
260Oh my gosh. Oh, I forgot to thank our crossing guard today. Um, dang. We have testing starting next week. Is that science testing is next week? How long will the testing be? Uh, mostly through April. Okay. Through the whole month. Whole month of April. Okay. I just need to know there's a different there's a, you know, it's spread out. One test this week, one test this week. Right. Yeah. Okay. Uh, anything else we need to know or should attend? What's a DV first grade PJ party? Well, apparently they have some party coming up. Desert Valley. Yep. Children of the World concert. Well, it looks like Diamondback has an under the Sea concert, too. Yeah. Some fun activities coming up. Yes. Kindergarten registration at all three of our elementaryaries on the 26th and 27th. Um, and
261I would also put in a word for Kowanas Kids Expo on the 29th. Saturday the Saturday the 29th. that's over here on train. Uh we will have a a school a district a district booth, an eel booth, a child find booth and a McKenna Vento booth. We'll have four. That's where they use they put all those booths up along on train. Yeah. Right on train. Yeah. Week from Saturday. Yep. A week from Saturday. What is the significance of the red asterisks by April 17th governing board meeting? I don't know. Oh, did you have a formal answer? Aha. In case there are any changes, they're just governing board meetings. Cool. And a meeting next week, too. Uh, yeah. Well, we got some future meetings we need to talk about. Um, thank you, Lance. Thank you for
262doing that. Um, ASBA, we talked about the June 5 through 7. Barb's going to go and Judy's gonna go, too. Oh, Judy said she would go. Perfect. Um, we need a meeting next week. Yeah. Um, as I said, we're getting that information on about Asbait on the 25th and uh uh so whatever your pleasure is on the 26th or 27th or even the morning of the 28th, it doesn't matter. I just have to let Kyros know if we're cancelelling by the 28th since the 30th is on a Sunday. Thursday is wide open for me. Thursday the 27th. 27th. [Music] What time? Whatever you all want. I can do the morning of the 27th. What day of the week is it? Thursday. I can do the morning of the 27th, but I cannot do the afternoon
263or I was I've got an appointment at 12. So, it's would have to be done before 12. And it's just it's just the insurance thing. So, you know, maybe 30 minutes. I mean, it's not going to be very long. It's that would be the only thing unless we missed something that has to be signed. Could you do do a 9:00 meeting then? Because I have a 10:30 doctor appointment. But if that's all it is, then is it what what date school board? The 27th. 27th. Thursday. 27th at 9. Uhhuh. I hope I have nothing on it. And our regular meeting is April 17th, workshop at 5:30, meeting at 6. When's a regular meeting? Anybody can be here. Yes, indeed. I can April 17th. 17th. 17th. Uh, let me double check. I think so. Yeah. Yep.
264Got you down. Foundation board. Okay. Is everybody set? Judy, you set? It's my grandson's birthday. Celebrate in the morning. Whatever. No, I'm just kidding. Whatever. Whatever you need to do. Um, item 7.1, adjourning this meeting. I need a motion to adjourn, please. I make a motion we adjourn the meeting. I'll second a motion. All those in favor? I, Melinda Subaraski. I, Charlene Diaz. I Fred Rushton. I Barb, Judy Reed. Thank you all for giving such good attention to our principles. They were all nervous as