001e feel all right good evening everyone um we have Miss Gibson McLean on yes okay great all right okay thank you all right so I'm going to call the meeting to order um and we'll start with the land acknowledgement um Kon School District understands that our community of schools is located on the ancestral land of the Oham Jud jid aamil oam people who descended from the hokam and have inhabited these lands since time in Memorial the Oham who whose name translate literally translates literally to people are a vibrant culture and Community spanning countless Generations into the past continuing to thrive in the present and carrying a powerful Legacy for Generations into the future with this acknowledgement the kraton school district formerly recognizes that the traditional care and keeping of these lands by indigenous people is
002an aspirational model of community stewardship that we are committed to honor with practices policy and human relationships okay so we move on to the Pledge of Allegiance uh Miss MB would you mind starting Us Al United States One Nation God indivisible with liy and justice for all he rad call we have uh Miss MCB here we have Miss Gibson McLean online virtually um and absent are um Miss SS and Miss Kio and so the welcome statement we want to welcome everyone to tonight's meeting and remind the audience of the request to address board cards that must be completed and submitted to the board secretary if they wish to speak to an agend agenda item board policy provides for two cards White cards to be submitted in order to speak to an agenda item and blue
003cards to be submitted in order to speak during public comments due to the open meeting law board members are not allowed to address items that are not on the agenda and approval of agenda I move the governing board approve the agenda as presented second all those in favor I I I thank you governing board reports Miss MB do you have anything tonight um I just without getting too political want to um congratulate um a lot of our amazing candidates that made it I know there's still races being officially called um I also just want to extend empathy and acknowledge that kraton district is a safe Community um and acknowledge that there's a lot of people have had a really tough week the last week but reinforce that this district and all of the people on
004the board and working in this District are absolutely 100% here for our staff for our families and for our students um and just want to emphasize that thank you Miss Gibson McAn do you have anything tonight hi so um I uh we've had our first uh student conduct committee meeting last week and are building back up our membership after some membership changes and um have already moved forward with uh getting you know chair and vice chair out of the way and are just uh in the midst of setting our schedule to continue our work so um again our next meeting is coming up I don't have the date in front of me right now I wish I did but um it's coming up soon and it will be right here in this room and live
005streamed online um I think the only other thing sort of along the L same lines as Miss MB and I will get political is that um you know in Arizona we saw that proposition 314 passed which many people have dubbed uh SV 10720 um we've also uh seen a number of different elections including the county of superintendent and of education and um just kind of the state legislature landscape and so forth and the county sheriff landscape there's a lot of players in that that like factor into that proposition and other things and so um and then at the federal level obviously um the Administration has already made statements regarding the the department of educ tion and federal funding and so I will say this um your board and and the board that's moving forward I
006know that we now know that Miss CIO myself and Miss SS at the very least will still be um on this board and continue to serve on this board including you know obviously we have two new members that are coming aboard but what I do know is that a majority of us um know each other we know what we're committed to and we know that we are committed to making our district a safe space for everybody we will do everything in our power and I guarantee this I will I will do everything in my power to make sure that nobody in our um schools um or our community at least on our campuses is to the extent that we can is targeted harassed um for any reason under this proposition um the scary part about
007the proposition is that it didn't include exceptions for places of worship or schools um and of course it's not necessarily getting enforced right away but it's something that we will keep in mind and um as many people know by now obviously we're not a board that's intimidated by other politicians or anything like that so we won't be backing down from any of that and everyone should rest assure that we will do everything in our power to make sure people feel safe when they're on our campuses and also in providing as much Community Support as we can to folks if if things arise additionally um you know we're we're working on student out outcomes focused government uh governance and um you know a huge input is funding right and um you know we can't kind of
008speculate or prognosticate about what's going to go on with all of the federal funding I mean I think it's safe to assume though that there will be cuts and so I think it's something we're going to need to anticipate we're not going to need to start talks now and continue them um so that we can at least try to anticipate and get ahead of the game and not uh be playing defense or trying to scramble as much as we can um I'm ready to have those conversations with whomever and to brainstorm and to get creative because I still think and I'm going to say this and it sounds crazy maybe to some people but you know it already feels I think some people probably feel like it already feels wild to be doing all this
009with the resources that we have and to think that we could cut them and still try to get the same expectations or the same goals I I still have faith in in the administrators at this district and the teachers at this District the staff everybody that works in this District our families our students especially definitely faith in our students ability to achieve and perform that I think that even with whatever's to come whatever that may be um we're going to be successful in this we may have some setbacks but we're going to keep chugging along and we're going to keep working towards these goals that we set because these things are not going to get in our way are not going to hinder our ability to try to succeed and and reach our goals so
010I'm just putting all that out there I'm not scared of anything I'm not downtrodden I'm going to continue working because that's just how I am and it's in my nature and so I hope everybody's ready to continue showing up and not be terrified about everything that's going on even though that's rightfully so to be terrified about certain things but I'm just ready to get to work and continue working um on solutions for anything that we're faced with so I appreciate everyone's help and support and everything that everyone does every day and again sorry I couldn't be there tonight uh both my kids have STP and I you know mom's intuition I thought I should probably not go to that meeting because I'm already having some symptoms so I have spared you all and I hope
011everyone has a good evening but I'll be participating in the meeting still thank you um just a couple things um I uh I did attend the community meeting at builtmore prep um a couple weeks ago and um I thought it was great it was needed um the feedback I heard from parents was um this is a really good first step um and I think that they appreciated it very much um and felt heard so that is night and day from what my experience has been um the last time something like this happened um so I think we are moving in the right direction I feel like the parents feel supported and listen to um now so um it's only a first step so let's keep uh working um doing doing this good work and um
012listening to parents um it was good um and regarding you know the election Mr Man and I had a a nice conversation just about you know there's a lot of things out of our control and that feels very scary sometimes um and you know for me it's like I I'm not going to dwell on things that I cannot control but one thing we can control is what we're doing here locally um in our community and I think the sofg stuff is the right work for our kids so I'm really glad that we're focused on it and it's really hard to argue with anyone that this is not what we should be working on so um I think you know let's focus on that and not get distracted with all the other noise around us right
013now that's going to go on for quite a while um and let's just focus on that thank you Mr Man your superintendent part y thank you so much um I don't have a lot this evening I did want to um just take a moment to uh give a a shout out to um our veterans obviously yesterday was Veterans Day and so I'm just appreciative of of those who have served um and also very happy for our staff to have had a day because obviously we've been pushing hard this year and so um it was a very well-deserved um day off for folks um and then um the other thing I just wanted to give I know we've already kind of talked about this but I wanted to give another shout out uh to Andy Gutierrez
014I um had been invited to uh principal's Partners luncheon and um and Andy couldn't be there because he's in London in relation to having been selected as our uh National Association of elementary school principals uh principal of the year which is not just for Arizona it's for the entire country um and so I'm sitting there and I'm like I I don't really understand why I an invite to this luncheon and then the video goes up and of course the person featured in the video is Andy so um that was kind of a surprise to me because you know we all know how great he is but I you know sometimes you are invited to something and you're there because you think you're supposed to be there and you're not entirely certain why and then of
015course it was no shock to find out that I was there because once again you know it's the great things that that Andy's been doing so um just wanted to give another shout out um to principal Gutierrez and U that's all that I have for this evening thank you very much that takes us to student outcomes focused governance update goal three and for and the progress monitoring report um so Mr Man I will hand it off to you thank you very much um yes so this evening we've got um goals three and four that we'll be reporting on um through the progress monitoring process and um I know Dr dupin is here to kind of help um walk us through this progress monitoring report in in addition um Dr Lissa pombo is with us this
016evening as well um and Sarah Beth George who is our district expert on all things Ela so we're we're very pleased not only to have her with us here tonight but um I think you know she was the one who spearheaded some of the great gains that we made last year um in in our in our language uh progression particularly with our um emerging multilingual students so um with that I am G to go ahead and turn it over to Dr D thank you superintendent man miss MC cheffrey members of the governing board uh fellow members of the executive team and Community this is our progress monitoring report for goal three Dr Pomo would you mind introducing the two additional members of our team who are here tonight good evening members of the board superintendent
017man I'd like to introduce TAA Stanford she's one of our language and literacy coaches and then we also have um glisa Mitten she's one of our language and literacy coaches and we have two more but these are the two that could be here this evening they've been part of all the great work we've been doing this year thank you and T and claresa I am so sorry to have missed you like it wasn't intentional I wasn't sure if you were moral support or here to support the presentation so please don't take it as a slight in anyway you're very both of you are very much appreciated we're especially grateful for their work and their support many of our coaches went through the whole restructuring process of last year and were faithful they held with us
018they were patient and the impact of their work has been substantial and we look forward to seeing additional results um even as we work with that small but highly motivated team so uh goal three is focused on our Inc on increasing English proficiency for our emerging multilingual students the goal is that the percent of emerging multilingual students that increase that increase inre one or more levels on a zal will increase from 25% in August of 2023 to 40% by August 2028 for this goal we are using two sources of data the goal itself is derived from aella which is the Statewide assessment and then uh as is the annual Target you can see here the targets that we've established for ourselves and in a measure 3.2 also derives from aella and we are trying something
019that's really creative um we are using DNA Benchmark assessment data in English language arts to try to create a predictive measure of student progress for students currently in grades three through eight that is going to be a little bit problematic over the course of the year because it's not a language proficiency test it's an English language arts test it measures student progress in attainment of the state standards in ela so the thinking is the logic model is that language arts proficiency is going to correlate to language proficiency and we know that Proficiency in the standards is dependent on a strong foundation in the English language so we're trying to work with the tools that we have we acknowledge upfront that these are limited tools for what we're trying to to use them to accomplish um
020but two sources of data nonetheless our Zella assessment and our DNA Benchmark assessment also want to highlight uh last year our annual Target for 2024 was to to have 28% of our students increase one or more levels on aella we actually exceeded that annual Target and the final number was 33% so this was the a real bright spot for us and and as superintendent man mentioned we do credit uh Dr Pomo Sarah B George for people across the sites for working so diligently to ensure that our programs were uh compliant uh in a monitoring year and effectively designed to meet the needs of our language Learners so we'll first speak about current measure 3.1 and this is the the fun one that draws from the DNA English language arts Benchmark assessment and our Target for
021this year is to increase increase from 10% in May 2024 to 20% by January the percentage of our students who increase one or more proficiency levels on that Benchmark assessment so what we can't show you yet is any kind of change data this is just pre test data that students took in August so we can look across all of our schools and we do see a couple of areas that we wanted to call out um particularly in the areas of partial proficiency where students aren't starting at the very bottom of the proficiency levels on the assessment so we'll call out monov Vista school who had 14% of students in in in grades three through eight um at partial proficiency and at the kraton Academy 13% at partial proficiency and I do want to point out
022if you have questions or want to talk about any of these I'm we'll we're all at the ready so thank you don't feel like you have to wait till the end so when we look at this Benchmark data we can go back to 2223 and then 23 24 to examine progress over time and when we do this analysis what we see is that the percentage of emerging multilingual students increasing one or more proficiency levels did increase from pre to interim one by 1% from 22 23 to 23 24 so um highlighting them there on the screen we're at 6% in 20 223 we went up to 7% the following year um just that change from pre to ibm1 so that's from August to early October the percentage of emerging multilingual students that increase one or
023more proficiency levels from pre to ibm2 so from August to um ibm2 like December January is um 10% and that held steady so when you look at the percentage of kids who increase one or more levels over time that held steady at 10% so then if Our intention is or since our intention to reach current measure 3.1 by January 2025 it is set at 20% we would actually need to attain about a 12 to 13% jump that's assuming we increased six or seven or 8% um from this year's pre to ibm1 so when we bring forward our progress report to for this goal will'll be able to test that and know if we're really on track what we're thinking at this moment in time is that we are not on track to meet this interim
024measure because we have not got historical data that supports a 12 to 133% increase by January however at the end of last year from pre to post from August to May the percentage of students in grades 3 through eight who increased ined one or more proficiency levels on the DNA was actually 177% it's not reflected here on the chart but if there was a third bar here you would see that it went from seven to 10 to 17 so if we stretched it out and went all the way to may we would still not be at 20 but we might be close so we'll be able to have another conversation about that uh when we come back with uh progress report two and share with you the results of interim Benchmark 1 and the rate
025of change from to IBM okay um board members if you do have questions just please speak up um Miss Gibson McAn do you have any questions oh not at this time okay thank you and I Mr man this is the one that you and I were just discussing right um and just um no board members did submit questions ahead of time so any questions we have will just be um um uh we'll take here but um Mr Man had brought up a 20% um goal is pretty high so I appreciate your explanation that was kind of the question is how do you think you're going to get to 20 by in January um and I think we did adjust a few goals and made it may instead which might be something we want to consider
026or the future board what you want to consider doing um um to um get in line with those other goals that we that we've done so thank you and this is just kind of housekeeping because um I was confused when I initi I looked over these beforehand and um I see that what you have displayed is updated um so it's just housekeeping of like can we make sure that the updated one gets put on the board docs because uh I just pulled it up and it still has the old one that said 2% and it oh it didn't work so just for the sake of transparency um I want to make sure that we uh make sure that those are updated absolutely and what we can what I just to clarify in the draft we
027had we went back and we're looking at the numbers you know we put these through multiple iterations of people looking at them and we were we had an 8% for 2223 pr- to ibm2 so we were thinking that it went from 8 to 10 that's what I was wondering that was going to be my question and then you explain this and I'm like oh that's different okay that didn't it didn't play out over multiple sets of data so what we have here are the accurate having been bed multiple times but thank you for that that highlight and we certainly will will do that thank you um this one this particular current measure is a challenge for us because we are you know really again trying to do something with Ela Benchmark assessment that it's not
028designed to do and also there's no reports that just automatically tell you which makes it extremely challenging for the Department Personnel but also the leaders at the sites this is the one where you can't go into DNA and just say tell me how many kids went up a level among our emerging multilingual students so it's all a manual calculation which is it's it's certainly within the realm of our capabilities but it does it doesn't it's test in our skills well and what we didn't want to do is let the Tail Wag the Dog so we could have just said oh well this is a measure we can't track because you know it's a heavy lift to track it but it it is a measure that's meaningful to us because what's important to us is that
029kids are Progressive Progressive progressing in their English language development and so being able to track that Mobility is really a pretty strong indicator of movement for those students whereas a lot of times when you just look at um you know straight up test data and compare it what it does you know you might move from A to B but it doesn't tell you like is that child closer to being proficient or not and so um I just appreciate the team being willing you know to kind of go to the extra to try to to build something that is intended to be a correlative measure but we might over time find that it isn't and have to come up with an alternative to it but at least for the time being we're we're constructing it we're
030watching it and we're we're hopeful that um because it seemed to be the most likely correlative measure we're hopeful that it vets out and and as we build a data set over time we'll be able to have a better sense of you know not only how predictive is it but giving us the ability to be able to say we're on track we're off track much more effectively than we can at this moment in time not having really tracked things using this methodology previously so inim measure 3.2 focuses on our students who will be progressing up through the grade so we're going to be monitoring this third through fifth grade group because that is one band within a zala it's also a pivotal set of years where learning is compounded and it's it's um more possible
031perhaps to achieve the goal of reclassification which means being reaching proficiency so the percent of emerging multilingual students in grades 35 that increase one or more levels on a zala will increase from 33% in May 2024 which again was above our annual Target to 35% by May of 202 5 and we will not have this data to bring back until we get the aella assessment which does begin pretty early February beginning of February uh so we we do look forward to reporting on that but I wanted to take a moment to highlight across uh the last three academic years the percentage of students that have increased by one or two levels uh within each year so for 2122 and 22 23 27% of our students made that leveled increase last year we had 37% of
032our students again just grades 3 five that made that that jump so in considering our aella data and looking at what that those those level increases have have been like this is just another way to kind of look at that same data that was presented on the table and when we analyze what we see is that the percentage of emerging multilingual students that have increased by two proficiency levels has increased um each year over the last three years so that is substantial it gives us an opportunity to look at strategies that are working for students um the overall percentage of emerging multilingual students that increase by one proficiency level has increased by 8% since 2122 and then although there is insufficient predictive formative data because we're using a benchmark assessment not a l language development
033assessment um our prior year data indicates that we are on track to reach interim measure 3.2 so our inputs these are systemic um strategies uh interventions practices that we've been working very hard to put into place uh I will highlight some of them here and we reive feedback from Dr Ramos uh through president CIO that it's really and it actually really well aligned to internal conversations we were having and we talk about inputs and what what's working and What needs more attention one of the questions that we were asked was well how how are you keeping track of all the things that you're saying you're doing um that was the internal conversation and then Dr Ramos's feedback was you know it's a really effective practice to put your inputs into smart goal format as well
034so so that you kind of have a sense so like for example of your third fourth and fifth grade teachers who work with emerging multilingual students what's the target how many of those teachers should be participating or could be participating in professional development um or what's the expected change in practices for teachers in those grade levels so we are taking this is our first draft at framing our inputs in that way and we'll continue to sharpen our practices but it was really helpful feedback because I think it will allow us to be more precise and effective moving forward and then reporting to our board under professional learning uh we targeted we we selected 40 targeted I should say this 40 targeted seci program teachers will complete foundational professional development uh provided by an outside facilitator
035and I want to be very clear when we say targeted SEI program teachers um what that means is the there's there's a couple of different ways in the state of Arizona that you can provide language acquisition instruction targeted is one of the programs integrated is the other dual language immersion is the other so we are not targeting these teachers they are teachers of the targeted program and I just wanted to say that because it sounds so awful to say we targeted 40 teachers for the that's not the intention 4 targeted SEI program teachers sorth is that an accurate is sub very close very close so she'll correct me in just a second um so we have our 40 teachers participating in that foundational PD and then 10 additional teachers comp completing intensive ongoing cycle-based professional
036development with that same um uh provider and then our instructional coaches have been receiving additional specific professional development um six of our targeted SEI program teachers are uh providing specially D designed instruction they're learning to provide specially designed instruction for students at the pre-emergent and emergent levels and we'll talk about that when we get to the end there's some really interesting things about our multilingual Learners right now that we're paying attention to and this year a new practice that's been put in place by the team are 36 SEI family nights these are events specifically designed to meet the needs of multilingual Learners and their families four per campus one per quarter over the course of the year so a total of 36 of those events are being um so before I move into that I'm
037going to give Sarah Beth an opportunity to add to or clarify anything about our inputs for sure thank you Dr dupin so just when we're talking about the seci program models in the state of Arizona there are four models so one that Dr dupin shared was the DLI dual language immersion model so that is one that we use uh in at our two dual language immersion schools built more in the Katon Academy and then two other models that we use in our district are the pullout model and the two the two-hour model and within each of these models so DLI and the pullout model and the 2hour model there are two types of Structured English immersion instruction so one is targeted and that is defined so targeted Structured English immersion is defined as only English
038Learners receiving instruction together that is based um completely off of Arizona's English language proficiency standards and then within each of those three models the other type of instruction is integrated instruction and so that is when our English Learners or emerging multilinguals are grouped with general education like native English-speaking peers and peers who have um scored proficient on the aella and the teacher is using Arizona content standards supported by the English language proficiency standards so when we say the 40 targeted SEI program teachers that means that those teachers are delivering the targeted instruction to groups of e of emerging multilinguals only based on the Arizona English language proficiency standards I just want I just want to share something about the inputs so these are inputs that we did not have last year so last year Sarah
039Beth and I um were analyzing our program because we also had our seci audit but also looking at our grant funding and then also through our 600 learning walks we were trying to figure out how we could support our multilingual Learners and so part of that was that our teachers were asking for more training so we rewrote the training into our grant to have um explicit language instruction training by Heidi kosy that's on here that she um also is does training through ad for the same um types of training and then we also we changed our coaching model where we are supporting literacy and language and the coaches are getting that same intensive training on how to coach our teachers and then also um money for in more instructional materials for our seci program and
040then finally we did not have the family engagement nights just for our families where they have multilingual Learners and how to support their child at home and also we found out from our families that they didn't know what the ailla test was so learning more about that so we just recently had an seci night that was very successful so all of these inputs we did not have last year that we're working to improve for this year I just want to say a thank you because that is there was so much progress made last year even without these inputs and I'm just super excited because this is a lot of work to pull all of these inputs together um in one year so I just appreciate the team and all the work that's been put into
041it and also this is in collaboration with Ivonne at the family center all the family nights so team I'm like the team is everywhere yes well and I think it's important to know one of the things that I think has been a benefit of the sofg work and having what I like to call and what I think will ultimately be vertical articulation from the board all the way down to the students right not not that it's down you know students are at the top of the pyramid but you know that's it blows through um is I really think it's helped a lot with our internal collaboration because everyone like is working off the same page of music and so when these teams get together and they're talking about well we need to achieve this goal
042everyone in in the room isn't thinking oh well good you know um Dr pombo and Sarah Beth and the team will take care of that they're all thinking about well how do I particip like what is my role and and I mean even completely outside of the curricular side of our operation you know when we're having conversations with Miss Shapiro like she continually brings up okay well what are the funding needs and H and how do we integrate this into our budget you know example of of Mr Carvajal came up you know it's like well how do we engage the community to move this forward um you know conversations with um the team at the Family Resource Center so you know it what it's one of the things that's allowed us to do is be
043more intentional across silos and be more collaborative so I I think simultaneously we're seeing two things happen um a lot of the restructuring that's happened in the district has created more space for collaboration and that collaboration has become very targeted on what we want to accomplish because it's easy for people to just pull out a sheet of paper and say well this is what we're supposed to be working on these are what the targets are so so thank you to to all of your teams for doing that well I think it speaks to you know being able to to put so many things in place that are pretty big lifts that happens when you start to remove some of those silos so in terms of what's working relative to these puts we are seeing curriculum
044use becoming more evident during learning walks not only during intervention time but also during tier one instructional time we're also seeing the strategies learned during intensive professional development the PD provided by Heidi OSI that there there is observable implementation of what's learned and anec I'm sure the team has hard data on how the teachers are perceiving this feedback or this experience however anecdotal what we're hearing is a lot of enthusiasm and gratitude like we don't we we we don't always hear when people are super excited about their PD I mean you you know um but we have we've gotten enthusiastic uh responses from that professional development along the lines of this is amazing this is so helpful very practical and it's it's fun to try out what they've been learning so that's gratifying to hear
045uh and all that said we do have a long list of things that need more attention um and I want to highlight here the data on the right side of the slide we our emerging multilingual Learners are a growing group um in number uh we've gone up a little bit but in proportion they're also growing up and specifically when you look at our emerging multilinguals right now the students that are at the pre-emergent and emergent levels meaning the most basic levels of English language development or having no language develop no English Lang language proficiency at all are almost half of our of our multilingual Learners that means about 750 students across the district are are at the very early stages of becoming multilingual which creates challenges for family communication at times it creates challenges for
046the teachers being able to reach and and scaffold for those students and it creates challenges for them Stu for the students themselves to feel like they belong that they you know can interact and understand and feel confident and safe at school so we're we're we're looking at that and at this time we have this strong awareness of who these kids are um and some of the interesting and unique needs that they bring So to that point the participation of our targeted SEI program teachers in the cohort of 10 was limited by grant funding and the availability of substitutes um we also know that coaching and coordinating capacity is limited you met two of our wonderful language and literacy coaches there's two more wonderful language and literacy coaches SAR Beth George is is fantastic um our
047principles and assistant principles have taken on massive amounts of instructional leadership through this transition and they are are learning and growing and supporting our teachers each day however the capacity around that is is limited um and and when you consider the responsibility to support teachers and student needs in early literacy literacy development language and the implementation of two sets of instructional resources wonders which is for K5 and then study sync which is 68 that's a big body of skill to have and just to know it for yourself and then to be able to competently coach and support others is is yet another skill set layered on top of that so that affects capacity um the needs the language needs are substantial for a large chunk of our multilingual Learners um we've already discussed that the
048DNA Ben benchmarks may not be adequate predictors so Dr pombo Mr Meyers uh Miss George they they've been working with DNA and we are working with several other partners to try to access actual formative assessments for language or or a tool tied to aella like an aella mimic or an aella practice type assessment that could be used as a more appropriate language development formative assessment so we hope that one of the things we're able to bring in the future is access to a tool that's different for future consideration in developing the inner measures and then finally not all of our emerging multilinguals are receiving exactly the required number of of targeted minutes and that's really a function of the fact that students don't come to us prepackaged in little boxes of equal numbers of kids
049and so some schools have more kids at higher levels of proficiency some schools have more kids at the lower levels of proficiency and that affects along with the number of sections how we can build our schedules we all have the same Master schedules and the same parameters and the same intentions but in some cases there is some disproportionality in in the access to uh the instructional minutes needed is there any um has there been any looking at I know it would be complicated but considering like utilizing technology like go across schools so like we talked about that for like algebra you know for example unless there Beth and team have additional information for me I'm gonna say we really haven't explored a virtual or a cross School collaboration for that kind of learning but it
050is something we could add to the to the list of I know it would be incredibly complicated and there's a lot of dominoes fall but I was just when you mention like schedules being similar across schools I'm like is there any leverage um for creativity because we know that you know Staffing and funding are what they are and and these are limitations and I think you know we've had conversations with Mr Man about um and I know Miss Shapiro is always looking at how is our budget you know um meeting our needs and this is definitely an area where we want to make sure that we're adequately staffed to address all of these amazing things that you all are trying to put into place so yes I agree with everything that you just said and
051you gave us more more things to think about and process through one thing that Dr pombo and I did want to share uh is one thing an additional thing that we did this year was for the first time in over a decade because it wasn't it hadn't been done since I moved into the district is we applied for the SEI Grant last year for this year and so what that does is it it funds teachers specifically for that those targeted minutes of instruction and we requested based on our models think over 20 teachers we were awarded one and a half so that did help um at Gateway they have a halftime SE targeted teacher specifically to help with that because otherwise they would not be able to provide those minutes to those students and one
052and a half teachers over at William T Mackin to know so we'll continue to explore that you know as we're able and then look at those kinds of options that's thank you and and we're also going to be expanding our efforts to find competitive grants that can help fund some of these these types of programs as well so that's something you know that was part of one of our other restructures that we wanted to be able to support moving forward knowing you know that we were that funding was going to become more and more of a challenge over time even before some of the new things that we're aware of now right so um so that you know as as things begin to unfold moving forward you know that'll just become even more important to
053us than it is currently I'm just curious um for the family engagement nights like what kind of um things are being talked about and and that just made me think of like something very Elementary like dualingo you know everyone I know uses dualingo but I is that you know are we talking about things like that at all is that practical the targeted instruction have to be it doesn't count for the minutes if it's I'm just I'm just thinking for resources for parents you know like when they're asking how can I help my child you know for sure so specifically with dualingo we haven't talked about that in our family nights it is something that we can add uh we've had two so our first quarter and second quarter and we had over a hundred parents
054across the district at each event which was great really exciting uh and I can tell you at the first event first quarter we really talked about what is Structured English immersion and we helped parents understand and caregivers understand exactly how their students ended up in this program what types of services are offered we explained the different models like the Dual language immersion and also the 2hour and the pullout model because uh different grade levels at schools might be implementing different models right so we can't say like everybody at Gateway is in this model so we talked through that and some basic strategies to support language at home one of the things that we keep emphasizing is that reading in any language is important and Incredibly valuable and we're still working really hard to dispel that
055myth that oh I I afraid to help my my kids and I won't be able to help them because I don't speak English and that's not what the research says right so we've been able to educate them on that and help them be proud of the languages that they do speak and read at home uh we at so that was the first quarter event and then at our second quarter event we really dove into the aella and so each family that attended received their score report that was mailed out at the end of last school year but they got it again and this time with context right so the we have teachers facilitating each of these events and they taught them exactly how to read it what it means families were able to identify one
056of the subtests to focus on at home so the subtests on the aella are listening speaking reading and writing so based on their child's score pick one one domain to work on a couple times a week at home and then within each domain we gave them different strategies to use and they it I was I've been to I was at two of them it was at uh which ones Mont Vista and excellencia for a couple I think it was last week or the week before and the families were so excited to be able to add to what they're already doing at home and to really be to hear that emphasis that they can help and that it is worth it and we also were able to with some readjusting of our budget this year provide
057visual dictionaries to all of the families who attend and so they had an opportunity to look at the different sections and put little poits in to figure out where to determine um which section they wanted to start practicing at home over dinner and label their house we gave them poits to label things in in their in their home great thank you very much I'm so glad to hear that um you talked about reading in both languages too that's something Mr Man and I were just talking about um yeah yeah so um that's so important and something I recently learned because I'm monolingual and didn't it never occurred to me that you know I wasn't sure what what is what the strategy would be if you if you're trying to help your child learn another language
058do you read to them is it worth reading to them in in the language they're not trying to learn and certainly yeah it is very much so thank you very much for that that sounds I mean that's a huge Improvement on what we've been doing yeah in the past so guys been busy and then moving forward to quarter three then four we're we're really going to focus in on reading for quarter three and writing in quarter four and give them more ideas for that great thank you we didn't explicitly list it here in inputs but one of the pieces that we in the process of shifting is really to create more time and capacity within the curriculum Department um specifically one of Sarah Beth's responsibilities for a number of years now has been the oversight
059of the crate Native American Family program and she's done an exceptional job and she's been supported by sheay Bradford um who was before what Don denal Don denal is now and then before Shay who the art teacher Deion Mitch so we've had wonderful collaborative support from teacher Partners across the district and Don is is picking up and doing an amazing job but the coordination the maintenance of the grants associated with that supporting Afterschool tutoring access for those specific students is a is a substantial investment of time and talent and so we're in the process of Shifting the oversight of that program Under the Umbrella of Community Education and Mr Carvajal so that we can create more time and and space for Sarah Beth to focus on language and literacy because that is I mean it's
060all important and all of these children and their families are significant to to this district and to the health and wellness of our community and society and given the fact that there is a limited amount of bandwidth we want to try to put as much of these resources in support of these goals as as possible so we're we are confident that that shift is going to result in in nothing but improvements from you know continuing the trajectory and the foundation that Sarah Beth uh and the team work to establish but it is a shift and that may come up um in in discussions over time thank you board members any more comments or questions none from me thank you thank you very much I just want to thank the team but not let them off
061the hook because guess what the next reports goal four and it's also literacy Focus yeah we have our instructional coaches sth they're all focused on literacy and language for a reason because these two uh sets of skills are inextricably linked and they're represented in our goals so as a reminder goal four is to increase reading proficiency for all third grade students the goal itself is the percent of third grade students that score proficient on aasa English Lang language arts will increase from 18% in August 2023 to 41% by August 2028 for this goal and for our inim measures we draw from the aasa state assessment our DNA assessment but to add an additional piece of information we're also integrating the fastbridge assessment which is the universal screening tool set that we have uh we shifted
062away from um ice deep in order to have something with greater capability greater flexibility and more invention options so we are working with all three data sets for this goal our annual targets uh you'll notice that we have held the annual Target of 22% uh for this year for 2025 um last year we we only reached 177% so we did we fell short of our 22% Target for last year so we're kind of working to make up ground and that's why you see that um staying constant uh annual Target for 24 and 25 current measure 4.1 draws from the DNA Benchmark data the current measure is that the percent of third grade students that score proficient on the DNA English language arts Benchmark assessment will increase from 3% in August of 2024 to 10% by
063May 2025 so that's over the course of the the year that that percentage of students uh scoring proficient will increase and I just want to uh highlight a couple of call out a couple of areas third grade students um across all subgroups at builtmore prep we had 9% scoring proficient on the preest and at the kraton academy uh we had uh 11% of students scoring proficient and this is something we're going to be watching we're looking across all the schools subgroups but when we think about going back to the last goal the impact of dual language immersion on language and literacy development we're we're really interested to see how this tracks over time because we're seeing some interesting things like this where kids may be developing at a at an enhanced rate as a result
064of of the opportunity to learn into languages so analyzing DNA benchmark assessments over time uh you see a a trajectory of of progress and increase um moving from in 2022 23 at the preest 3% up to four then 17 by ibm2 and then finishing the year at 14% similar kind of trajectory for the 23 24 school year and then this year we started uh with 3% proficient on the pre-test as well so that that 3% seems like a very consistent starting line at the beginning of the year um the percent of third grade students scoring proficient increased 10% between ibm1 and the post test in 2223 and 8% um between ibm1 and the post test in 2324 to reach current measure 2.1 this year we need to grow by at least 7% hit that 10%
065mark So based on prior years of uh growth we are currently on track to reach current measure 4.1 one of the things that we are mindful of with goals three and four and the number of inputs is most of those inputs are focused on well they're all focused on professional development participation or implementing curriculum and instructional resources that are new so we're going to we've introduced a lot of new variables this year and some of which actually take the teachers out of the classroom and we're mindful that we may actually see some some changes in this trajectory we may actually see a little bit of a decrease before we see things increase just simply because of the number of of of changes and the amount of learning that's happening relative to literacy and language uh
066for these these teachers and their students I just want to put that out there we'll keep that going as part of our ongoing conversation in terms of what's working and what's not we always try to minimize interruptions to learning and we know that our teachers deserve to be able to Lear to learn during the school day as often as possible so it's a it's a balance we're working hard to strike well it's a I mean you know the mantr student outcomes don't change unless adult behaviors do but it takes a lot to change adult behaviors and you know it just does and but I appreciate you calling that out um also super minor thing but I appreciate the vertical lines this time around for that it's so helpful thank you we'll continue to do everything
067we can to make them as as clean and we're learning a lot every time we produce a new graph with this particular tool set we learn a little bit more about the functionality that that's available that's why I was like oh I should probably I agree I like the way that looks too yeah I should call out that that helps well it's we're using canva and it's it's we're learning aren't we yeah uh we do like its flexibility and it gives us opportunity to be creative um so our current measure 4.2 is where we just start to pull in that fast Bridge so the first current measure is for this year's third graders the percent of third grade students that pass the fastbridge a reading screener and there's a variety of screening assessments for kids
068at different ages and and stages of literacy development um but the a reading screener is foundational our goal this year is that they would increase from 8% in May of 2024 to 20% by May of 2025 so I've called out uh several of our sites where uh the percent of third grade students that already that are hitting that level um is is or hitting a higher than typical level is significant built more prep at 34% 10% at Larry C Kennedy 14% at Mona Vista and 16 % at the Katon Academy so that's encouraging because what it signals is that their their students are coming in with um having brought literacy skills this third grade reading is not just about what happens in third grade it's about kindergarten first grade and second grade so this is
069an indicator a potential indicator of of learning that has taken place during the Early Childhood years when the foundations of literacy are developed and I just want to appreciate I know it can be it can get Messier trying to look at multiple tools um for measurements but and correct me if I'm wrong but DNA is going to be much more it's your grade level standards and it tends to be much more comprehension in things and so I appreciate you know being able to look at something like Fast Bridge because as you said like third grade third grade they go from learning to read to reading to learn and so not knowing where they are with those foundations is so important in guiding what the instruction will look like for those groups of kids but it
070is really amazing to see foundational pieces of incoming third graders increasing because that means we're doing really great things at K2 as well and and that makes a huge difference so one of the things I want to point out about fastbridge is that we only have one full year of data because this is a new assessment for us so we it's harder to go over um I can't do the whole three-year spread that we typically would with student outcomes focused governance protocols uh however we can look back as far as the beginning of last year and so you can see the the change in the trajectory um the fall 2024 rate of third grade students passing is 5% higher than in 2023 which is which is exciting um the percent of third graders passing increased
071in Winter of 2023 but then Dro back down to the level in the fall so you know basically remained pretty constant we kind of celebrate any increases that occur however it is statistically steady to reach in our measure 4.2 by may we will need to increase the passing rate by 8% so from 12 to to 20 that 8% increase given the past year of performance we are currently not on track to reach current measure 4.2 however we're going to continue to integrate the inputs that we've been that we will be highlighting uh in service to to this current measure current measure 4.3 now focuses on our kindergarteners and looking at the kindergarten students now and increasing from 11% in August of 2024 when they started were just starting school to 18% in May 2025 on
072the literacy screener so again we'll call out a couple of schools built more prep again with students at 35% of students uh at or above Benchmark and then we have a cluster of schools that includes Kennedy Loma Linda manav Vista and Papo where that percentage is is just a little bit higher so we're again seeing some foundational literacy skills coming in um at the beginning of the year so in the fall 2024 uh the rate of kindergarteners at Benchmark is 2% higher than it was in 2023 so they came in a little bit higher um the percent of kindergarteners at Benchmark increased by 8% over the course of 24 and then to reach interim interim measure 4.3 by May of 2025 we need to increase the percentage of kindergarteners at Benchmark by 7% so so
073given being increases that we were able to achieve last year we are currently on track to reach in measure 4.3 for kindergarten so in terms of inputs 80% of Ka ELA teachers will have engaged in training for the new intervention materials by September 30th 2024 so I'll have sarath and team give a little bit more about the specifics on those but we have been really working to um using available Capital funds using the the what remained of the Esser dollars ensuring that we have in instructional resources for for tier one which is all students and then tier two and tier three which are students who require additional time and more intensive instruction 27 of our K3 ELA teachers and two of our literacy and language coaches will have engaged in four professional development sessions from
074an outside consultant teach daily on how to implement small group rotations for small group intervention by May 23rd 2024 in the area of instructional materials 70% of kadla teachers will use newly purchased intervention materials um 3 to five times a week by May 23rd 2024 so really seeking to look at the impact or the use of instructional resources and then um this is just a description of what those resources include so for tier two uh in kindergarten in first grade we have 95% group for the first through e8th grade we have 90% group phonics lesson libraries and then for students in grades three through eight we have 95% group multiable routines so there's a range of of tools that have been brought in for this goal and then for tier three the resource being used
075is sips so we'll we'll we'll talk more about what those tools and resources are looking like for Learning and for our teachers and then uh hopefully the impact on our students and their growth and we we we we really mindfully left the input around family engagement here these are the SEI family nights because we understand that reading proficiency is tied directly to language development so we believe that the work being done the substantial amount of of work being done to implement the SEI family nights is also a valuable input for our early literacy goal would you like to add on to or clarify anything from the inputs or do you have any questions about any of the literacy inputs does anyone have any questions board members comments um can you remind me one are we
076still using the uh literacy portfolios and and they're up to four there's a variation up to to fourth grade right now all the way up to eth okay I was trying to remember I know it changed um just to expand on what Dr dupin shared last year um working with our principals and also um our leadership teams at the schools and also learning walks um our teachers just need more support in doing small group instruction so that's where we provided um some professional development now you can see not all teachers these are teachers that chose this training for this year um and then we also needed tier two and tier three um supplemental materials and so we adopted last year um the 95% group for tier two and we did have sips before but we
077just added more so more people had access to the sips um curriculum do you want to add anything else we did okay it's just have resources yeah and then training on the resources I'd like to add I mean it's not a measure it's completely anecdotal but 22 years since I moved from Hed the Kate 12 prek 12 no one's ever come up to me and said I'm so excited we got these new materials I have heard um I've had like three different people involved in teaching reading over the last four or five weeks um come and share with me how much of a difference they feel it's making to have the sips material so um so I know we had sips previously but we expanded it um I asked the question about 95% group and
078um you know got some positive feedback on that as well but in particular they were they had literally stopped me to say hey thank the team for um making sure that we have these resources and I and I do recall a few years back talking to some people and hearing I just feel like we just don't have what we need so um getting getting those tools into people's hands is really important and it's very appreciative yeah I'll just second that because I I remember in like 2014 like we had the 95 % um and then it kind of just disappeared but you know resources such as this that are very intentional very targeted they're very routine based whereas you know your tier one curriculum has so much and when you're getting into the tier two
079and tier three having those just explicit here's our routine you know it's not as difficult to learn as a teacher you know and you kind of get in the hang of it and the students get in the hang of it so I'm just I'm excited to see intentional resources is back in the hands of everyone right same it is really exciting and I did want to make the connection between the 95% group materials and our literacy portfolios so one of the things that our literacy portfolios did in prayer years what well and they still do is identify exactly which skills students need in order to become more fluent readers and what we had in the prior iterations of the literacy portfolio were links to a bunch of sample lessons so for example if I was
080a first grade teacher and I had a small group of students who really needed to learn how to read like long a silent e words like bake make take right I would be able to see just a a folder in Google of a bunch of different lessons for this that I would then have to shft through and figure out what to use and the great the Great Piece that we have right now is that these two resources work in tandem so on the literacy portfolio if we've identified that students need to work on that particular skill then they can go to their librarian and pick out a bag of lessons specifically for that skill and there's five days worth of lessons for that skill so it is it is very exciting that's awesome I think
081too like having then 95% like the multiable routines for third through 8th it's it's easy to get caught up with all the third through eth standards that are not about the foundations and those the multi- slabic words are so important it's 10 minutes a day yeah it makes a huge difference so in terms of what is working uh again curriculum use is becoming more evident during learning walks as was mentioned instructional materials are now available for tier one tier two and tier three uh instruction and we are working to provide professional development supports and coaching for teachers to effectively use those resources um the datawise process has identified a focus on increasing the use of success criteria across all grades and content areas and what's when we get to this point in the guard rails
082we'll share when we through our through our learning walks when we see learning targets success criteria and curriculum use engagement automatic not automatically but also goes up so by focusing on these three areas and providing appropriate tools and resources we're seeing some shifts in instruction and the learning experience of our students uh things that need more attention include um again the the the limitation around grant funding for for many years in as long as I can remember funding for supplemental instructional resources was really driven by grants and so you know that was our methodology sarth has been amazing in working with our new grants team and that restructure to to go out and look for more and bring in more resources um so we we believe a future conversation is going to be about what
083other funding sources outside of existing entitlement grants can be leveraged to get tools and resources for literacy instruction um particularly at the tier two and tier three level uh as we discussed before limited coaching and coordination capacity um for reading it's the same five people as was discussed for for for our emerging multilingual goal goal three but they also have to support early literacy the development of foundational skills um comprehension in genre language and five sets of instructional materials that address all of the three tiers so you have not only wonders and study sync but then sips 95% group and on so so so it's a it's a heavy lift for that small But Mighty team and then in addition what will Al what will likely ultimately be a good thing is the compliance with
084Arizona's new K5 literacy endorsement requirements so by all uh by 2028 all K5 teachers need to have a literacy endorsement uh in the state of Arizona for K5 so you know that requires time it requires resources and focus so that we're providing opportunities for folks to to get that and um we are hopeful that it will lead to more skillful teachers and who are feeling more supported in the classroom and ensuring that that's in place does provide a challenge so do does some of our professional development that we are offering help them meet the literacy endorsement requirements yeah can you speak they're not having to go out and do it so the training that we provide in house and the professional development that was mentioned does not qualify for the uh endorsement but what we
085do we are currently doing is working with the Department of Education so ad offers different cohorts of letters letters l t RS is one training that qualifies for this endorsement and we are on our third our third cohort of teachers just beginning we have 20 teachers participating in that right now um and we are currently working on securing a grant uh that would allow us to have another set of 18 teachers participating in a different training but also still one that qualifies for the endorsement so team's working really hard to remove barriers create connections and then bring in the funding that would offset the cost no and I appreciate that because I know you know sometimes when the new endorsement and ler requirements change you see teachers either switch grade levels to avoid that or
086leave teaching and you know all of this work that we're putting in systematically is amazing but drastic teacher turnover will impact it so the more we can keep building and providing those opportunities the better so I do appreciate all that work thank you any other questions or comments board members I'm all good thank you everyone for um all your hard work on this side appreciate the presentation thank you and while she's here I'm just going to call out sarth one more time the land acknowledgement that we say at the beginning of the meetings the board initiated that there's been many people who gave input and content and word smithing um board members were involved but Sarah Beth and others and Sarah Beth was really a catalyst I think for creating a lot of that language
087and we we had the opportunity to have lead ERS ship council at uh Kennedy School larcy Kennedy School last Thursday and the land acknowledgement is up on the wall in a huge graphic and I know you've seen it um but I got the opportunity to show Sarah Beth and just wanted to Express gratitude for her consistent advocacy for our um indigenous students and our language Learners thank you motion okay all right okay so it would be to um accept these monitoring reports is that what it would be yes I think it was to approve we approved the progress reports as presented okay so I believe that's what it was yeah so it said adopt ad adopt the right y okay okay gotcha okay okay all right so I move that we adopt um kraton's sofg
088goal three progress monitoring report and kraton's goal four progress monitoring report second all those in favor I all right thank you Hilda that takes us to public comments do we have any tonight okay that takes us to approval of consent so I move the governing board approve consent agenda items a through K in accordance with policy B dbe second all those in favor I great that take us to eight approval of the job description and salary schedule for academic director for student support and inclusive practices thank you um I'm gonna turn this one over to Dr Lauren um but before I do that I kind of wanted to make a quick connection between the work we've just done and then this recommendation so um you know in um in our work to try to bring
089the inputs into play in order to make sure that're we're not only meeting the four goals but also achieving the superintendent's guard rails as well um we've run into a number of different challenges and barriers um and some of it ties into some of the work that we're also doing with special education the work that um members of the team are here this evening Miss gipson mlan mentioned earlier our student conduct um committee team which um I forgot to throw into my superintendent report meets again on November 19th In This Very Room so to get that date out there um and um for all of that there are some some other components that have come forward that need priority and attention and um we're realizing we were missing a key component to accomplish that and
090that's where this request is coming from it's really for a request for an input that will impact a number of particularly the guard rails but by virtue of impacting those C else will also have a positive impact on our student achievement goals as well and so I just kind of wanted to tie the two together and with that I will turn it over to Dr La thank you Mr Man uh this evening we are bringing forward a job description and salary schedule approval for the academic director for student support and inclusive practices uh this is a job description for a position that is needed as Mr Man indicated to direct those initiatives that are essential to fulfilling the superintendent guard rails one two and three uh some of the essential functions will include development and
091sustaining the multi-tiered system of support mtss structure uh that will address both academic and behavioral support needs throughout the district um using instructional resources that will increase students social emotional Wellness quality relationships and executive functioning if you think in terms of where we are with ruler currently as well as Harmony uh and the implementation of restorative practices in alignment with the updated student conduct policies uh this position will also coordinate the student complaints and investigations for the title 9 uh Federal requirement uh this would be a collaborative position that will work closely with principles assistant principles uh in the ad Services Department to oversee the work of the teaching and learning coaches for student support uh they would report to this position would report to uh Dr dupin the assistant superintendent of teaching and learning
092um if you have any questions or any comments board members comments or questions um I don't have any questions because Mr Man um in our one-on-one explained it pretty thoroughly and it sounds like it's another of reorganization um that you're finding necessary and would help perhaps alleviate some of the the heavy lift in the special ed Department um that's been happening for a long time so any other questions this is the job description read to me kind of like a combination of some previous positions we've had and just you know making sure it's much more intentional so okay I was just going to say I appreciate um The Adjustment here and in creating this and and trust you all and in hoping that it continues to contribute to the outcomes agree so I move the
093governing board approve the job description and salary schedule for academic director for student support and inclusive practices second all those in favor okay thank you so that takes us to Future agenda items does anyone have an item they would like to add hearing none I will take us to motion to adjourn I move the governing board adjourn second all those in favor I I I thank you speed Rec good night y'all thank you good evening everyone thank you