001into order please stand for the Pledge of Allegiance thank you let the record reflect that all board members are present next we will move to item B1 audience with individuals Ms Densmore thank you this is the time for the public to comment members of the board may not discuss items that are not specifically identified on this agenda pursuant to ARS 38431.01 action taken as a result of public comment will be limited to directing staff to studying the matter responding to any criticism or scheduling the matter for further consideration and decision at a later date in order to facilitate accomplishing the the business of the district in a timely manner a time limit of three minutes will be imposed for each individual or group addressing the board when you approach the podium please state your name
002for the record and we have Mr Jim Hagedorn Amy Jim Hagedorn okay um what I'm going to address is dress code on May 1st at 1 30 pm at the school at a school bus drop off at Cheryl and citrus a girl got off the bus I live at the third one acre House East of citrus my worker and I were at the edge of the roadway on my property when she walked by us her shorts were shorter than hot pants and left nothing nothing to our imaginations now I grew up in the 60s with long hair shootings Kent State Vietnam girls wearing hot pants you get the picture but to uh but to compare it but to compared to this this this uh situation the girls of the 70s would be considered pedal pushers
003compared to what this girl wore nothing was left now I I just don't understand how she made it all the way through school all day long with nobody mentioning anything to her it is my understanding that schools require a dress code that should be explained in a handbook they receive along with the policies required for the students and parents to follow perhaps this family missed getting this handbook when they were handing them out obviously she was not disciplined at school and and or her parents were called in to bring a respectful outfit for her what is the point of having a dress code if it is not enforced the standards that we set in high school will be what they follow after graduation having worked for the City Department of Phoenix for a long time
004doing safety instructions it was imperative that we set the standards for the workplace dress code first and foremost as these prospects would be serving the public um on a daily basis we some took we sometimes took in apprentices when they came for interviews it shocked me to see that some of them came in with shorts flip-flops While others obviously took those interviews seriously and dressed appropriately I get it that some parents leave for their jobs before children leave for school and they come home after after the school after the students have finished with school for the day and are not aware of what their kids are wearing I can almost guarantee if a parent was called to address to address this problem and was told to bring appropriate clothing to the school this sort of
005problem would not happen again no parents want to be called at work and to leave work to bring their clothing proper clothing because their child can't follow the rules I have to believe in the long run these students will thank you later in life for having cared enough to discipline them in regards to respectful clothing at school which would lead them to dressing appropriately later in life for the world that they will enter remember I'm just looking up there it's power and preparation excellence in the journey and success for your lifetime and obviously thank you madam president is this relates to high school we'll ask Dr crota to follow with Mr Hagedorn thank you Dr Dean do we have any others okay thank you next we will move on to item C1 superintendent update Dr
006Dean thank you madam president members of the governing board cabinet in our community this evening I'm excited to announce to you that the end of the school year has arrived and we would like to send a formal thanks to all of our staff all of our students and for our community for a great school year it it goes too fast every year and the longer that I've done this the faster it goes and I I have made a joke every year for the last 15 years on the first day of school when cabinet convenes in the afternoon to to discuss the the events of the day and I I always say I can't believe how fast this school year is going at the end of day one and at the end of day 180 it's
007the reality of we can't believe how fast the school year has gone but we want to thank all of all the folks involved in our school system for a great school year and we want to wish everybody a happy and safe summer and we look forward to them rejoining us again our students rejoining us again in August and as the board is aware next week is summer workshop and we'll welcome about 80 percent of our returning teachers into summer workshop and look forward to that as well I want to just provide a a couple of updates to the board on a couple of pieces that we've been working on after the board had tabled the item on the county vaccination program we contacted the county and requested a couple of simple changes to the agreement
008one being uh asking for a list of the vaccines that they provide that we could have that included in the agreement and then the other one was in lieu of the fact that the the covid pandemic has been declared over asking them to remove um the language as it relates to coveted protocols the county was not um receptive to changing their agreement and as a result they have moved on from us to look for other partners so the board will not see that item further also want to let the board know that we officially now can say we've known this unofficially for a little while but it is now official that we received all of the SRO grants that we put in for the State of Arizona and I'm very excited to announce that next
009year we will have 13 sros in our school district and so that's exciting and I want to think yeah absolutely I'd like to think Mr musee and Mr Yeager for their work on on that Grant some of you were on the board a few years back when we wrote for a couple of sros and a couple of other positions and we got none of them and so this time we got all of the grants that we put in for and so thank you to them and and the team nice job Craig good work and then the last part of my update this evening is just a state championship update as it relates to Athletics because that wrapped up in the last couple of weeks Willow Canyon High School came just two runs short of a
010three-peat for state championship with a softball and they were the state runner-up in 5A Shadow Ridge High School's 4 by 100 boys relay team was the division one Champions and Blaise Nelson who I still think has the best name for a track runner of anybody repeated as the state champion in the uh in the large School Division in the 100 and 200 meters which means for the second year in a row we have the fastest Arizona high school athlete in the state so and Madam president and governing board that wraps up my update for the evening thank you Dr Dean we will move on to item B2 governing board update I'm pretty short but exciting I mean at the end of the school year I'm sure everybody's thrilled attended the Sundown ceremony where we celebrated
011134 students that participated and of course went to the graduations of all four high schools so congratulations to the class of 2023 and hard to say we're going to be talking about 2024 and pretty next time but anyway congratulations to all of them I also attended the high school graduations just want to congratulate all of our students for a job well done for all their hard work and dedication and The Best Is Yet To Come for all of them so thank you I also attended the Sundown Mountain completion ceremony as well as the Kingswood kindergarten graduation and all four High School graduations as well and congratulations not only to our students but to our parents for getting through 13 years with their kids I know all those wake-ups and you know get ready and maybe
012some crazy mornings so congratulations parents um I just want to say thank you to Mr Yeager Mr musee for all their work and and Dr Dean and Dr croto just for listening to the board not just to the board but to our community that's Safety and Security is really a priority here in Dysart I'm very um just thrilled for the 13 sros thank you guess what I did this week I attended all four High School graduations also pleasure to attend the Sundown Mountain completion ceremony and again just echoing my fellow board members just congratulations congratulations to all of our graduates um it's such a pleasure it's a totally a highlight of being a board member is seeing those smiling faces and I especially like to see them as they're waiting in line to come up
013and just seeing that excitement it's just my favorite so I'm very proud of all of them um thank you to all of our parents families friends teachers who helped get them there and support them along the way um and just wishing all of you a wonderful summer rest up for the actually actually I was going to say for next year but no next week we have our summer seminar so thank you for all that you do and have a wonderful summer I didn't do anything Monday so it's Monday oh there's proof okay um yes I also attended the high school graduations on Monday I attended the Sundown Mountain promotion ceremony celebration that was really cool too I want to say thank you to everyone who's attending our summer workshop thank you to our kindergarten teachers
014who are piloting Spalding um I know our summers are already short but I just want to say thank you to those kindergarten teachers who are volunteering their time to attend that training also um thank you to our principals Mr kashat miss resch Mr Frazier Dr Schwartz thank you for your organization for our graduation ceremonies everything was well done it was smooth so I want to say thank you to our principals too so congratulations to all our graduates and I hope everyone has a fabulous summer and with that we will move on to item D1 I will make the motion to approve consent agenda items as presented motion made by Crystal Chapman seconded by Joe Grant motion carries next we will move on to G1 Dr D oh wait just kidding back to F sorry it's
015right in front of me item F1 Dr Dean thank you madam president members of the governing board cabinet in our community this evening we have three more school CIP reports and they will be introduced by Dr assai Dr croto and Dr assai so Dr assai good evening Madam president members of the board it is my pleasure to introduce our first CIP report given by riverview's principal Gail Miller I want to say check check but it's already working good evening Madam president governing board cabinet and community members I am the proud principal of Riverview School and honored to be presenting a few of our successes and challenges with you this evening next slide here we go okay we had a renewed focus on data this year by embracing consistent data meetings weekly Administration rtls and data
016Specialists support teachers analyzing current data points and adjusting targeted plans needed to get students at high levels our school culture is critical is a critical Focus for us at Riverview School as we know that strong connections between families and school impact Student Success we aligned our 21st century tutoring with the instruction provided throughout the day and decreased discipline referrals from third quarter to fourth quarter by 30 percent this allowed our students to be in classrooms learning more we also increased our community events starting all the way back last July with our back to school mixer where we offered free haircuts and school supplies to our students we also had the famous antique car show slash Trunk or Treat event and that was also just a huge event our reading night our family dance our talent
017show and even our weekly 21st century Grant Family engagement activities that we do um one of our favorite signature ones is our monthly Farm to Table where we average about 50 volunteers one Saturday a month a few of our Partnerships include the Angels in the Outfield Sun City West softball Club Sun City bells and stitches Arizona beauty school and also one of the churches in Sun City our Barracuda pride and celebrations are truly important to us as well we had our Dysart High School alumni come and visit our campus and go around in their camping cap and gowns all through the hallways while our students cheered for them them something to really motivate and push for we had an amazing Sports banquet our parent teacher and student ball game our monthly leader and me Awards
018in quarterly academic Awards and our boys soccer team went to the Championships we're also our another General celebration is our professional development we were in year three of leader in me where we really focused on student goal setting and those success conferences and with our leader and me coach we did in and out coaching for our teachers um so that we felt was a huge success we really focused our weekly prep connects as well on many professional development sessions focused on the instructional strategies and practices that we saw through our walk through data the last few years the attendance has hovered just below 90 percent and again we must have our students consistently come to school so that is a challenge that we continue to work towards we know that when we do not have
019solid tier one instruction our needs for tier two and tier three increase thus our PD Focus included implementation of new programs and highly effective teaching practices and strategies such as the levels of our dok or depths of knowledge and also student discourse Administration TLS and data Specialists partnered up with our content specialist here at District which was a huge support in the learning curve for our teachers some academic successes now that we have some k-3 students that are showings a very strong growth according to acadians our next step is to support our students in transferring those skills to higher levels of comprehension which in turn would reflect in their aasa scores kindergarten was at an all-time high at 66 percent at or above Benchmark and first grade was highest in all of their acadians subtests
020since 2015-16 school year so they've showed huge growth second grade three years high in their ORF measurement and also their overall comp score and using 95 percent group with Fidelity was a tight at Riverview School this year and I believe it really did contribute to that growth third grade did increase significantly in their aasa math due to the consistent data meetings that we held we are looking forward to seeing these gains continue to grow in increased proficiency historically no grade level has been higher than 40 percent so closing that large instructional Gap is a huge challenge for us academically and one that we are committed to also hiring we had opened positions both in fourth grade and sixth grade that really required us to think outside the box and be creative so we can offer
021the best instruction possible for our students and how we are working on these challenges we had our teachers identify Target student groups and develop differentiated instructional plans we also had a team utilize a structured accountability system by the use of tracking sheets and data talks we increased parent Communication in both academic and attendance we had Student Success conferences and check-ins not just the teachers but with Administration as well and those conversations really led to us seeing students what I call our Barracuda leaders beginning to advocate for their own learning also new this year was having our sixth grade Implement cross-curricular instruction to ensure that Ela standards were reinforced we decided to also departmentalize fourth grade to drive change and proficiency levels and moving forward it will be critical to create a school-wide plan for increasing
022attendance to have data talks with our instructional cabinet to identify the needs to change what we are doing and increase collaborative instructional planning sessions through highly effective PLC sessions and in the 2324 IAP that we created and drafted it all provides those Focus areas in there thank you and do you have any questions just really quick and let me just it's been a while so let me just check my understanding first um when we talked about tier instruction tier one is like whole group tier two a small group tier three is like more individualized yeah the the tier one is the core program it's the for everybody a hundred percent of our students the tier two is where those students that are just struggling just a little bit and need that additional support to make
023sure that they're they're right back on track so yes that usually involves small group but again if you have um it's based on the number of students in the skill need so you could possibly come into a classroom of 25 students that need that same skill so then depending on um the specific needs then we um use the format that would be appropriate for that so it could be like a walk to read or a march to math or providing small group instruction within the classroom and having that rotation piece or even a whole group session and of course tier 3 then is yes the more targeted for those ones that have below grade level deficits right okay thank you for clarifying so absolutely in your in your slide then when you said you don't
024have solid tier one um that means just in general you don't feel like you have solid instruction correct so when you when we're we're really needing to go back and focus on effective planning like that backwards planning piece of knowing our assessment and the in truly understanding the depths of the standards and then being able to create those lessons that um embed all of those amazing strategies and practices that we know so making sure that we have quality check for understandings frequently discussion techniques with students so there's structures in place so they can really dive deep into their understanding of what they're learning and build on that um so yeah just taking all of the things we know that teachers do but make it even better and stronger for our students but that's throughout your
025school like I've all grades you would you would say as far as you're lacking the Solitaire one instruction at across each grade level there is definitely areas within so yes there's um certain teachers that definitely have all of that and there are teacher leaders that help provide that professional development they offer their classroom for anyone to come in and out to do those observations yeah so very typical typical okay thank you yes but I guess the better we get at tier one the less need for tier two or tier three right yep yep I just have a question when you said that you increased the parent communication for academic and attendance what exactly did you put in place for that we had our teachers definitely reach out for any student that has fall behind and
026has any F so they would have to immediately communicate them discuss an action plan an academic plan or an attendance plan whatever that might be on what could be causing or what that function is on why they're falling behind and just really making that opening that partnership up partnership up in that communication to make sure that no child is um you know not being addressed did I understand you correctly about not having a fourth grade and a sixth grade teacher yes so the whole year you were short one fourth grade and one sixth grade teacher actually all year we were down two fourth grade teachers out of three and you will notice um as you dig into ASA aasa data in the next few weeks that that would probably reflect that um also in sixth
027grade our Ela so that's why we got we had to really think outside the box we identified some teachers on campus that specialize like either in math or with the one teacher that was in fourth grade consistently that he showed through his benchmarks that Ela was the right area that he could focus on so that's why we went ahead and determined that if we departmentalized we'll have two stronger we'll be able to make it a stronger thing than just having a day-to-day you know sub or there's not a sub to cover and you know that kind of thing so to try to build the most consistency that we could um that was what we came up with and same with our sixth grade ELA so we did have our daily guest teacher in there every
028day but at the same time we knew that our social studies teacher would really be able to provide additional Ela lessons and things to ensure that those standards are being met you're welcome thank you so much you're welcome thank you Dr croto thank you Dr Dean next up is Dysart Middle School principal Monica credits thank you very much Madam president members of the board cabinet and community members I'm Monica krenis the principal at Dysart Middle School try and get this to work maybe oh good job good job yeah so for some general celebrations and successes for us at Dysart Middle School this year we had a regained academic focus on campus we had some intervention class periods academic intervention class periods made for our 7th and 8th grade students they were chosen for those particular
029classes based on their Ela and math performance in the previous year um and that worked out really really well for us um I'll speak to more of that in a minute we also increased our academic celebrations in a belief that you pull from the top with students so each quarter we had honorary role in principles list but we also partnered with El Mirage PD Kona Ice Microsoft for a girls in engineering day on campus and we targeted our students who had performed either on benchmarks or who had gotten all A's and B's during that that quarter so again pulling from the top for our students we did focus our PD and instructional strategies around student engagement that is going to then turn into student feedback for next school year and really focusing in on the
030feedback and how timely and effective it is for our students um this academic Focus also helped in a reduction in our referrals across the entire school year we saw reduction in referrals both in minor infractions and in major infractions we also attribute that to a culture shift on the campus it was very intentional we put our students we had we teamed them up because I always believe in good competition so we had fifth grade teams sixth grade teams and then our seventh and eighth grade if you've been on our campus we have pods and we had them compete based on benchmark scores grade distributions how many Eagle books were given out during that time frame and then there were rewards for those that were given out we have a big giant trophy the house cup
031that traveled from Team to team as well because we wanted to encourage the good behaviors and then and and also Drive the academics with that so that's why we included grade distributions and and those things so it has really made a significant shift on our campus we're really really proud of it some general challenges that we've had number one first and foremost is that we have a completely new leadership team myself as a new principal I had an interim assistant principal who will be my official assistant principal for next year he's fantastic we have a brand new TLS and then we were really fortunate to have our new SRO but I like to remind him quite frequently that I had to train him this year too so he's been wonderful great addition to the campus
032but we've um we and thankfully we all work very well together but that has definitely been a challenge I've heard several campuses also mention student attendance rates as an issue that is a concern on our campus as well we had face-to-face meetings with parents that that worked out pretty good we also lots of phone calls but again pulling from the top we tried to make we had our teachers make very pointed um positive phone calls home for students especially if they had been absent for a stretch to make a positive phone call home to those parents to make to get the kids coming back because that is important another General challenge is that uh you know we just had the new math curriculum and math is near and dear to my heart um so that's
033just a period of adjustment for even our veteran teachers and we are absolutely getting used to it I feel that their confidence with the curriculum going into third quarter and fourth quarter was significantly better and they were more comfortable with it however I will tell you that we are still this isn't quite with curriculum but we're still challenging our teachers to not Teach as though we're in covid we want them up and around in the classrooms we're trying to balance the online portions with you know Hands-On activities pencil paper assignments and of course student discourse and just having those students to student conversations are important so we're really stressing that academic successes we are going to attribute a lot of our a lot of academic success this year to our fluency Club that was run
034by our interventionists and a couple of other teachers on campus it was a whole campus reading and speaking intervention um Based on dibble's data because we dated we dibble's tested the entire campus and the students oh and then we also had the intervention classes for our seventh and 8th grade students what we saw though was was so heartwarming we saw great carryover in our students so the ones who were participating in fluency club or that were in the intervention classes they were not only doing better on their Ela benchmarks but they were doing better on their math benchmarks which translated into their overall grade distributions so the carryover effect was fantastic and we're super proud of our teachers for what they did there our academic challenges we're still seeing deficits and foundational skills and I'm
035going to reiterate the strengthening of the tier one instruction and really what that is for us is having multiple modalities and multiple ways to show Mastery of standards and I we towards the end of the semester or the end of the school year there was lots of student work on the walls there were lots of presentations um in fact we picked our speaker for um or one of our speakers for our eighth grade promotion based on one of the presentations that we saw we went into the classroom and we're like oh my God we need you so he though to again have that multiple modalities and that's what we were seeing towards the end of the school year super proud of our teachers for doing that we're just going to continue so again how we're
036working on the challenges we have a new bell schedule for next year um so that we're modeled up with the other middle schools and we're going to continue fluency club we already have a team in place for that our tier one instruction PD and professional development on next year is going to be all is going to be very strength and focused on student feedback and goal setting for of students and then we're going to do continued focus on small group instruction in all classrooms our sixth grade team had some great gains this year lots of Confidence from the students and teachers and they were the ones who embraced small group instruction the most it tends to wane off as you get into the older grades but I'm a huge proponent of it all the way
037through and then we are also going to be implementing a procedure protocol called instructional rounds for classroom observations and peer-to-peer teacher feedback for next year so super excited to see how that goes because it's always great to learn from each of each other and teachers in the classroom and I'm good thank you thank you so much all right our third and final presentation is Ashton Ranch middle school and our principal Lisa peruccini good evening Madam president members of the board Dr Dean in cabinet and community I'm Lisa parachini Ashton Ranch um and we are proud to be here tonight all right so General celebrations and successes at Ashton Ranch this year first thing that we did was to instill our Mustang proud values which are positivity respect ownership unity and determination at when I started
038at Ashton Ranch the O stood for open-mindedness we immediately changed that to ownership ownership of behavior ownership of grades ownership of everything that we do and our proud values also are our Focus for our school-based Behavior program and with that we have created a culture of high expectations and with that we have actually had kind of a unique attendance uh turn around with a 14 decrease of students who had 10 plus absences at 10 decrease of students who had 20 plus absences we really put a focus on enforcing our tardies in accordance to the handbook and put our attendance secretary on that to to actually work with our students and their tardies we also put our school aides out on campus during passing periods to do rotations to make sure that our students were not
039having unauthorized absences along with us being visible on campus we built relationships with our students and partnered with our parents so if we were seeing any Trends then we would immediately contact them whenever we had any contact with a student for any type of situation we looked at the whole student and addressed any kind of concerns regarding attendance all of that obviously had an impact on our referrals we reduced our overall referrals by 107 referrals over the course of the year um we also with our high expectations and increased accountability my leadership team and I were visible on campus and in the classrooms semester the first semester we had 148 classroom visits where we provided teacher feedback and semester two we had 225 that does not include the CES evaluative uh visits that we had
040wait for it I'm not blinking don't try it the general challenges that we had was consistency across the board with our teachers either instructionally or with discipline in the classroom that is something that we have been working on and having that common language uh also a general challenge that we've had is the high Collective efficacy that we have been trying to instill Hattie will tell you and research research shows that that is the number one indicator for student growth and success so that is a challenge that we are working on also our tier two and tier 3 support in ela and math we have been working on our RTI process and getting our students that individualized um focus some successes that we have had is an increase in Lexile scores this year we have been
041using re or focusing on reading across our content areas and it has increased our Lexile scores across every grade level and that that's impressive as a result we have also seen increased benchmark scores for ELA that is in alignment with our uh our goals of raising the number of students who are scoring proficient and highly proficient by at least 10 percent in most grade level bands our benchmark scores have reflected that and we have increased 10 percent in our benchmarks from this year or this year from last year some academic challenges solid and consistent tier one instruction and what we are seeing is that there's a disconnect from the level of the standard that the state is asking to teach to the objective to the actual activity that is happening in the classroom and the
042teacher instruction to that assessment so we're seeing a disconnect and not an alignment there so we are going back to basics and focusing on effective lesson planning and implementing those lesson plans in the classroom for that alignment and also meeting individualized student needs where that tier one instruction does not hit that tier two and tier three can happen where we are having RTI monthly meetings and we're also focusing on our data where the data gets into not only the teacher's hands so that they can see what they need to do to help improve instruction but also what the students need to do so we have the the students actually looking at their data and and setting goals foreign how are we working on the challenges targeted teacher support so we are putting Choice PD into
043effect next year we are going to let the teachers not only choose some of the the professional development based on their own wants and needs but we are going to be doing some differentiated book studies for our teachers some may be assigned a specific book others will be able to choose and then one for our leadership team as well we are going to utilize Achieve 3000 in ela science and social studies to continue to increase our Lexile of growth and we are working with our Achieve 3000 rep for professional development for our teachers so that we can implement it effectively among the scope and sequence and align to the standards the last thing that we are working on is creative scheduling based on the our students needs this year we had classes that were geared
044toward students needs based on theirs and and switched up at semester based on their needs and we identified students who were low um in their test scores and placed based on those uh we also focused on students who were not passing classes such as a seventh grade math class they were re they were put back into retake their seventh grade first semester math class so that it would could ensure that they were mastering those seventh grade standards and we took away one of their electives put them back and it was received by our parents very welcomely because they want to ensure that their students are prepared for success any questions for me clarifying question really quick back to the again the issues with tier one instruction do you have a lot of new teachers on
045your campus we've had some turnover yes we we do have some young teachers do you have any any ideas to what might be causing the confusion with tier one instruction I I don't we've had some new standards that have taken place in the new math implementation I'm not sure that they understand the success criteria of the standards as to what it looks like to to be highly performing on those standards rather than just looking at what the standard generally says so diving into those standards and really focusing what their objective is at the correct level and then teaching it to that level and getting those kids engaged at that level when do they normally learn about that on how to how to provide that instruction is that like during Monday professional development is it um
046one-on-one or all the above so we we have differentiated our RPD and we've worked our TLS has worked with our teachers as well as my assistant principal Jillian Linker and I so we when we do our walkthroughs that is something we have some targeted Focus areas that we look for with our objective is it aligned if it's not then we have those conversations with the teachers as well as we plan our professional development and we invite those select teachers for it or prep connect so it's dependent on that okay thank you Matt Madam president member Pritchard if I can add that's also going to be a major focus of these summer workshops next week yes I am concerned that there that we're having issues that tier one is just everyone does tier one so I'm
047glad to hear there's going to be some I can't spend four long hard days at it next week so and you'll be able to see that's going to be a good opportunity thank you thank you that is a concern for us as well I just wanted to congratulate you on getting your absences down so much that's amazing thank you good work I don't know what you did but that's amazing um you mentioned a couple different things you mentioned as far as the scheduling because you mentioned you know creating the scheduling based on the student needs so creating like a customized schedule um but you also mentioned a new bell schedule what did I miss hear that so what we did in our in our master schedule master schedule yeah and our master schedule okay that's
048just our courses that we've scheduled we did not mess with our our I probably misheard this team would kill me so no but but I looked at I looked at all of our our um classes that we had and I actually found that there was a class that that was quite small that I could uh move those kids into another class collapse that class and uh create a different class and move those students into a class with a teacher who could teach them the remedial 7th grade math so they were doubled up on their math they were taking first and second semester math at the same time since they did were not successful first semester gotcha thank you absolutely I have a question you um talked about increasing your Lexile scores and your benchmark scores
049how how did you do that um for that one we used Achieve 3000 for the most part and we did achieve Mondays or Monday three thousands so our Ela science and social studies teachers every Monday utilize that and we also had competitions with our our grade levels to to show that growth we actually had a student who was very proud with being the best in Arizona quite a few times yeah right so we were super happy with it okay thank you absolutely all right thank you thank you and with that we will move on to item F2 Dr Dean thank you madam president members of the governing board cabinet in our community this evening Dr kroto will present information on our District athletic program Dr kroto thank you Dr Dean Madam president members of the
050board Dr Dean cabinet guests tonight we're going to do a quick overview of our athletic programs in the district and kind of take a look at their successes over the last two years and then present to you a plan of how we ensure growth in our athletic programs and what's it mean what's a program we use to ensure that we're on the right path in one of our A's which is Athletics so to start we're going to look at the 2020 2021-22 school year in that school year we want to highlight we had nine state champions you can see there in Unified sports girls basketball cheer softball track and Tennis we came out with 12 region section champions in our district 43 teams qualified for a state playoffs six region coaches of the Year our
051total District participation in numbers we had 2 385 individuals so about 29 percent of our high schools at High School population is involved in our athletic programs we also had 81 students signed to play at the next level so collegiately looking at this past year we went from 9 to 14 state champions again in Unified sports our co-ed stun co-edge here wrestling both boys and girls had state champions Palm girls basketball as well as tracked at Dr Dean highlighted a piece of tonight we had 12 region and section championships 43 teams again qualified for the state playoffs we went to 11 region coaches of the year which was an increase we also our participation patient numbers went up so 25 34 out of 7572 so we had 33 percent now of our students increasing this
052year we had a little bit of gain and 87 of our athletes signed to play at the next level so those are some fantastic successes we continue to track these successes you year after year and we'll continue to do that to track longitudinally how we're doing with our programs so as we move on the question was asked of us so how do we continue or assure that our athletic programs are performing and going in the right direction increasing success so looking at that we do a variety of things and I'll go over some of them a major piece of it is we now have a strength and conditioning coaches at all four campuses they are in the weight room and they take care of our athletic classes so if an athlete is on a team
053they are enrolled in an athletic weight training and Conditioning class they need to be in there they focus on agility strength speed those classes are to build athletes not particular athletes but they are to build athletes that can compete at the highest level and we now have four awesome strength and conditioning coaches to take care of that that will make a huge difference it will take time but that will make a huge difference in our athletes in the future one of the things that our athletic directors do is we have pre and post evaluation of all coaches they sit down with those coaches and talk about what their goals they set goals they look at data longitudinally so what is your successes over the years where you need to go where to goal and then
054they have that post evaluation so how did the season go some of those are successes and celebrations some of those are tough difficult conversations and there are times that this is in the area where we need to make changes to our coaching staff that they do not meet their goals and they're not performing and sometimes it is necessary to make those changes to get that program back on track so that does happen in there we try to increase our leadership capacity so again with both students and coaches we are always looking at coaching professional development so there are all kinds of clinics for our coaches to attend to learn new techniques to collaborate with other coaches and talk about the best practices in their sport some of our schools do Captain Captain councils so they
055get all the captains from the teams together and they talk about Athletics on that campus where's our campus headed what do the athletes need you know what is going great what do we need to focus on and then they build those leadership with those athletes as well so program evaluation kind of goes with our pre and post evaluation our our athletic directors are constantly tracking and analyzing our district data our athletic data as you saw their athletic data they have an impressive database of of what they've collected and and follow through the years and and they have those um they have those conversations as I mentioned earlier site visits of other successful schools this is important to us there are other successful schools that have great athletic programs we need to get into those schools
056and figure out what they're doing take a look at their programs what are they doing differently and have those conversations our athletes our ads and our coaches are doing that we are going to different places to take a look and say okay what are you doing differently particularly in the East Valley I know that Dr Dean when he sat in the seat he did a lot of that with the East Valley to take a look at their programs what are they doing what do we need to build and how do we get those structures in in our system staff and student surveys to determine the needs of a program it's huge you know what's what does it look like out there to everybody else again as I mentioned that with the Data Tracking and all
057that we need that feedback of to what needs to be done to our programs to make them better here and they seek that from again the staff the students and they they learn a lot we've had some great conversations over the data they learned this year and that builds the the future of what they're going to do as far as what they're doing differently with the program and what they're going to do the following year the last piece is our increased opportunity for students this is a huge piece into improving an athletic program the summer camps and off season activities whether you like it or not athletes in high school nowadays need to be involved and need to constantly be involved in playing their Sports the days of you know playing basketball or playing baseball
058and then not playing after the season's over those days are pretty much gone and I think you know that with club sports and those things athletes are constantly playing we encourage three sport athletes so we want athletes to be involved on all of our sports but we need to keep them busy too if they're not going to play other sports and do that we need to keep them building their skills and getting better very important we have a comprehensive Elementary and Middle School sports program we believe in developing our our Littles and making them athletes getting them interested in coming to the high school and our coaches do a lot to nurture the relationships with feeder programs so with their feeder schools they go down there they run clinics they put in the off season
059they have clinics for their athletes to get them interested to get them focusing on that and to look at some of the Middle School sports programs there we offer middle school so Elementary and Middle School athletic programs we have K-8 Sports Four Seasons you can see them up there there are four different seasons for our K-8 new this year is the Northwest Valley Athletic Conference we compete against Peoria and Deer Valley we have eight teams in the Northwest Valley Athletic Conference and that gives us competition across districts so we can start seeing instead of competing against ourselves where we're going to compete in in the future in those Peoria schools in their Deer Valley schools and as you've seen in our celebrations we've had a lot of success in the Northwest Valley Athletic Conference with
060with our teams so with that I will stand for any questions about the athletic program thank you very much for the presentation um I actually asked for this information item just because I feel like if if Athletics is going to be one of our A's then it's important that we have a means to evaluate the effectiveness just to make sure we have quality programs because quality programs bring student scholarship opportunities like you outlined um but and they also even for those students who maybe don't plan to play at the Collegiate level they students they they feel better when they're winning or when they're at least progressing and it's good for them to feel like okay we're getting closer and get excited about that and have expectation that if we do well and we have a
061quality program we really have a shot at it as opposed to we never have a shot at it and then and then of course the parents who pour hundreds of thousands of dollars into these programs and never see that win or never see growth or that stagnant or backwards so again if it's a is going to be a Hallmark of our district with Athletics I just feel it's important that we make sure they're growing and that we do what we can do to support the coaches because we need to make sure our coaches are delivering like you said and if they're not then having those conversations so we know how to support them and and then moving forward you know unfortunately if if we provide a lot of support and it's not producing we're not
062producing results then those conversations as you mentioned happen for the sake of our programs and for our kids um I do like the she closed out the slideshow but um the pre and post evaluations of coaches so does that happen at all of our high schools Madam president member Pritchard it does happen at all of our schools with all of our approaches our ads conduct those with all the coaches so they in in the most part they conduct with the head coaches and then the head coaches are responsible for the coaches in their program okay and then at some point then where again at the district level like is the assistant superintendent in charge of Athletics follow up with those coaches to kind of monitor hey where we at or how does that I mean
063because otherwise it's like an evaluation gets put in a drawer and then what like do you guys ever have any oversight of any of that Madam president member Pritchard we do not directly obviously we'd have coaches meetings so um this year I held meetings before the season with all the head coaches so we have those discussions get their feedback there um about that stuff our our at the district level our conversations are with the ads the ads are in charge of their programs and therefore we discuss with the ads expectations we do talk about specific programs and we do talk about things that need to be done on the campus differently we had great conversations this year for example about our strength and conditioning classes and our strength and conditioning coaches we had numerous conversations
064about the expectations of that and what that looks like and how we're going to develop athletes so and that's with our ads as I mentioned in our ads go back and operationalize it on those campuses so that's how that flows usually okay then who that is done at the district level for the most part that comes out of my office okay because it would be exciting for those kids especially too just to be a part of something in a high school if someone is really interested in sports being able to have a chance of making a team when they move on to high school and to do that you're going to have to make sure that you're getting a good quality program at your Elementary and Middle School too that is correct so um but
065it sounds like we're making a lot of growth we've done a lot of amazing things in our athletic departments I just want to make sure that all of our students have the opportunity even though it's it's not always about winning it's definitely about um making consistent growth and so they can at least feel good about their progress and um again we can just make sure that what we offer is a quality program so it's also about winning of course but if you can't win every year at least if you get closer you may not make state but maybe you're like you know absolutely second rent first runner up absolutely correct yeah so thank you very much it's good information I appreciate your work in that you're welcome thank you Dr Credo next we have item
066F3 95 group report thank you madam president members of the governing board cabinet in our community this evening Dr assai will provide information on 95 group Dr assai good evening again Madam president members of the board it's my privilege to be able to present to you on the 95 group um and here we go I wanted to start with a very simple view of reading so our goal is always reading comprehension which is in the red circle on the end reading comprehension is really what we truly start getting scores in in third grade in our ASA test it is a combination of decoding and language comprehension language comprehension is really taught in our tier one in our inter-reading series when we learn how to you know what is the text saying what is the central
067message what is the main idea to be able to do that thoroughly we also have to be able to decode which is sounding words out word recognition and that's what 95 addresses in both our tier one and our tier two to give you a little overview of 95 and what it is it is a scientifically research-based program and it's based on standards and skills it provides very traditional direct instruction and I would Define that as an I do we do you do I do it I do it with the student and then I have the student do it it is a scripted program and at first coming from the high school level I was like oh we have scripted programs it's actually a really great thing for a couple of reasons number one it provides
068continuity of instruction the same instruction the same skill happens at Mountain View that happens at Riverview because of that scripted instruction in addition the teachers review the plans the plan's already laid out for them though so I don't have to think how am I going to explain this there is a way that scientifically research based to explain it that we know works for kids understanding um we'll talk in a little bit about the diagnostic assessment that 95 also includes but another great feature is it has student manipulatives so if you go in and see 95 being done in class you'll see kids moving a lot of chips um for cat Matt sat and they'll substitute sounds with different chips so the kids are actually seeing the word they're saying the word they're hearing the word
069and they have feelings so it helps go into their long-term memory better depending on what type of learner they are I'm here I just put a simple slide talking about phonological awareness in the Continuum so it's really how we learn to read we learn by sounds syllables onset Rhymes going forward and about three years ago the state actually put the six syllable types yes there's six syllable types and they put those into their standards 95 percent hits on all of those six syllable types so this is really the the huge bang for our buck in 95 so you've heard us talk a lot about acadians sometimes we say Dibbles and that's when kids your kids are all going in the line into the library and they have a quick reading assessment Dibbles is really like
070if I go to the doctor for a cough I can tell if something's wrong but I don't know the cause of that cough so we go in and we say oh the kid's having trouble reading but what are they really having trouble with 95 percent allows us to get the PSI which is a screener and it really digs down to these different things do I have trouble with letter sounds maybe I'm good with letter sounds and I'm struggling with CVC words I might have that mastered so it might be Blends and digraphs that I have trouble with so the PSI gives us specific data on kids and enables the teacher to make very very an intelligent decision on making small groups that's Based on data every three weeks they get reassessed to move in and
071out of those groups I used to talk when I was a principal at Canyon about we shouldn't have terminal tutoring where I'm in tutoring forever and ever nor should I be in the same small group forever I should move in and out based on my skill based on my skills or a deficit they're in to give us some history 95 percent was board approved in 2014 and it was implemented in the 1516 year as a tier 2 instruction in 2122 uh right there at the end of covid we noticed our kids were coming in with big gaps I said word recognition when you do Kinder online or Kinder or first grade online you can only hope for us so much great instruction to be there when normally I'd be pulling kids in small groups and
072all my kids would be attentive so we did put the tier one instruction with 95 percent we did put phonics based instruction in for 30 minutes a day to make up that skill deficit because we didn't have a really solid foundation um this just talks and I've already talked about this I I put in twice I apologize but it talks about we reassess students every three weeks the instruction is conducted in small flexible groups we know that small groups moves can move kids that is not a one size fits all that's going to move everyone and students can flow in and out based on their data this table is a little hard to instruct I did have about eight or nine columns maybe more it was really clunky so we redid it like this the
0732012 to 2015 is prior to 95 percent we implemented a 95 percent I did the data from 15 2015 to 2019. so in 2012 to 2015 we had about 48 to 64 of our kids that were well below Benchmark when we when we looked at Dibbles with the implementation of 95 that's been reduced between 23 and 44 depending on the year um that's a so we decrease the amount of kids in well below by 20 to 25 depending that's a big number we got a quarter of our kids out of that well below or below and we got them to Benchmark where we want them to be we also had success in first second and third grade although not as much those results varied between 7 and 11 depending uh so 95 percent has made
074an impact in moving our kids and helping them to be better decoders which in turn is going to help with their fluency Anita Archer would tell us that fluency is the biggest predictor of being a great reader and I will take any questions um just hold on one second so I know that it says here that the governing board um the materials were approved in 2014 so but they were not implemented until 2015. correct the 14 15 school year they would have been approved and then we Implement things the next year normally yes so when we're looking at the the 2012 through 2015 that's truly the the space without yes 95 okay I want to make sure I have that timeline right yeah thank you thank you for putting this together because this was my
075request I have to compliment Adriel Adriel pulled all the data for me she's our literacy expert back there so I am presenting but I may turn to her at any point because she knows more about primary literacy than I ever will my only concern is the one through three grades because I'm noticing there wasn't that much of a decrease so what what changed from kindergarten uh the demands of the Dibbles test change so Dibbles is what we measure with um when we get to first grade more complex measure for it kids start to go having to put it together in a reading way versus recognizing Israel's coming up honestly because we did such a great job at the kinder and dropped our percentages of those below and well below you don't see that significant drop
076as much as in first second and third and Dr aside the test changes in first as well what's up the test changes in first as well yes the measures do change as Dr assai said so it does progress as those skill Continuum for PA phonological awareness and Phonics that Dr assai showed you in the slide presentation it's very different in early foundational reading than it is say in math math that can be very linear in our early foundations of reading it takes a lot to move kids quickly through all those skill continuums because if I don't have short vowels I don't have short vowels which then we get into multi-syllable words when we get into second and third grade and you get a word such as concave that has a short vowel and a long
077vowel well I didn't learn my short vows so I don't know my long bowels either so it becomes you can see very um very difficult to succeed through that Continuum so we are our we have a very um proactive if you will a model where if we catch them early like in Kinder we know we are putting out a lot of fires for students and really setting them up for success so that's why a lot of the cips that you've heard over the last few weeks at the board meetings we have such a huge focus on acadiance scores because those are just it's Dibbles synonymous Dibbles is dynamic indicator of basic early literacy skills it's just kind of a big picture and I know Miss Pritchard I'm sorry you've heard me say this for years
078and years and I could talk about this forever but it really just indicates where we're at big picture of where we are with those early literacy skills and are we meeting it so it is that annual doctor's check but we do it three times a year from there though for those students that are having difficulties or a red flag is indicated then we give the Diagnostics that Dr acai um was talking about the phonics screener inventory even lower than that at Kinder and first the phonological awareness screener inventory okay thank you you're welcome I had a quick question about the script tell me a little bit more about the script is it just like a scope and sequence like this is what you should teach or is it literally word for word literally it's literally
079word for word okay and it's funny because when I first saw it I was like you know how can we make that entertaining and engage kids but when you go into the teacher's a pre pre-planet really it's actually very interactive they have kids stretching stretching vowels they have kids doing interactive it's pencil and paper on worksheets as well okay and is there any flexibility do teachers take a little bit of leeway one way or other or is it very just rigid like you guys our best results or when teachers stick to the script actually correct especially that I do where they're thinking aloud they're modeling the we do there's multiple opportunities for we do so we do together I the instructor see that my kids have it I don't stick around in that we do
080we go to the you do let's work independently and if I need to quickly pull a small group and clean something up I can do that but everyone else is working independently the the goal is um to make sure everybody has that consistent instruction whether they're at Countryside or Canyon Ridge and we really want to make sure the script is followed because it is very research based in the way of I do we do you do good practices best practices of direct instruction and it really works on that muscle memory if you will I know Dr crota just talked about Athletics and um coaches work with with students or players on that muscle memory that's what we're doing with the brain the brain is a big muscle and we've got to keep that working memory
081going because there are so many steps on the Continuum and and I would add that similar to Saxon Math in K3 Saxon Math is scripted as well and so we are we we have been working very hard with our schools and our teachers this year to trust the process and stay true to the script and and and not deviate from that and so that's been a big Focus as well and we'll continue to be one into the future thank you I'm still just impressed a drill that you had my third grader saying multi-syllabic in sentences confidently at that young age so it's been a long time foreign do we have any other questions all right thank you Dr Sai thank you Adriel next we will move on to item G1 Dr Dean thank you madam
082president members of the governing board cabinet in our community the next four items are all items that are related to next school year and as excited as I am about this appointment and I would love to make this announcement I will turn this over to next year superintendent Dr crotto thank you Dr Dean Madam president members of the board Dr Dean cabinet guests we are excited tonight to bring to you a recommendation for the next principal at Shadow Ridge High School and we are bringing to you a recommendation to approve cedrica Hester so a little bit about cedrica cedrica did her undergraduate work at the University of West Georgia she did her master's degree at Piedmont College also in Georgia I think she's a huge Georgia Faneuil figure that out pretty quick she has 14
083years assistant principal experience and has been with us this last year as an assistant principal at Dysart high school we are very excited cedrica is joined by her husband and family and some extended family that are here from Georgia to also join her in this appointment so I turn it over to you for any questions and we're we are bringing you that recommendation thank you do we have any questions no okay well I will move to approve the appointment of cedrica Hester as principal for Shadow Ridge High School second motion made by Crystal Chapman seconded by Don Densmore motion carries stand up please Sam congratulations welcome congratulations thank you so much all right next G2 Dr Dean thank you madam president members of the governing board cabinet in our community again I'll turn this to
084Dr crota Who will turn it over appropriately Dr kroto thank you Dr Dean Madam president members of the board uh we are presenting uh Dr polling we'll be presenting item two to you this evening Dr pulling yes sir Madam president members of the board Cadman Community this is an annual item and we're asking for some adjustments to our extracurricular and supplemental pay schedules these are annual items some of these are already in place such as you see coaching schedules on there but we're asking for some new things such as ROTC extracurricular competition so the ROCT ROTC coach can also get a site been similar to the other ones so there's several edits being recommended and I will stand for any questions thank you um is this an increase did we increase their pay at all
085from last year for the activities any increases will be indicated in green and so for instance there are some increases related to minimum wage there are other increases just related to what administration felt the need was and so any increases to a stipend would be indicated in green all right thank you um I think it's important you know I really like that we have the tears it's just also not enough you know maybe obviously funding is tight but when you look at the hours that some of these um you know sponsors put in for these activities sometimes it equals out to like six dollars an hour so I just want to say thank you to those sponsors I know this isn't enough but hopefully we can do a little bit better next year absolutely yes
086ma'am thank you for that and with with that I will make the motion to approve the district extracurricular supplemental assignment contracted then to pay schedules for the 2023-2024 school year as presented motion made by Crystal Chapman seconded by Christine Pritchard motion carries next we will move on to G3 Dr Dean thank you madam president member of the governing board cabinet in our community back to Dr crotto thank you Dr Dean Madam president members of the board uh again Dr polling will present item number three doctor thank you madam president members of the board cabinet and community this is another annual item the memorandum understanding or the mou with the divestar Education Association we are recommending some edits some edits are due to policy change others are to clarify Monday early release and other edits are
087being recommended so with that I'll stand for any questions thank you very much um I asked a few questions and I appreciate your answers that you've given me I just kind of want to highlight a few things um on page 18 our professional work day our teachers after they've done their duties and their conferences they are free to leave is that correct that's correct so that includes your electives your special areas they don't have to stick around until eight o'clock at night if they don't have any conferences principals are aware of this that is correct so you know they can make arrangements ahead of time if parents want to meet with them or say I'll be available but we're not forcing everybody to stay there until eight o'clock at night regardless that's correct thank you
088and then on page 19 for staff meetings um I just wanted to clarify they can have a virtual staff meeting or they can do a pre-recorded video if it's nothing that needs to be addressed in person a principal can send out a video or send out an email in lieu of a in-person 30 minute meeting if need be absolutely encourage principals to utilize all those modes especially something like an email or a video that could be quicker and easier to digest rather than getting everyone together is recommended they could even put out a selfie video no way for example they get a selfie stick will Dr Dean be coming back next year to present a PD with Mr McGinley on selfie videos my skills have increased greatly and I would like to thank Mr McGinley
089for that that'd be a selfie stick is up for auction the silent auction for next year at the Arts Festival um and then I just wanted to kind of clarify it teachers are encouraged to con to attend their Monday PDS but if it's something you know sometimes you can't get into the sea that a doctor for an appointment and the only time they have is Monday we are flexible with that too correct Madam president that is correct um we encourage them obviously we do not like them missing the professional developments very important as you saw in the cips there's some very important stuff going on um but life happens we understand that and if they need to miss or have to be absent they need to work that out with their administrator and and we
090understand those things thank you and just one more point of clarification our administrators are aware of a 30-minute duty-free lunch Madam president that is correct thank you those are all my questions thank you thank you do we have any other questions okay I will move to approve the memorandum of understanding with the Dysart Education Association as presented for the 2023-2024 school year motion made by Crystal Chapman seconded by Christine Pritchard mrex we will need to ask for your vote um Auto yeah through an audio or auditorily thank you motion carries thank you G4 Dr Dean thank you madam president members of the governing board cabinet in our community for the final time this evening to Dr crotto thank you Dr Dean Madam president members of the board Dr Dean guests uh tonight we will our
091final action discussion item is the district's pay for performance plan and we will turn it over to Dr polling for item number four Madam president members of the board cabinet and Community there are several options to be discussed tonight I would like to present them explain them to you and I'll take any questions and then um you know see what direction the board would like to go so for plan a I'm going to start with that one there are recommended edits in green and the edits some of them are clarifying what's there so last year for ninth grade Aspire it's 15 percent well we wanted to clarify that seven half percent for Math and seven and a half percent for ELA on act we wanted to add the funding level for 70 so it is
092similar to the other Assessments in that category under academic Student Success clarifying that percentage of students with grades of 70 percent or higher so that's inclusive for K1 and clarifying that calculated students including Academic Year that's a state guideline that students must be enrolled in the class within the first 10 days in order to be counted and so it would not be counting students who enroll halfway through the semester the plan A is adding a student absence piece that students who Miss 20 percent or more of the school year high school is 10 per semester then would not count towards student academic success rates so that's the major change for plan A okay Plan B Plan B includes those same clarifications I talked about such as ninth grade Aspire being seven and a half percent
093math seven half percent Ela so keeping those same clarifications the major difference in Plan B it does not include the student 20 attendance threshold but it does change the percentage of payout and so for example on the left in green where it says Student Success then instead of 20 like this year it's 10 percent in Effectiveness classification instead of thirty percent like this year it's 45 percent and employee attendants or participation in fact activities instead of ten percent it's five percent so that's the major change for Porsche or for for Plan B it's changing the percentages So the plan A B combo includes both changes adding the student uh 20 attendance threshold and changing the percentage it's a combo of A and B so I'll stand for any questions so I tend to lean more
094towards Plan B with maybe taking the employee attendance or fact taking that five percent moving it towards their effectiveness classification um maybe adding that the attendance piece to to where if students Miss more than x amount of days they won't be included in the data and then if we bump that Effectiveness classification up to 50 percent that would be at least half of their performance pay based on their personal their personal performance and not outside factors and if we did that would we also be able to implement a system to where if a teacher felt that they were not evaluated fairly they could apply for an alternate evaluator Madam president Mr Madam president not to jump into their presentation but we currently have that system in place where teachers can appeal an evaluation and request
095or let me rephrase that they can write a letter to attach to their evaluation but they can also request an alternate evaluator currently and so that's something that Administration could continue to make known to our to our teachers as well especially given the fact that if you go to a a system where a high stakes fifty percent of your performance pay is based upon that it would be incumbent upon Administration to make sure that our folks knew that that was the case thank you you bet a long-winded answer to say yes thank you I'm curious why the change was made from 70 or from a c to change the verbiage to 70 percent it was noted this year that at kn1 they don't give A's B's and C's but they do follow the thresholds of
09670 80 90 100 percent and they give ESPN n and so the K1 grading scale fits the percentages but it does not fit the letter grades ABC so they give a p for passing at 70 percent so that would still fit within their model okay okay or not but I know that um I've seen grades before that maybe come in at 69.8 but in the parent portal it will say c so it's it's round it does round so just to clarify if someone does receive AC at 69.8 percent will they be part of this even though they're not truly 70 percent yes absolutely it rounds up at 69 no 69.8 oh yes that round we round up in this it would still apply to this so in the system it will still read a 70.
097correct thank you okay thank you for the clarification absolutely I I like the idea of adjusting for attendance because I fully understand and believe that if a student isn't in a classroom the teacher can't be expected to teach them they're not there so I do like the fact that that um that's been that 20 percent right 20 it's been taken into consideration for the absences um I just I don't I personally don't like the idea of taking away any more from student achievement or the Student Success piece only because um I mean I feel like that those are areas that are objective they're based on scores where I think some of the other areas can be subjective like the um the teacher evaluate unless I'm missing something and I'm definitely you know want to be
098open to understanding but the teacher Effectiveness ratings I've and I've heard from staff usually usually it's of concern that they're worried that if they aren't liked by their principal they might not receive a favorable evaluation and I'm sure that happens because that happens everywhere not just in education but it is very subjective and I always refer back to myself when I used to work in the district and in my third year I was received a letter from the superintendent that I'm a Highly Effective Teacher and while I think I'm highly effective in my profession I would never say I am a Highly Effective Teacher for K-12 education so I it's I don't feel like the system in which we I not everybody fits in that cookie cutter evaluation the way we have it and I
099think that that's a perfect example of it doesn't really measure what we want it to especially if we're tying it to extra funding um I'm someone that has never loved the idea that and it was very new when I became on when I started on the board very new to me that when that everyone gets increases like I'm very much I I it's merit-based um you earn your your increase based on your rate your evaluation so this would at least be a way to give those that produce the scores extra it's not just like we we give the across the board increases throughout the year or every year usually everybody gets the same this would be a way that we could differentiate and reward those people our teachers for producing wonderful scores [Music] um so
100there's a print the the concern about the evaluations possibly being subjective um the concern about how we how we term a highly qualified teacher as far as because of that evaluation piece I don't think is really reflective of what it should it doesn't fit everybody um the test scores I believe are objective there's there's um there's no gray you either based on the percentages you either meet a letter grade or you don't um and then again we talk about how important academics is in the district but if we don't reflect that academic piece whether it be the Student Success piece or the like just the scores in general then we're not really what does that say like we're not really if those aren't rated the highest then how can we say those are the most
101important things um I know the last couple years we've given more and more to that to that Effectiveness classification category um just in looking back in 2021 we raised it 10 and then 22.23 we raised it again so to raise it again to 45 or possibly 50 percent um I would just have concern that if we're going to re-allocate where the percentages lie that we wouldn't put more into the student achievement or Student Success categories but for sure it I just firmly believe that it needs to be an objective or the effectiveness classification is so with that um I guess it would be a I mean unless unless we're looking at possibly shifting some other areas where we're maybe wanting to give more to student achievement or Student Success I guess for me a would
102be my my choice if I had to choose as is between the three because it leaves those areas alone and it accommodates for the absences that's my feedback to answer the concern about objectivity the 30 for student achievement the problem is it doesn't measure every teacher it only measures those teachers whose students take the test so if you're at a K4 School your performance pay is based off of a Fourth Grade teacher's test so everybody's performance pay lies on those fourth grade teachers shoulders because that's without student achievement piece is it's based off of those tests your high school pieces are based off of those students who are testing your ninth grade Aspire your act so everybody in the school their test scores lie on your shoulders so if you're a second grade teacher your
103pay is contingent upon your fourth grade teacher whether or not their students achieve so that's my problem with the student achievement is it's really not objective it's a measure of two class periods or two grade levels and that affects the entire School so that's that's why I feel like if we do the effectiveness classification then those teachers who are responsible for those tests who are giving that data they're going to want to be the best teacher they can not only to get that 50 of the performance pay and that would in turn hopefully show up on their test scores what if the um I understand what you're saying about the fourth grade um if that's if that's accurate is that how it basically okay what if then the student achievement and the Student Success what
104if you flipped it in the Student Success because that's grades carried more weight and that would measure each teacher then they'd have more control over that I would not feel comfortable with that I would feel more comfortable with the effectiveness classification it's just super easy to change a number in a computer and I'm not saying that all our teachers would pad their grades voluntarily but some teachers need that money and when it's two minutes before grades are due and you're super close to that threshold that temptation to change that grade just so you can get your money is just right there I'm not saying everybody would succumb to it but that I would not want to put our teachers in that situation it's for whoever wants to jump in administratively um I would assume that
105when it comes to State Testing that when we have our categories as far as like meeting the standards or exceeding that if we have students that are getting Straight A's we're not going to see those students not meet correct if we saw that we have our straight A students or highly performing students based on their letter grades but then when State State Testing comes through I mean you're always going to have some kids with test anxiety or kids you know it's a it's a snapshot in time that child might have had a bad morning and it's going to impact their testing I get that but in general do you feel like in this District we see a lot or we have an issue with grades not aligning with their overall Performance Based on State Testing
106to where we might have an issue that like the chefin was referencing for the grades might not be accurate Madam president member Pritchard I would say that we're getting better at that piece because our ours what we're using to grade in measuring the standards is becoming more closely aligned with what's being tested at the end of the school year so um there was a time that there was quite a disconnect in this district and that disconnect is growing um is is dissolving over time we're doing a better job of of monitoring how our students are achieving in class and comparing that how they achieve on state assessments as well so it's not like we're seeing a huge discrepancy where grades that maybe they haven't it's getting better okay I just it still doesn't it still
107doesn't address though that that Effectiveness classification I don't think is valid and reliable at all I think it's very subjective it could be and I feel like to address the concern you could also like we were talking about ask for an alternate evaluator so if you get your evaluation and you're going oh my goodness I don't agree with this can I request maybe somebody from the district level um or somebody from a different School somebody who doesn't know you they could come in and evaluate you and give you a more objective evaluation I feel like this in my experience I've had very accurate evaluations for my areas of growth but also for my positive things and most administrators in our district are not looking to go I gotcha they're not looking to demote anybody or
108make negative marks my my experience with our district evaluations they've been accurate and they've been very helpful not only to help me be a better teacher but also to help me understand what I'm doing well and what I can grow in for those who are aren't doing well as far as having the opportunity to have be reevaluated but what about even if you're someone that wasn't doing well I wonder how many employees would feel comfortable challenging their administrator you know that that might be intimidating where they may not do that or and then the flip side kind of what you're saying about the grades could there be some that because they don't want to have to deal with a possible grievance or issue or writing someone out writing someone up or whatever and having that
109aligned they may be like and we we have seen this a lot um they're just going to give you good scores because it's too much it is a lot of work to write somebody out of a job and I've heard that even from principals they've told me that the word just like we're just going to go ahead and even with that again back to my situation I can't teach K-12 but my evaluation says I'm highly effective so it's like if you you see what I mean so even on the flip side I just feel like it's very it doesn't really measure what I feel like we should be looking at and wanting to measure when it comes to giving out paper performance so I don't know where we go from here but I don't I
110think we've got a lot of different opinions um I just want to say though that I I have also heard about some Integrity issues with with the grading and I am curious what if you are made aware of a discrepancy between um or maybe some Trends with a particular person that is their test results are not matching up with the greeting how do you address that Madam president member dense Moore it begs to the question as to what is happening instructionally that's not matching and one of the one of the themes of the CIP reports that you saw this evening was issues related to tier one instruction and that's something that we've talked a lot about this year that we analyzed every aspect of our system and that's one of the things that we found
111is that overall our tier one instruction is not on the most firm footing that it should be and that's why summer workshop was one of the biggest reasons that summer workshop was created or summer seminar or whatever it is that you that you talk about that and so the answer to your question would be if we have test scores that are not matching um grades from a teacher or even a teacher's belief in their own efficacy of how how well they teach then we would start to dig into lesson planning with them and to look to see what it is that we're actually teaching to make sure that it's matching the standards the second piece of that would be what are they assessing to give grades with that's different than what we're seeing on state
112tests and so those are components that both are TLS and our school administrators work with with a teacher on as well as we might bring in our Educational Services team to work with those folks as well and you know we did that this year on a couple of campuses where we really targeted some places where we were seeing some discrepancies and seeing some other issues and our ed services team really focused their efforts there and so that's how we would begin to attack that issue but you know you know the first piece of it is really getting back to what are you teaching that's not matching what's being tested on State Standards okay it yeah I just want to make clear that when I say this I'm not necessarily making an accusation oh absolutely going
113in and changing a grade absolutely but there sometimes are inconsistencies and practices where one teacher will allow 10 retests or 10 makeups uh 10 opportunities where another teacher will not allow any right exactly so you have inconsistency and PR in practice and process and that way your your grades are going to be dramatically different absolutely and and in the past um there have been more opportunities for teachers to use different assessments even within a grade level or a department um and what we've worked to do this year is to start to really tighten that up so that we have consistency of the types of Assessments that are used for grades so that if if you're taking my English 3 class or um Dutch Crow's English three class that the assessments that we're giving are the
114same and therefore better aligned to the the standard that we're assessing I think you'd be the easier teacher I would definitely be the more fun teacher foreign and neither of us could teach English for the record we can teach that and math yes look at the employee attendance I noticed in in B that was lowered as well and I know that was another one we've lowered in the past and um from trying to recall back to that conversation I think I remembered it being like it was just um Crystal you're the one that mentioned it there was something about like not it wasn't something that um something kind of like easy to do like you attend or it's like a no you show up to a baseball game right okay so I get that and
115I think that's why we lowered it before but in a sense I mean to lower it even more I do I do want to say like it there's something to be said for staff that show up though I mean because you don't want to have I mean number one for sure the fewer absences I mean we need to it'd be great if you know short of illness our teachers are in the classrooms but then also just for the activities outside um it shouldn't have a huge heavy weighting to it but I I don't want to minimize like the Imp the positive impact it has to have number one not just for the students to see their teachers and staff members show up for their events but it also helps just as peers amongst themselves the
116teachers they're like it's not the same people that are always there and if they're not there then there's no one there to do it type thing so it kind of builds a sense of community among staff I would think and then also just for our students to see their so to lower it down to from ten to five that was another thought I just wanted to share on that but well and honestly as a teacher the last thing I want to worry about is having to get back hours most of do volunteer they do clubs they do things after school so they're already there regardless of whether or not they're getting five percent I just think it would be better to put more weight into your Effectiveness classification because honestly staff members are going to
117use their days if they're sick they're sick if their kids are sick their kids are sick and you can't help that I mean we want teachers to stay home if they're sick we I mean if we learned anything from covet it is stay home when you are sick yeah stay home without barring any illness I mean obviously but I completely agree with that but there's cities there there's most teachers are going to use four or more days it's that's just the nature of the Beast for whatever for maybe appointments that they can't get scheduled for this date or that date or whatever most teachers are gonna they're gonna use more than four days as far as the activities go they're just going to be there for the most part I I don't feel like I
118don't know I don't feel like it's a good use of a five percent I feel like it would be better spent moving it towards their effectiveness classification and that's just me I'm always going to think it's better as a teacher I want my pay based on my performance and I feel like you know having having my evaluation having my pay reflect my evaluation I'm not going to stop talking so I'm going to assume that it's just a glitch it's not happening from it's not happening from Miss Bowen or intentionally from the back being said the evaluation system um let me give you a little bit more information into a class no I'm teasing although that was pretty funny it is funny but I'm just saying as a teacher I else's work I I feel like
119if we actually give the pay towards based on their evaluation it's going to I mean if if you were in the corporate world you don't get a choice you don't even get a second evaluator your boss is your evaluator and it is what it is you can either take it or you can leave it and if a teacher is too scared to go up against a principal then that sounds like their own issue I just don't feel like our evaluations are objective I don't think they measure what they're supposed to measure I've said that for a long time they don't capture everybody there aren't I mean for teachers like maybe they're great but for all staff they're not they don't capture every single employee group but you also have to remember that not every single
120employee group gets 301 money right but it doesn't it doesn't address the fact that I think those evaluations can be subjective per staff that have told me that they feel like they're not if if they're not on good terms with their principles then they worry about that you know is there a way that we can and to me I think you're if you're doing your job and you're showing the scores that's a reflection of your work your kids are passing I get what you're saying about that if you're in Middle School fourth grade is basically everything hinges on fourth grade is there a way to accommodate that anybody in administration Madam president yeah Madam president um member preacher the answer to the question of how do we mitigate uh a k-force cool is a good
121example right or let's take a high school a high school the entire achievement and school label the vast majority of it falls on freshmen and Junior teachers right and you can argue that the sophomore teachers have skin in the game because they're going to be um you know Juniors and and those those types of things but the reality of what Miss Chapman stated is correct um now the other side of that coin is we all as a school Community should be responsible for everyone's achievement but if I am as a teacher don't have the ability to touch that student instructionally it's a difficult pill to swallow and so looking at how to mitigate that completely is a longer answer than thinking about that as we're talking tonight as I'm listening to the discussion what I'm
122hearing is I'm hearing a couple of different options that are arising in combinations of of pieces right and I'm hearing it narrowed down to two and I know that I know that Dr polling and Dr crota would be taking notes as we've been talking listening through this I I do not believe in and please gentlemen correct me if I'm wrong but I do not believe that there is anything that is Magic about approving this this evening this could be approved in June am I correct about that yes that is correct this is for next school year and so what I might offer to the board in terms of conversation is for us to take the notes of this evening and we Review audio as well and um and and put those into what I'm hearing
123to be two different options than or combination options and then bringing those to the board for consideration on the 15th of June to continue the conversation and to start a discussion from a better place and started this evening because we would reflect the conversation of the board together to move forward on the 15th that's one option another option would be you can continue the conversation and the motion can be made and we can go from there so well before we do anything let me ask um I thank you Miss Pritchard I appreciate our discussion let me ask let me open it up to other board members I lean towards plan A and I just think that effective classification is way too subjective I I understand what I call highly effective and what you call highly
124effective are going to be two different things yes we can go to an outside evaluator but it's the principal and the assistant principal that's there on a daily basis and they're in and out and they're they may not just be they're in for that evaluation but they're in and out to see if other things have changed wouldn't an outside evaluator just be there for that one time so I just don't want us to put I'm not comfortable putting more into the effectiveness classification that's the only one I'm hung up on I do like Student Success to me that's that's what this is all about the achievement that's the test scores which their test scores definitely thank you do we have any other thoughts I would like more information to be presented at the next meeting
125and maybe get some different options The Madam president miss denzimore that certainly is is a possibility as I just outlined and again as I'm hearing the conversation there are some things that are forming this being the first opportunity to speak with the entire Board of this right it provides the opportunity for good discussion and so this evening what we would be looking for after um very robust and and good conversation would be emotion either related to an option or a motion to table and then we could bring this conversation back with the options that we're hearing this evening as part of a conversation on June 15th the definition of Effectiveness and highly effective and that sort of thing I mean just I know that you can't narrow it down but just give me some Madam
126president member Grant you know we certainly can include that as well the board may also choose to table this to July 13th if it chooses as well I just want to point that option out as that there would be nothing magic about the June 15th deadline and then also with that do you think maybe it might be beneficial to have a copy of a teacher evaluation rubric the Danielson rubric Madam President we certainly can do that that way we can kind of see because I've seen it you've seen it I don't know maybe now no one else has seen it so I know what's on it and maybe that would kind of help Garner the discussion a little more Madam president I I think that would be a a wise option I would remind the
127board prior to bringing that that this is not a conversation related to the teacher evaluation instrument and redesign of such but I I do concur with your thoughts on that Madam president if I can um add to the conversation no it might not be the next meeting we have obviously professional development going on this is not done solely by Administration it is done by a committee who are now um not they're off um so we have to get that committee all back together once again to have those discussions and that could take some time to do depending on where everybody's at so it may not be the next meeting in June it might not be possible so just keep that in mind so we've uh the committee teachers Madam president the committee is made up
128of various stakeholders including our teachers or the 301 committee uh Dr polling that's correct headset committee yes teachers School admin and District admin are those teachers available I I would work on that and see I'm not sure that they checked out today for the summer but does it does it be in person could it be no Madam president member granted too many format can be in in various formats right or various means what's key is that there's a plan approved prior to the start of the school year so that the teachers know going into the school year what it is that there would be measured with with 301 so there is some time involved I jokingly mentioned July Dr crota was realistically talking about July um but um that being said the key timing on
129your end is to make sure that this is done prior to the first day of school so does it sound like we want to table this okay so do I make the motion to table Madam President we would entertain a motion all right I will motion to table this item until a later date Joe had it first motion made by Crystal Chapman seconded by Joe Grant motion carries we will move on to requests for future agenda items okay um I would like one with the summer months coming I would like an information item on the provision of water for sports and Athletics things like that that the governing board is responsible for absolutely no worries I just wanted to clarify that and indicate that we have water available for folks so thank you for the
130clarification on it hopefully yeah thank you Miss Daniel more yes we'll put that together next we have a call for an executive session pursuant to ARs 38-431.03 and rs 15-843 regarding student discipline matter hor 223-04 inch at this point I will move to establish an executive session to be held immediately during a recess in the regular meeting second motion made by Crystal Chaplin seconded by Don Densmore yes second yeah foreign at this time we will reconvene the regular meeting we will move on to item J1 I will entertain a motion oh yes is everyone connected we're waiting on at least one more on the way I make a motion to deny the hearing officer's recommendation to long-term long-term suspend a student in the matter of student discipline hearing hor 2223-044 okay does anyone have an
131alternate Madam president the motion has not received a second so it would not move forward without a second to that motion all right foreign the hearing officer's recommendation to long-term suspend a student in the matter of student discipline hearing hor 2223-044 well we got to do something that motion has failed also this is a part of the governing board's duties as public officers is to make determinations on appeals of long-term suspensions the choices before the board are either to affirm which would have the cause and effect of long-term spending the student for next year to deny which would have the cause and effect allowing the student to return to general education in the fall or to modify you can move to modify the hearing officer's recommendation and modify the amount of time of the long-term
132suspension but the governing board has to do one of those three things this evening can can you confirm how how much of the long-term suspension has been served the student's been out of the general population since March 29th okay but he that the student has received education thank you I moved to modify um modify the hearing officer's recommendation to long-term suspend a student in the matter of student discipline hearing hor 2223-044 to be effectively over E3 am I able to comment without speaking of any details of executive session no because I I have a reason for my position no that appears to have failed without a second as well all right I've made a motion Dawn's main emotions somebody else make a motion we gotta get this done hope that would be a good idea
133Jennifer what do you think Madam president members of the governing board the matters been presented tonight the evidence is before the board it's time to act now but the board has the option of rescheduling the hearing for a later date if it needs to I would have liked more time I don't like the time limits I didn't like the time frame and I would have liked more time and I felt rushed that's where I'm at so I don't see my position changing at all do we have thoughts from other board members sorry sorry I've already shared mine twice thank you if we ask for more time does that mean we go back into executive session again to discuss this I've never had that happen before pardon I've never had a governing board table uh an
134appeal of a long-term suspension it would be my advice that you make the decision this evening you do have all of the information before you and I feel like that would drag it out would we still need to have another executive session with all parties involved yes any the appeal if you table the matter tonight what you would essentially be doing would be to reconvene the executive session that we just held and to conducted at that time these are very difficult decisions I know they weigh heavily on you we need to have a motion to either affirm deny or modify the recommendation of the hearing officer for the record I don't have an issue making a decision I just want to make sure my decision is not rushed or forced and and unfortunately that's the
135nature of of the matter frankly this matter has been delayed two weeks it could have been considered at the last governing board meeting and it's been considered at this governing board meeting to allow more time for you all to have the information and for me to be present so are you claiming that we have the information for longer than two weeks no okay thank you so I went back and I grabbed a water my second motion failed I assumed yes okay thank you at this point we'll go get more coffee I could be here all night we might be okay start reading the phone book no I'm I'm not going to be like held hostage so I'm probably gonna go um I've said what I had to say I don't like the position that I
136felt like I was put in I'm not going to change or be forced to vote anything so I'm not going to sit here all night so if if there's no other plan if that's the plan is to wait to see until someone makes a motion which it sounds like I mean miss densmore's me too chefins made one I mean if someone's gonna make one I I know how I'm going to vote I'm not going to vote at all so I'll wait and respectfully until the meeting's called to be adjourned but if we're just going to wait here forever that's ridiculous the problem is is we need emotion and we need it seconded so we can take action the problem is is we need to take action tonight and it needs to happen because this poor
137mother has been waiting for two weeks for us to make a decision and I don't want to prolong this at all so she made a motion I made a motion we need to get the ball rolling make a decision and be done what was your motion my motion was to affirm oh okay so at this point somebody else is going to have to of course made a motion to modify the hearing officer to have this suspension end effectively now do any of the governing board one bears want to propose an alternative modification to the hearing officer's recommendation so an alternative amount of the extent of time of the long-term suspension that's an option that you haven't yet made a motion about in other words that the student remains long-term suspended for the first quarter for
138the set first semester for until third quarter those could be options for the board I don't want to make the third motion I really don't I will move to a firm the hearing officer's recommendation to long-term suspend a student in the matter of student discipline hearing hor 2223-044 second motion made by Crystal Chaffin seconded by Joe Grant motion does not carry Madam president the motion does carry oh it does it does so you have a quorum of the of the board voting there were two yes votes and two and one no vote so the yes is carry and the motion does carry okay the motion carries the motion carries thank you at this time I will move to adjourn the meeting second motion made by Crystal Chapman seconded by Joe Grant foreign