001e first year of like an administrative job [Music] you even always [Music] in you e we do [Music] good evening I like to call the brief board business meeting for Tuesday April 9th 2024 to order and we will do the roll call Miss Mrs Wilson please she there oh she's there miss Lorry wood here miss Ronda Paige here Miss Sheila ug jetti here Mr Chad Thompson here miss Jill Humphrey here Madame President all board members are present you have a quorum thank you Mrs Wilson we will move to 3.01 appointment of Brian Lockwood as the principal of Greenfield Elementary School for the 2024 2025 school year do I hear a motion uh I move that we uh proceed to uh the vote for the appointment of Brian Lockwood as the principal of Greenfield Elementary School
002for the 2425 school year thank you Mr Thompson second second oh thank you very much Mrs humph it's been moved and seconded before we do that Dr mord thank you madam president Gover board members it is our pleasure to bring to you tonight Mr Brian Lockwood he comes to us from ruselt school district by way of J Colmes by way of Apache Junction uh his middle name is fun and we are very very fortunate to have him you're going to do some great things um Greenfield he his goal was to uh work more years at Greenfield L than Mr Rhymer hold him to it but we're very thankful for uh to have him here tonight thank you all those in favor of the appointment of Brian Lockwood for the principal of Greenfield Elementary please signify
003by saying I I I so on a 5- z vote Mr Lockwood would you like to say [Applause] something you okay all right well first of all um thank you so much for this tremendous opportunity I'm so grateful uh to be officially coming back home uh like like once stated I I went to school here at Islands Elementary and then graduated from msk high school and so to be full circle and coming back home to Gilbert and and not only doing that but doing it as a principal is uh a true dream come true I do want to take a second to thank some people in the audience my family's here um and so right over here is my beautiful wife Megan and my two kids Jackson and Hudson they are Gilbert kids as well
004um and they go to settlers Point Elementary School so I'm very grateful F to have them here um they've been a amazing support system and through it all with me through all the trials and tribulations through through this process and so I'm very grateful that they're here to spend this special moment with me my parents are also here at Barbara and Jim um and and they have made uh an incredible impact and they they continue to straighten my arrow when it comes to the direction I need to go in life to do great things so I'm very thankful and grateful to to have them here uh to support me to my new Greenfield family I this is a really awkward thing to to sit right now and look at you uh super excited get oh
005I can pick it up oh my gosh I just made it 10 times awkward I'm so excited that you're here uh I already got some green field swag that you were able to bring I I hope to wear green well um and aside from just serving for a long period of time I'm excited to bring uh fun and amazing atmosphere to Greenfield to work with each and every one of you to get to know each and every one of you and truly commit myself to this process um I I'm beyond grateful for this opportunity and I'll make you proud so thank you uh thank you to everybody here and I appreciate it and let's let's do this and go Gators thank you thank you um we'll we'll take about a 5 minute break for you
006to talk to people and and we'll back here at a little after 610 or so e okay um we were we'll be back to our brief board business meeting um we'll move to 4.01 um call for a public hearing pursuant to ars5 905 uh I'll take a motion to call for the public hearing just on the safe site I move that we call for the public hearing pursuant to ars1 15- 905 thank you Mrs wood is there a second second thank you Mr Thompson so it's been moved in second in that we called for a public hearing um all those in favor please signify by saying I I opposed so on a 5 Z vote Dr McCord thank you madam president Gover any board members um this instructional time model plan for online students for
007Global Academy essentially turns it from a school to a program very similar almost exactly to what Canyon Valley school is and so uh in order for this to happen we have to have your approval as a governing board go through the hearing process and and then we will turn that information to the state and they will officially change it to a program okay so we moved to 4.02 instructional time model plan for online students Global Academy do you have anything more to say about that okay uh request to speak and this is just for this topic is there anybody that that wishes to address this okay and moving on to 4.04 ajour in a public hearing we'll now be adjourned and go back to our work study um call to order J if I can
008just say real quickly that we this is our second public hearing correct so we've already had one and before that we had a work study that presented all of this and we went through it in depth so that we if it seems like we're going through this it's because we've looked at this is all the exact same stuff that we've talked about now and Dr mcord that's it then once we do this we don't have we that is it and um to piggy back off what Miss Woods said there is that presentation is attached to this agenda item so if anybody online wants to look around in the audience they can do that thank you okay we'll go work study calling call it back to order we'll move to 6.01 um District spending report fiscal
009year 2023 Dr McCord thank you madam president governing board member it's that time of year where the auditor general um has a spending report that is uh issued for each Public School in or Public District in the state of Arizona and each year we report that to the public as well as you so that's what we're doing this evening and Miss Betts and Miss matet will be doing that now good evening Madame President governing board members Dr McCord I am happy to hand over the Reigns for this presentation to Miss Jackie Matan and as I've said numerous times I'm here for the color commentary and I will try to be colorful thank you Miss bets I'll be driving too you just have to tell me when to go okay uh so thank you uh we
010are here to present the FY 201023 District spending report as presented by the auditor general tonight's report will include the um FY 23 GPS spending Local District spending comparison State spending by operational area Statewide versus National spending and then finally average teacher salary based on annual financial report rather than the spending reports this graph is or this pie chart is from the um AER from the FY 23 Acer uh this is usually pretty indicative of how the district spending report will will come up so on this Pi the Auditors have presented a 57% instruction spend they use a little bit of a different criteria for this particular pie but then you'll see on the next slide our instruction ruction is 58.9% and our peer average is 57.2 so we are above our peer average uh
011we will be comparing our district to other local or neighboring districts but the peer average are districts our size so for example Peoria Paradise Valley Tucson Deer Valley but we'll be comparing um some of our spend to our neighboring districts so this chart has the 5-year GPS fending history from fy20 FY 2019 to FY 2023 you can see that uh instruction has um the percentage has decreased uh it has um just slightly in FY 23 dollars instruction uh only 1,000 functions so we're this is only teachers and Par of Professionals in the classroom dollars uh dollars classroom is instruction Plus support so that would be um attendance um social workers counselors health aids and then also 2200 function which is instructional coaches and Librarians um Administration is district office and schools so that went up
012slightly Transportation up a little bit food service down slightly and operations up primarily uh the increase in some of these is is um due to compensation increases and we wanted to show we hadn't done this last year but we wanted to show even though the percentage is down slightly the spend is up considerably so you can see a 28.2 million increase in spend and instruction year-over-year between 22 and 23 uh again compensation increases in related benefits is a large portion of that and same again with the dollars in the classroom um overall including instruction and students support a $37.4 million increase so Jackie has been saying over the last so few weeks boy I just hate those pie charts because it doesn't really tell the right story so um this was a really good in
013indication though that we we received a fair amount of new money in 2023 and we did put a large portion of that money into our classrooms so so this is a graphical representation of the 5year um spending history for Gilbert and then just a reminder we had been including Food Service regularly over the last couple of years uh so you can see that in 2022 with the 4.4% in food service that was directly related to the universal free uh breakfast and lunch and so now we're back down in 2023 to that 3 .5% which you can see is pretty flat and pretty comparable to years prior to 2022 so because we're on normal operating now in the Food Service fund so I just wanted to share that this slide shows a comparison of our local
014or neighboring districts so you can see the dollars in the classroom is 58.9 for Gilbert um this is a celebration for us not that it's competition but maybe a little bit a competition uh so dollars in the classroom also um the highest among our neighboring districts administration of course is 8.5 the smaller districts will have a higher percentage in administration and then note that Higley outpaced Us in dollars to instruction however within our East Valley School Districts we had the um highest dollars to the classroom on a percentage basis and again a graphical representation of that information dollars instruction classroom and administration also included um we wanted to include the ADM just to show you uh comparison and then also the override amount we had added that this year at the bottom each district has
015a 15% override this is the Arizona State spending by operational area so classroom spending is 69.1 instruction 53.4% Statewide again as a reminder Gilbert is 58.9% classroom spending is 69.1 Statewide Gilbert is 73.3 and the non-instruction spend is 26.7 for Gilbert non-instruction spend uh for Statewide is 30.9 so this was a this was a a fun comparison also shared on the state uh State spending report was the FY 2021 that's the latest that they had the Statewide versus national average spend uh we found this to be quite interesting also instruction uh compared to our national to the national average we're down about $3,000 overall for operational down $4,300 per student with thought this was interesting as well because even with the opportunity to request additional resources in overrides and then all of our comparative districts
016in the East Valley all have that 15% override even with those 15% override dollars we are still uh significantly lower than the national average not the lowest but the national average in per per pupil spending can you say that again so even with the so in all of our comparative districts that we share in the East Valley all of them have a 15% override and so even with considering that our um our Statewide average is still significantly Less in per pupil spending than the national average kind of a comment about the fact that the override dollar are not necessarily extra dollars but something that we need to be able to continue our uh programming our educational programming in our schools thank you well I think what this says is that other states invest more in
017their education system and are able to pay teachers better and able to provide more resources for their students um that means that we're doing pretty well with what we have but if we had more we could do better that's my personal opinion and finally uh the FY 2023 average teacher salary so we did uh pull this data from the FY 23 annual Financial reports for Gilbert and for our neighboring districts so you can see the comparison between FY 23 and fy22 and then you can see where Gilbert and Chandler made some specific not ations in our uh reporting um and so it's hard to know really whether we're comparable to Higley or ma Queen Creek or Scott sale there's um no additional comments um but we felt for purposes of the average salary we should
018include all of the monies that go to our teachers and so we began adding the stiens to that average salary back in 2020 was that the first year we did it 21 maybe1 21 yeah okay so oh question time good so according to to this chart on page 13 of the presentation work average teacher salary in Gilbert is considerably higher than surrounding school districts um which is good makes us attractive to uh to people wanting to uh go on go into or continue in the teaching profession um especially with combining that with getting contracts out early like we've done last year and this year and I know later in our meeting we'll be discussing the compensation package for 2425 do you know and I I know one of the things that were uh being presented
019with is a a 2% pay increase is that correct so in an effort not to sound like um well I'll just sound like it uh if we're already the highest of the surrounding districts [Music] um and knowing that there is vote coming soon for the override Could That Could That 2% be used other places besides compensation since we're already the highest in in our area yes I mean of course right that that would be my answer for that just because I think it's important that as soon as you don't compensate your employees um you get left behind and then playing catchup is extremely hard and so at 2% I think it's a a good raise is it phenomenal no but it's what we can afford and so I believe it's important that when you have
020those available funds you continue to compensate your staff because there are times there's no guarantee that an override is going to pass we've already been through it once as a school district we've been through uh the rigors of not having and freezing people in their spots so uh I think it's important it's my philosophy that if we have the available funds we give it to the employees as much as we can okay yeah I would also say uh Mr tomson just that when we say average teacher salary we don't know how long I I would love to see an average length of Service attached to that salary because it may be that one of the reasons are um number is higher is that our teachers have more experience so um it's really hard to take
021these numbers you know there's a there's a lot of context in what that number represents and so I think you have to take it with a grain of Sal that that maybe um our number is higher because we have more experienced teachers um and it and maybe some of these others um maybe they're using their resources elsewhere I think everyone of the school district that I am aware of always tries to compensate their employees as well as possible because it is a um teaching is a challenging profession there's a lot of work to teaching it's it looks easy when teachers are in front of a classroom and things are going well but that is there's a lot underneath making that work and making sure those students are learning and it's not just the teacher it's
022everyone behind that teacher like the instructional coach the principal the coordinators with the curriculum and so forth that that really make that system work and so um when we look at these numbers I always take them with a grain of salt that this say where the highest but does that teacher have more experience what what gives us that higher number and we haven't been in this position very no it's always been just the opposite I don't I don't think I think last year was the first year if I'm remember we were always kind of in the middle behind especially behind Chandler so it's really nice that we're finally um catching up not not just catching up but you know superseding it and and I and I and I think it's deceptive a little bit Yeah
023in terms of what gets reported to the auditor general and how it gets reported if you'll notice Higley Mesa Queen Creek Scottdale they didn't talk about what they've included in that and I guarantee you there are things that aren't included in their average teacher salary that um we have included and so again this goes back to a discussion back to 2020 2021 where we believe our number is real I guess the best way to put it and that's what the average teacher would end up getting compensated for on a yearly basis and like I said sometimes they don't include those for whatever reason but there is no standard from the state that says You must include this this this this and this and I wish they would do that just so then we're having these
024reports we actually know Apples to Apples but that's not the case right now well I think from a recruitment standpoint the fact that we are including the sitiens it kind of gives the teacher an indication of what they could actually earn because there are also lots of opportunities to earn extra salary based upon what they're willing to participate in and doing in a school District so that was part of our reasoning as well and then finally anecdotally which goes a little bit to what you were sharing U Mrs humph so uh Mesa as an example has a teacher experience index which is that measure of how many years of experience your population has at your school district so their Tei is 1.05 and Gilbert's is 1.012 so it gives you an indicator that on an
025average basis that we're a little bit our teachers are more experience than say a Mesa I just got this in some good information otm is back there feeding me stuff oh good 33% of our teachers have 10 to 19 years of experience 21% of our teachers have 20 to 29 years of experience so over half of our teachers have 10 or more yeah which is nice I just had a quick comment um just to piggy back off what everybody's saying when I saw that number immediately I thought we have more experienced teachers that have been here longer they stay in our district and probably some that are a little bit more educated with a lot of master's degrees right um I do have a question do we ever bring out I think when we're talking
026about this starting salary the comparison to other districts is really important to talk about um because that's I think where the new teachers look at what is the starting salary SM so I don't know what the starting salary is but I do know from numerous discussions with Mr McIntosh that we are still kind of in the middle on starting salary um so but again we're always trying to figure out a way to to be more competitive at the beginning level too it is a topic of discussion every single year and you know blessm because they um they're always fighting for that beginning salary because they know that's an attractive thing and um and we have to be careful with that um just because we don't want to Leap Frog a whole group of people that
027we hired so we have to give those raises and increments and be very cautious about how much we front end load a salary because then you're going to throw the whole system off and so um we do put money on the base every single year just to make sure that we're keeping Pace with everything else we're doing I I would say when I first joined the board in 2012 we were not um paying competitive salaries we were lower and when did we do the salary study about 20 4 years ago 2019 2019 that was the first time that we really became competitive um so it it because we did lose our override for a few you know we had one year where we're at State funding only it has taken us a long time to
028catch up from 20 I think that was 2015 that we didn't have any state funding and it took till 2019 to actually get people um competitive with the districts around them so it does take a lot of work so and to your comment um as well Mrs Paige note that between 22 and 23 we actually purposely added over $4,500 to the base of everyone to include the starting salary to bring up the starting salary to that level so that was a a significant bump in our beginning uh teacher salary that just occurred um between 22 and 23 I appreciate that and I do know that if we were to pull this out with starting salary every District reports differently they might put their stiens in as the start as a base salary so just as
029the average teacher salary there's different issues and and to compare we have different models and rubrics the same goes with the starting salary and the other thing that isn't reported here is our our benefit package absolutely I wanted to just say one thing I what was impressive to me was the change from 22 to 23 that was exciting to see that the average teacher salary had increased and again I know there's depends on our average changes because it depends on which teachers leave and how many new teachers we have so but to see that I know that we did put a lot of real dollars to each salary and that's what we've been trying to do because we know that to have great teachers great staff in front of our students is the most important
030thing that we can do to have great results with our students have our students have the best education possible so to me that's why that's always been important okay thank you very much thank you guys thank you thank you 6.02 academic programs growth and development do McCord thank you madam president govering board members if I could have Mr Ryan with his team up here they'll be they'll be up here for a while just so you know they have the next two presentations I don't know if they thought that was funny or not Christa laughed but I think that was a nervous laugh Madam president governing board thank you so much for having us here this evening I'm going to start by passing around a fresh copy of what you have in front of you there
031were a couple statistics we updated and making sure you have the latest and greatest information we'll pass that around so you have it in front I am really up here just to introduce Christa and Robert uh Christa Cox Dr Cox our um director of secondary um uh our director of of secondary teaching and learning curriculum instruction and assessment we're combining a lot I know well we're combining teaching and learning all together she's a director of curriculum instruction and assessment along with our elementary director of curriculum instruction and assessment Robert burer and um tonight we're excited to share with you progress with relation to academic programs that you all have supported and initial implementation uh really a think tank that's out across our school district starting with you all and leading through our administrators teachers and
032everyone that's part of the organization uh a lot of great work is going on and we're just here to share with you some of the exciting steps we're taking in Positive Directions so Dr Cox okay as we get started um a couple couple things we wanted to highlight was first starters um we can't tell you how much we appreciate having an art teacher at every campus that's made a significant impact as we've rolled out mtss um which we've looked at teaming structures to do some systematic things with training our teachers and having the opportunity to have a specials time or a common prep time every single day is significant um it's also giving us a more well-rounded education to our elementary students additionally we are in year two of our accelerated program at Highland Park
033Meridian pad Del re Courts Hill and bista lakes and we'll share some more data on that um at an upcoming slide I also wanted to give a shout out to Patterson so Patterson is getting um they're getting ready for their accreditation visits for their IB Program um I actually was on a call with a vendor today as we look to establish a curriculum for Spanish that they'll be offering one day a week as part of the um IB program so that's continuing to grow as well so with some of our K8 opportunities uh we will hit on a few of the different programs a few times throughout but we did want to share that our Gilbert Elementary has the Dual language emersion program and what we have found uh is that that program is very
034successful it has great numbers but the feedback we have gotten over the years from our families is that when they go on to Junior High they want somewhere to go and and uh right now uh we believe that we're not capturing all those students because we have not had a dual language immersion program that focuses on the same type of program they've had into the junior high so next year we will be moving with forward with having that at um our Gams Middle School at uh Gilbert High School uh the team is very very excited about that they're already recruiting putting together promotional uh materials for that and then in addition to that uh our IB program we are focusing um on the early year program and the middle Year's program to really strengthen that
035as a K12 entity so even though this slide focuses on the K8 opportunities uh really a goal of ours when we look through our district Improvement and next steps is looking at those opportunities that exist maybe in one of the areas and figuring out ways to support that so our families that really appreciate those opportunities get them longer and um more thoroughly so that they are kind of a K12 entity so those were just a couple of the K8 opportunities and then uh with the high school opportunities this is a not a comprehensive list but a list of several of the programs that we felt uh were deserving of some um highlighting and in the next several slides I'm going to provide some data that just kind of goes into a few of those a
036little bit more in depth from this list would you like us to save questions until the end or you are always welcome to ask questions throughout yes thank you um in regard to the k38 opportuni is the Dual Language Academy is there any are there any plans to expand uh the is it well let me rephrase this is this dual Language Academy is that what some people would refer to as um like a language immersion program yes so right now at Gilbert Elementary it is a dual language immersion program and what we're looking at doing at the junior high is um extending that in so they would not be exposed to uh Second Language all day it would happen they would still get it in their language class and then within their social studies class
037as well so we are currently recruiting and hiring uh four teachers that we feel would meet that uh those credentials um and the nice part at Gilbert High School is that the Gams supports that and they uh provide a couple of different languages which also then pipelines into the IB program at the high school level so these students we wanted to think Mr Ryan actually worked with cabinet was very strategic on where we wanted to place that program and we felt that with the IB program and the different languages that they support through IB that it would give multiple opportunities the higher up that they get through Junior High and high school does a does an elementary school have to have an i B program to to implement a language immersion program no no not
038at all and is there any are there any plans to expand the language immersion program to other Elementary campuses and also um other language other language offerings um I just want to make sure there's a distinction too that IB is not dual language we're offering some Spanish we're Gilbert Elementary spends half their day in Spanish um so IB is basically going to give them just enough the basics to speak it um it'll be almost like a specials type class 40 minutes a week sort of thing whereas uh Gilbert Elementary they're speaking reading and writing in it half the day so then just focusing on language immersion then right are there any plans to expand language immersion programs to other Elementary campuses and other language offerings besides [Music] establish go ahead we are continuously evaluating what
039the community expectation and needs and desire is and so I think we're always looking from the campus level and at the district level what are the needs in the community uh I don't think that we ever go out and say absolutely not to anything nor do we push something that we say people need to accept it's what what is the community looking for what do students need and make decisions from there in terms of anything immediate no there isn't anything immediate other than um the longitudinal piece of this particular program so if there was a group of parents at a particular Elementary School that wanted an immersion program at their Elementary School what would that what would that process take to get that I would love to be part of the of the dialogue I
040I would love to sit down with a principle the community um I'd love to be able to take back recommendations and and have discussion about what the future could look like okay thank you and to expand on that a little bit into the secondary world I wanted to allow the answer for the elementary specific but the second part of your question um we have expanded uh World Language opportunities now to all of our Junior highs uh the state does allow for high school credit at the Junior High in World languages we've brought a couple of those classes to get board uh approval historically and at this point uh we provide most of our um languages at the junior highs maybe not all of them but each Junior High kind of has taken on a different
041language kind of fits to what Mr Ryan was saying they if there's an interest and if the students are rallying behind a certain class uh Gilbert High with the IB program they have to have so many Pathways to different languages so they are uh promoting more of that which again fits nicely into the Gams program which is where we saw the opportunity for the connection to go K12 thank you you're welcome all right so a few of the programs that we really wanted to hit on at the secondary that we have been tracking and monitoring over the last few years uh the first one we want to talk a little bit about is Gams which is our Gilbert accelerated Middle School uh really excited to share these numbers we had an impact check meeting with
042their leadership team just last week and we're very excited to add in just their updated numbers now that they just finished their class registration so in 20 223 there was a total of 32 students this current year they have uh grown that to 60 students and you can see the breakdown by grade level and right now currently the projected number um is sitting at 120 but they're still taking applications and they predict that they could be up to uh around 150 students for next year so when they were sharing this with us um the conversations are now growing uh how do we continue to grow that and support that uh and meet the needs that they have to sustain that I think it's a great thing that our families and our communities are hearing more
043about um and uh they're really eager to get their foot in the door there so they've done a really really nice job with the the growth over there and then in addition at uh Gilbert High School we know we have our IB Program they've worked really hard wanted to kind of just go through the statistics there of enrollment so in the 2223 school year and this is worded a little differently cuz we're going to talk seats um the students have to take numerous classes there's different Pathways so to speak depending on the type of IB diploma that they want to earn and the types of tests they want to take so in all of the different IB classes on campus in that 2223 uh school year there were 358 uh seats filled and seven students
044were able to complete uh the the complete program which with it being newer uh we know that that number it starts small and then we just continue to grow that this current year that number of uh seats filled are is at 464 uh nine students are going into testing season that are eligible and we are very hopeful that they will all earn that IB diploma and then as of uh last week the course uh selection during registration is showing that there are 557 seats that are going to be filled and I was talking with Miss contrell the assistant principal over there just today on the phone and she was sharing with me that uh they are continuing to promote into IB and they actually predict that that number will be much higher by the time
045that the school year starts um and with that they are able to look at the number of students that are meeting the criteria going into their seven their senior year and we're currently looking at 17 eligible students that have registered for all the classes they need so when I talk about that number potentially even going up that counseling team and um admin team are looking through which students could meet the criteria and going and sharing with them just because it is a newer diploma at Gilbert High to make sure those students are really aware how close they are to being able to to earn that diploma and then the last one that I want to spend a little bit of time on is our AP Capstone diploma so probably fiveish years ago um Highland High
046became our first AP Capstone school there is an application process that goes through that you have to have teachers that are trained a specific way there's it's just a lot of work and students have to complete um a minimum of four AP classes successfully with a three or higher on their exams in addition to taking an AP seminar and an AP research class successfully with a three or higher to earn that diploma uh it is one of the most prestigious uh awards that a high school student can earn through college board and all of those classes are equivalent to um college credit over the years all of our other high schools have successfully applied and earned that designation to be able to provide the AP Capstone diploma with the exception of Gilbert High because they're
047an IB School so when we started uh having these conversations uh between cabinet and the governing board of having these different opportunities for our students this again as Mr Ryan said it we wouldn't be where we are today without the support that our community our governing board have provided but these are things that um we are giving our students they're walking out more prepared uh not just for college but for postsecondary and so in 2223 we had a total of 86 students in the district and 17 um earned the actual diploma but there were 86 students within the program and that can be students from their sophomore year to their senior year and then uh this current school year you can see a significant growth just with us adding on more schools earning uh the
048right to offer this to 423 students and currently uh as of last week there are 44 eligible students depending on how they score on their AP exams in May to earn that AP Capstone diploma and then what we're I'm extremely thrilled there's so many exciting parts tonight like this is just like all the fun stuff that uh we get to celebrate so uh next year when we ran those numbers last week there are 824 you'll see that we've just about doubled the number of students that are in this AP Capstone program and this is not student these are students that have actually made it to that final AP seminar and research class that are required for that and uh if all goes according to plan next year there could possibly be 220 students eligible for
049that diploma they will be on track to earn that diploma if they successfully complete so um with that we're going to dive in a little bit more to AP as you saw in the last couple of slides we shared a lot of programs that we're excited to share but we uh Mr berer and I wanted to make sure and Mr Ryan that some of the data that we're going to share in the next few slides uh is comprehensive of the majority of our campuses um if we wanted to give data on all the programs we really would be here all night long so uh with talking about the AP Capstone diploma that is a perfect segue into AP enrollment so you'll see on that slide that we have listed out the Last 5 Years these
050are actual students that are enrolled in AP classes the actual student count so you'll notice that in 2019 2020 uh that's seems to be a baseline uh because of Co and we want to make sure that we have come back from maybe some of those terms we hear learning loss and even students maybe being a little bit more intimidated to take on some more rigorous Pathways uh what I get excited to share tonight is that not only have we caught up to those numbers but very quickly surpassed those numbers so a lot of the work that our district uh leadership our school administrators our counselors our teachers uh there is a very United Vision of providing additional more rigorous opportunities to all students and a lot of what we do from kindergarten on if it
051be the accelerated programs the IB program a lot of those lead into an AP program very nicely so this isn't just the work of these teachers right here these schools right here it's all of that K12 uh work that we have done so you'll notice the the number of exams is up to 6,000 I'm sorry the number of enrollment is up to 6,16 as a district for this school year um right now uh we were looking at course requests and we are already um looking to gain uh close to a th more just in next year's predicted numbers with that we wanted to break it down just to show what does that mean on each campus so this next slide shows it in percent of their entire enrollment so you can see again wanted to
052include the longitudinal data but you can see that per campus uh like currently right now at the top Campo has 38% 38.4% of their entire population on that campus is going through um an AP class so it just kind of shows the growth per campus there for you how many a AP classes could a student take in a a a semester they could fill their schedule with them so if they go all day yep yes are there students who do yeah oh absolutely it becomes very competitive some of these students um I don't know how they do it they are very bright and they are very successful as well we have seen um and the piece that I'm going to talk to to just kind of expand on that um is not in here but
053I will share that the number of AP exams given has increased by almost 16% just within uh one fiscal year and we are on on uh track to have that same 16 % growth again now we won't be able to maybe sustain that year after year as much as I competitively would love to uh but it just is our our data right now supporting um our advanced placement is something to be proud of um in addition to that not only have our number of students taking AP and successfully passing their exams uh there was some um conversation about like well how are they performing if we're getting more students in there and our number uh of successful completed exams is actually increased as well so we are capturing more students and we are showing higher
054success than we have historically are AP classes only offered to Upper classmen no they are offered freshman through senior year some of the uh there are less offerings and opportunities as a freshman because of the prerequisits and um as you move into sophomore year through senior year it just there's several you could take depending on what what classes you've already previously taken and are you finding in these statistics are there any is a student more likely to take AP classes their sophomore year their junior year their senior year is there a I mean this like for example Camp over 23 24 38.4% of of the student body mhm is enrolled in at least one AP class I'm I'm guessing that's what we're looking at here right um if I if I may quickly um one
055of the leverage points we have is the PSAT examination which is given to all sophomores it's one of the initiatives we've put in place um some years back PSAT exams then give us what's called AP potential and we're able to identify students who through that examination show potential of being successful in an AP course course and each of the campuses counselor's Administration Dr Cox and her team have brought um kind of a new level of attention to those results and how to utilize the results so individual invitations have been going out those come back in the junior year um some of the results that will receive sophomore year then utilized to invite students their sophomore year so then they enroll their junior year so I think percentage wise you'll see more Junior and Senior year
056but it's because some of the the pieces we have in place later not tonight but at a different time we're going to talk about the importance of some of the things we can do with eighth graders to start to identify potential success identifying them sooner and having them on a pathway younger but right now your Juniors and seniors are are make up a big percentage of this group thank you and there is a lot of work like I will share that with the AP Capstone diploma the first course is a seminar class that uh um you can provide sophomore year English and our governing board you all approved that in the course description book I believe this past year um so we're capturing more students uh it shows that students that um try an AP
057class if it be their freshman or sophore year and it's more of the skills that go into that they are more confident going into future classes so that is part of our district Improvement right now to try to get students in earlier um because then they have more opportunity to do more and once students show success in one class it's like it's just contagious um and that's what we're seeing right now with the trends so you you'd mention that you're seeing you're seeing more students enrolled in AP classes and also more students passing AP exams how does that work as a percentage basis are we seeing a a a 50% increase in enrollment but only a a 20% increase in students passing exams or are we seeing a comparable number of students entering the program
058also passing the exam because I mean it it'd be easy to say it is easy to say more students are enrolled and more students are passing but as a percentage are they staying are those are those are those additional students is is is a a similar percentage of of additional students entering or going into AP classes is a similar percentage passing those exams yes okay yes it is very comparable uh which is exciting um and that is credit to our AP teachers all of these teachers have to go through additional uh training and one thing that I think was very strategic and I really appreciate that Mr Ryan uh has led in our district is we have brought that training here with our AP summer Institute and so whereas before um some of our schools
059maybe they struggled with not having enough funds to send a teacher or they had to have like a rotation because they couldn't afford this was a lot of out ofate um training we now have it and we host it here so there was a lot of work that went into that and we are noticing more teachers going through so campuses are able to be more uh strategic um even if they're not teaching the AP Class A lot of our honors teachers have that AP training so they're getting more exposure to um AP skill uh and instruction if that makes sense um even outside of the AP classes which I think is phenomenal and I think is all of those pieces contribute to why our data is uh reflected so positively at this time are we
060doing a great Outreach to underrepresented students yes so the AP potential that Mr Ryan just mentioned actually provides detailed reports on your subgroups and um I know that that's a passion of Mr Ryan and my myself and uh we're working with our counselors and our assistant principes we just uh spent time with all of our campuses last week where every one of them shared where they're at with their site impact checks which is their school um Improvement goals and every single one of our secondary schools uh hit on exactly that question where they're talking about their subgroups and how do we target more students into not just with ap but additionally all the other programs that we're talking uh this evening to you all about great appreciate that absolutely and I just was going to
061mention I think in AP courses there's a huge Motivation by the students to pass these courses with a three or above because it's college credit and they get to CLP out of that and so they're really motivated to get those high scores out of those classes thank you so moving on we wanted to share um as we have pulled more students into AP uh We've also uh done a really nice job of maintaining our honors numbers as well so we didn't want our honors sometimes students uh historically have been nervous to take an AP class so they will tend to stay in the honors um or even uh general education classes and so as we have pulled that we wanted to monitor some of our other programs as well so with the honors counts you'll
062you'll see that even as we push students into these other programs and we challenge them to take more rigorous classes that our honors numbers are equally um sustaining as well and this is including um uh the same conversation that I had shared with on the last slide so this is the overall percent on the campus so if you uh look at this number in conjunction with the last number and add that together our campuses are doing a really nice job with exposing our students um I don't want to say half some of the campuses are doing a probably at about 50% uh but they're doing a really great job of hitting those accelerated and honors needs do you want to okay and and we uh also wanted to highlight CTE as again those are programs
063that are offered on all of our campuses and are equally as important and so um you can take a look at this this is the overall enrollment on each campus as well uh provided the longit tunal data uh we have spent a lot of time this year uh really focusing on individual CTE programs Mr daily has uh been working with our counselors and our administrators and has put together um uh Council of different representatives from each of the schools this is going to show overall percentages but our CTE programs are always changing they always it's what the students are interested in we want to make sure that they're getting those uh credentials for their industrial certification so that they are prepared and can kind of exit high school with that game plan of what's next
064so we have sustained around 40% the last few years but I know this year in our district Improvement plan plan uh we just like this last few years we've targeted AP this is kind of a goal right now uh within our district Improvement plan that we are intentionally targeting so yes we are very proud that uh given maybe a little bit of enrollment loss at our high schools and um postco and uh Trends changing in the Career and Technical world that we are still sustaining the exact uh numbers of enrolled students in these programs um but we are going to be targeting this moving forward to grow those programs even further and be more intentional so there's a lot of great work going on behind the scenes with our CTE programs all right and then
065going to turn it over to Elementary okay with our district uh continuous Improvement plan we've been tasked with getting each student in the most rigorous academic setting that they're they're capable of being in um and part of the AP numbers we've been charged uh from Mr Ryan early in his tenure um is we got to accelerate students we've got to get AP numbers cannot just be um High School decisions uh we've got to get some students on the track earlier um and get them ready to handle a higher AP load so one of the ways that we've traditionally done that in the elementary schools is via our gifted and honors um courses so what I've got above or what I've got in front of you is our gifted numbers for fourth through sixth grade students
066um we change there is a dip between the 2122 school year in the 2223 this is when we switched in 2122 students that scored at the coat at the 95th percentile and above were considered gifted after the 2122 school year we transitioned to be um aligned with the state of Arizona's funding which is 97th percentile so what you see in the 21 22 22 23 is those students started grandfathering out we didn't say hey you're not gifted anymore even though we upped to 97th percentile so in all fairness that number should have dropped um super uh proud of what we've done with uh Lisa Creer and Sarah arhart we actually did in February February A Gifted testing Blitz and what that was is we went and we met with um different stakeholders to help students
067identify who would be a great candidate um for gifted testing um what we saw out of that we also additionally went to all of our Title One schools where we know we knew that there was underidentification of gifted students and we went ahead and offered the blanket testing for all third fourth and fifth grade students and we encouraged those students in the classroom teachers to administer the practice exam of the coat so that we could remove the barrier of assessment literacy it is unlike any assessment that they've ever taken before so they took the practice exam and I'm super proud of our um testing Blitz we were able to identify 383 new gifted students on our ident on our elementary campuses through our February blitz so um Additionally the state ad pays for all second
068grade students to uh get a blanket coat test and so that is scheduled for May so I'm anticipating that our number should grow and continue to grow that's awesome okay additionally so one three the three big things we're doing in elementary right now to get students AP ready is our traditional programming uh accelerated and gifted so here we are in the second year of our elementary accelerated program so what we've got are these are student Counts from year 1 to year two and despite having um a decline in enrollment for our elementary campuses you'll see that most of these stayed right about consistent uh we're very excited next year to add Finley Farms Augusta Ranch and settler Point into our uh accelerated quadr we're also going to change what that looks like is what we've
069noticed through implementation during 2 years we've decided to move to a truly accelerated model rather than just saying hey you're a fir first grader from now on you're learning second grade math and you don't get exposed to those critical foundational skills so we've created a model where you actually take uh eight years of curriculum particularly in math and put it into seven for instance kindergarten rather than just skipping kindergarten math we will do three quarters of kindergarten math their last quarter will be first grade math so it's truly accelerated and we've come up with a Continuum that by the fourth grade you'll be a grade level ahead in math and we feel like that sets our students up for better success uh because you're not skipping the foundational skills and creating gaps in learning um
070so super excited to bring that next year a so going back for a second to the GI the gifted um so when did we start testing third fourth and third third through sixth graders blanket testing third fourth and fifth grade students at the title one was only in February of this year okay and then in in May will that will include second graders so what we do and so here's just procedure for the last few years is all second graders get blanket tested it's 80 they pay for it and GPS we test all second graders uh not that many were identified at our title campuses in second grade so we decided to blanket test third fourth and fifth as well with those different procedures of having them take the pre the practice test prior to
071and hopes that we know there's gifted Learners at those schools we just needed to take the assessment literacy part out of it so I I guess one I don't know if it's a concern or just something that maybe he's on my radar um it seems like we're trying to identify it doesn't seem like we're trying to we're trying to identify students that would fit into accelerated programs honors programs AP classes at a younger and younger age um that's what that's that's what I'm getting from this report is there any concern that we are placing additional stress on on on students especially our younger elementary students and maybe their families by trying to um test for and uh identify uh candidates for Accelerated honors and AP programs so everything's choice so families ultimately have a decision
072whether or not they want to engage with the accelerated curriculum or not ultimately have the choice if they want to enter into a gifted program or not um we always want it to be the family decision we want to be able to offer options to the families who want to make that choice and feel like it's in their child's best interest I think we feel very passionately about it's our job to tell them what they're capable of after identifying abilities that maybe they don't even realize that they have and so uh for us it's identification it's um invitation it's information it's knowledge Maybe this year isn't the year that they want to take that leap maybe they never do maybe next year is the year I also want to be very clear while tonight we're
073highlighting specific pieces this is through every one of our levels of education so right now if you're a self-contained special education student receiving services and we believe that there's an opportunity for you to be mainstreamed in certain classes and have exposure to typical peers and academically um engage with some some dialogue that maybe you haven't been used to we're also engaging with those families to have that discussion as well so we talk about the seven levels of Ed education from self-contained through AP we want every child and every family to understand where their maximum ability level can get them because they're all walking into a world where they're going to be competing against uh the rest of the world and and uh so we we're passionate about the fact that you need to be aware
074you need to know what's out there for you it's your choice ultimately what you want to take advantage of and where you want to make those decisions to push yourself so um but we are identifying students and and the numbers that Mr Berard just spoke of with 300 and some odd students who are who were not previously identified who are today we feel like those families now have a choice to make that's pretty exciting for them well I wouldn't I wouldn't confuse accelerated with like excessive homework I think it's just giving students an opportunity to have more of a challenge while they're at school and it doesn't necessarily mean that they're going to be weighed down with a lot of homework they're just going to be doing something different at school that if we can
075show that they're capable of that or they try that and they are successful and you know um there's always that saying um hard work beats Talent if talent doesn't work hard so students who really want to apply themselves and and work at learning those things I think I think they can do it um and so I think it's important to give them that opportunity uh because it sets them up for Success whatever path they take after high school so I I appreciate that my um I I I'm a a big believer and there's a a time and place for everything and I just would urge you to be uh conscientious of of trying to uh perhaps urging or encouraging students to uh to accelerate faster than maybe they trying to trying to say this in
076a delicate way um just urge you to uh be considerate to and I'm not implying that you're not um but lot of disclaimers here I know um to making sure that all of our students at the appropriate age levels have opportunities to do the normal things that kids do at those appropriate age levels and the last thing that I think we want to be doing is um is placing any stress additional stress on students or parents to try to perform at a level that is maybe above what they're they're mentally and socially ready for so that's that's the only thing that I would be um uh cognizant cautious of that's yeah I think simplistically putting this in a very simplistic way a lot of times before parents would say their kids are bored that was
077the word you'd hear so often they're bored this kind of takes care of getting rid of the board word in my opinion right I know I can speak personally so my both of my kids are involved in the accelerated program over at Highland Park has been phenomenal my son came into kindergarten reading you know what I mean so he didn't need a apple a for a full week and I'm not saying anything disrespectful you know what I mean but um he was ready with two educator parents you know what I mean he was ready to kind of take off and I think it's important to note that our accelerated schools they are there's a track for Accelerated but we have talks with those campuses on a very frequent basis that hey you know if this
078is too much for you we can put you in the conventional classroom no disrespect at all that's something we're very sensitive to and again with the gifted testing it's one of those things like hey you qualified it's totally creating opportunities they don't have to take that thank you y and I also think that they're I appreciate that you're being very cognizant of the needs of what families want in our district there are a lot of families who want these accelerated program for their children yeah and no mistake our conventional course work is very very challenging as well and so it's not something where I want anybody to believe on level or conventional isn't something that prepares you either these are simply different options that people are seeking um our general education track is very very
079strong and students go on to have a ton of success doing that so um by by no means is this something we believe all students should choose or all families should choose but we want to give options you get to mic thanks guys you can take them on a walk well and our our last our last slide uh really through the questions that you all asked kind of uh summarizes this slide so uh really through District Improvement and listening to the survey needs of our families and I love the comment um about the board student because initially what went right into my head so a lot of this work came from um wanting to meet the needs of our students and uh there are different Pathways and I even love the example of a a
080special education student um identifying a student who could be twice exceptional uh just because they're in special education does not by any means mean that they are not capable of being challenged and so it really is looking at all Learners and uh it's a lot of work but our team has worked really hard to uh shift our mindset that it is our job to create multiple Pathways and to best educate and guide our families and what is best for them I know at our our Junior High uh a lot of that pressure seems to start to surface around Junior High and uh students can choose to be in some advanced classes and not in others and uh we encourage our students at the secondary level to try with no penalty or risk so if in
081a that first 4 and a/2 weeks it's too much they're coming home stressed we are able to transition them right into a different class that's appropriate for them uh and our counselors are absolutely phenomenal and do a really great job of uh monitoring our students um and trying to keep an eye on that if that's helps and uh through here you'll see that um we're going to just continue to try to identify this potential in all of our students and all of our subgroups um at all levels there is some work that we found that as we moved forward in this direction from a K12 uh lens needed to be done if that be updating our course descript I book if something in there uh went against this vision of what we're trying to do
082well we had to start there uh we're doing a lot of work currently with our Master schedulers uh what we would find historically is you would create a master schedule in the spring maybe you had staff uh resign or last minute uh changes or maybe your enrollment numbers were up and to change that master schedule uh weeks before can be difficult it's a very uh difficult task and so uh we're working with our master schedulers um from elementary all the way up through high school to help guide them and support them and and provide training support additional eyes looking at their number to create the best possible master schedule so that doesn't get in the way we don't want these opportunities to not exist because we maybe logistically don't know how to figure that out
083so um a lot of us are very passionate we get in a room and we are just constantly trying to find ways to make these opportunities uh a possibility and then from there allow our families uh to make those decisions and what's best for their students students when you get to the high school level we do have our CCRI which is our College and Career Readiness Index this is 20% of the school letter grade and uh I've talked about this a few times prior but um half of this is exposing students to college opportunities and preparing them for college and the other half is preparing them for career which is that CTE uh pathway and um so with that in mind uh that was uh part of the reason why we chose to focus on
084some of the data points this evening for you uh because when it comes to accountability the state really does outline a lot of that at the high school level and I've appreciated the leadership team um we've I've really noticed a shift just in this last couple of years where we are working together um with a K12 Vision so the goals that we are setting no longer just belong to one level it is not when I uh mentioned that the CCRI is 20% of the high school letter grade it's not just the responsibility of our high schools what are we doing to improve our Pathways at the junior high and Elementary to set our students up for Success when they do get there knowing that that's uh such a significant part of the accountability measure that
085our schools are held to um so we're going to continue to do work there and um again a lot of this uh is driven through our district Improvement plan and uh we're looking forward to having another meeting in June and we will be revising uh but I do believe that the goal we have that is continuously finding more more rigorous opportunities for all students so um that could be getting a a sped student to move from resource into a caught setting that's the purpose of this entire conversation and so um I do believe that that goal will remain because it's really at the heart of what we're trying to do for all of our students every day so thank you all for your time this evening um are there any final questions on the presentation
086this one thank you I just wanted to extend my my gratitude for all the work that you guys do I really appreciate it do we have overlap between students who choose accelerated uh classrooms and the gifted classrooms okay yes we absolutely do okay and so they just go out to gifted Services we still have the the same model of math in fourth and fifth grade and then adding language arts in sixth grade for gifted Services yes okay all right thank you that's it for questions thank you very much this is very very very well done comprehensive and very well done um let's take a two-minute break and then then we'll give you a go on to the next part okay we'll be back rest sounds good all right hope it all works out in the
087end okay come on now tented yeah this way they got to be corner to corner uh yeah it's 6 o' I would like to if my son has baseball practice from 5 5 to 7 and so if my wife can manage transportation to him from that I'd love to go no I Jill was saying it was like uh like Orchestra student of the year what's your title I just let you keep going up like I don't even know what mytle what [Music] department I knew exactly what he was trying to say you can I didn't know what I was trying to say so I'm glad there was one of us I don't know that I've ever said your title before well even even when we sit like in conversation right I mean when would I
088ever say your any we're going to self- introduce this then no I would like for you to no I'm done I've given up the role of introduction can you run to the gas station real quick that's nice oh now we got the whole that's right the experts have come to the table at this point okay well that was an amazing report so thank you it's this is the kind of stuff I love to hear I'm like I'm not smarter than a fifth grader every time I go I'm like oh my gosh I need to go back to school because these kids know so much yes oh sorry e look at that I didn't okay we reconvene our brief board business me meeting um our work study brief board business meeting we will move to 6.03
089K12 math curriculum adoption Dr McCord thank you Madame President govering board member tonight um is kind of the culminating activity for the K12 math adoption as you guys have been made aware there has been um a lot of work done done in this area over the past several months and very proud of what our team has done and uh what the folks out of the schools have done in order to Pilot get feedback and so I'll turn this over to them and questions along the way go ahead Madame President Dr McCord governing board thank you so much uh we have asked the experts to join us up at the table for fear of embarrassing myself one more time I'm going to go ahead and ask these find folks introduce themselves I'm Len bomb I'm the
090secondary math coordinator Christa Cox the director of secondary curriculum instruction and assessment Robert berer Elementary curriculum director of element sorry Elementary director of curriculum instruction assessment this is why I have an expert so I keep Robert close always makes me feel good about myself and I am Crystal Udall the elementary math coordinator so I'm going to kick us off real quick and then I'm going to get out of the way and I can't word it any better than this Gilbert Public Schools is committed to a student- centered environment that provides students every opportunity to grow and be successful teachers employ an instructional framework grounded in high levels of rigor and relevance to implement purposeful standards based instruction that is responsive to each student's needs this is kind of the framework and the forethought of our
091process is we embarked on this journey I remember a little less than a year ago being in a cabinet meeting and having a discussion and Dr Newman saying are you sure that we need to move forward with a math adoption or more like Jared I'm sorry but we do need to and uh year one stepping into this role and so fortunate to have Dr Cox and Robert and Crystal and Len leading the way and I'm I'm just excited for them to share with you tonight the results of the work they've been doing over the last handful of months so all right to start us off we just want to review a little bit of what the timeline has been because there has been uh a lot of work over a long period of time so
092in August we were um had initially put together and formed the committee and started uh receiving the quotes and samples uh from vendors from September to October there were a lot of committee meetings with the whole committee the initial review of the materials that took place with the committee uh the committee was uh which I'll talk about this in just a moment but it was made up of teachers parents administrators District level uh all the different stakeholder um groups were represented in that and in that uh fall time frame they were able to do a first cut that was when we welcomed in our vendors to do presentations and uh allow uh the vendors to talk our committee through and answer any questions that they may have at that time November and December was when
093we had come to the board to make a recommendation of which vendors we would like to move forward with and discussed the professional development plan um and ironed out all of the logistics for our piloting campuses in January we began our pilot um at all of the different schools K12 in addition to the 60-day public review that began uh January 3rd moving into February we uh were able to collect a lot of feedback actually January February and March there was a lot of feedback from students parents the committee um from the public review and the pilot then moving into March we were able to meet with our committee again uh do a lot of disaggregation and Analysis of the feedback uh Tred to quantify that uh take in uh numerical data as well as anecdotal
094D data and um really allow all of that feedback to write the story um which is going to be presented for you this evening and then uh now here we are in April ready to finalize our implementation plan uh and get the ball rolling moving forward so we're very excited to uh share uh what the committee has um narrowed everything down to and the recommendations that we would like to make this evening Dr Cox I just have two questions um about how how many vendors did you have coming in for presentations so initially we had um how many vendors for secondary uh well different amounts for different each level's going to be different each level is going to be different um for the algebra 1 geometry Algebra 2 we actually had three vendors come in
095I know it for the lower levels I think you had two two vendors two vendors for the so different amounts okay and then my second question is is um because we're starting this piloting midy year instead of the beginning of the year are they starting in the middle of the book where where are we starting with the books so uh we actually follow the standards and so um the last few adoptions we've actually done the pilot in the spring and the feedback that we have gotten from our uh teachers and administrators is that there's pros and cons to doing it at the beginning of the year and uh in the spring but it has seem to be favored in the spring because it's not the first like week or two of school and uh allows
096them to kind of start fresh at the after winter break um with that being said where the standards were where the units that we chose um both Miss bomb and Miss Udall um were able to outline and work with the vendors that we were moving forward with to identify which units of the curriculum resource would match the standards so that the teacher would still be teaching the same standards but with the different resource okay thank you you're very welcome welcome so we're going to go ahead and talk about high school so with the high school group the uh committee that looked just through that High School lens was made up of 25 different members that were representative of campus and District staff teachers instructional coaches administrators and parents and we're going to go through some
097of the pieces a little quicker um but there is uh a lot of information that's going to follow up in the following slides and so what we will do is we will focus on high school first and then we'll have a moment for questions if there are any then and then we'll focus on our K8 on the tail end of the presentation so the different vendors that we did pilot for Algebra 1 geometry Algebra 2 and our Intermediate Algebra we went forward with into a which is by huon Mifflin and hardcourt for our college algebra and pre-calculus courses the vendor was National Geographic learning with sage for our calculus 3 and differential equations we went with savz learning company they each have their own textbook in those areas and then for our AP classes in
098Calculus AB and BC and statistics we went forward with Bedford Freeman and worth Publishers with the high school having so many different math opportunities obviously uh that's the nature um there are not uh curricular resources out there that cover all of the different courses that I just covered for you um so those were the recommended vendors after all the work that we brought forward last time and these were the vendors that were set up for both public review and pilot um within the classrooms and that leads us into the high school pilot um the the dates for January 3rd through March 4th for the high school level 55 teachers participated from all of our um School schols and we did pilot in special ed education classrooms honors classrooms and co- talk classrooms so all levels
099um the teachers who were piloting in the third quarter which is the January through March are continuing to use those resources um for the selected resources um the criteria evaluated you see as the column on the right of this slide and this is the same criteria that we used for the K12 adoption so as we're talking about pilot data we were asking teachers and in our case students and parents about these types of of questions okay we're going to move into the algebra 1 geometry and Algebra 2 resource and look at the feedback that was provided by our pilot and we're going to start with our pilot teacher feedback so the first Criterion is re regarding the content pedagogy activities and quality of materials for teachers and across the board the feedback back was positive
100on this these are scores out of five possible points and the overall Criterion score is a 3.8 so from this the curriculum was found to have a variety of resources teachers can access to design and Implement effective and engaging instructional experiences for students to learn and practice standards and skills we also wanted to bring forward to you today some of the specific feedback from teachers and I I'm not going to read the quote themselves but these are quotes from Pilot teachers who who actually experienced um this resource and they talk about being able to use the resource to meet students where they are having an ample opportunity of of tasks that they can select from they liked the digital plus the workbook components and they found it to be high high level and engaging for
101student interests Criterion 2 for pilot teachers talked specifically about the learning task for students and opportunities to demonstrate progression of Standards based skills the overall Criterion score was a 3.68 on this one and the the curriculum was found to provide multiple opportunities for students to demonstrate their learning Progressive standards and skills as they move through the learning tasks and lessons similarly we have quotes from the piloting teachers and this is from all of those course levels and this the feedback here was very positive and it talked about being able to Ability based group using the data provided it's getting students to work together and it was multiple ways of students to demonstrate their learning so students were found to have ample opportunities to work together and demonstrate that learning the third Criterion was about the
102variet of Assessments and student monitoring and this has an overall Criterion score of 3.35 it does have ample assessment opportunities both formative and and summative that allow both students and teachers to monitor their own learning the pilot teacher quotes talk about the access to digital and paper assessments which was a positive there were many teachers that referenc the formative turn and talks getting students to communicate about mathematics and multiple opportunities for checking understanding through the [Applause] lessons if we shift from Pilot teachers to Pilot student feedback at the conclusion or toward the end of the pilot period we did send out a student survey it was a brief student survey um but this this slide indicates that we had over 1 1800 student responses from Pilot yes so we are very grateful to our vendors
103to allow us to Pilot with that many students and this is for all of the High School courses you can see that all of our high schools are represented um and Desert Ridge Junior High is also represented because their Algebra 1 teacher piloted that resource um all the courses are represented from our special education courses to our on level to our honors courses and that does include our Co talk courses as well so we did get feedback from everyone which we are grateful for we're going to take a look at the results of the pilot student survey and this of the over 1,800 responses indicates 70.6% of the students scored the resource as far as learning tasks and assignments that help them improve math skills as a three four or five I also wanted to
104include some quotes from students and it talks about how this Resort helps them improve has good and helpful assignments you are able to check your answers it referenced vocabulary as using understandable words so it was a lot of positive feedback from students about the resource what kind of negative feedback did you get was it valid from the students yes um a lot of the student concerns had to do with the the digital platform okay they are not used to a digital platform in our secondary math classrooms and so it was a challenge initially concerned about that absolutely and that can be fixed yes oh yes yeah can't they can't you offer paper pencil for them to work for assessments yes um but even in just logging into the digital platform there was some issues initially
105that have been solved our our technology team has been amazing and the the hmh team has also been super supportive in any of those challenges so we have overcome those and then and I believe that students feel much more positive now as long as they're fixable like you can you can deal with the negative okay so I just had a maybe a question so I guess when I was listening to that did you find students had a hard time doing math computations on a digital platform rather than with paper and pencil and I'm just going to jump in not necessarily when we looked at that uh feedback um what we found was that it truly was uh more of an issue with the access to the digital resource and we set up a way for
106the students and the teachers to reach out to our Tech Team if they were running into glitches and truly when lene gives them uh kind of a shout out our pilot would not have been successful without our our technology team and what we found was we left that open as they were troubleshooting some of that in the beginning that we maybe didn't foresee when we started hindsights 2020 but as we got weeks into the pilot we left that uh help desk so to speak open for them and toward the end there was no feedback or requests or comments coming in for any need for that access and so um the nice part of a pilot is that now that we've learned through that we've put together FAQs guides for teachers so that when we go
107to do it the next time around um and I do think it's important also uh to put emphasis on the fact that um in almost 30 years uh based on people's historical knowledge our mathematics have not ever seen a digital resource and so it really was more of that usage as opposed to being able to um do the math if that makes sense thank thank you the second part of the pilot student survey asked if they felt like the resource along with instruction from their teacher helped them improve their math communication skills and on this slide it is 71.9% that scored that as a three four or five from the students their feedback here talked about all of the opportunities made them better at doing their practices how the resource forced them to communicate math
108skills um or allowed them to communicate didn't express ideas with peers depending on who you ask um and then it just resoundingly was yeah we're talking all of the time about mathematics Now using this resource so after the pilot was completed we then asked the parents of students that were piloting very simple questions as well and so this slide indicates the responses that we got from parents we had 158 responses there were responses from all seven campuses and all 10 courses from the parents um here you can see the percentage of the responding parents that had an opinion that agreed with the statement the learning tasks assignments in the new resource along with the instruction from their teacher help my child improve their mathematics skills directly tied to the Criterion we ask the students themselves
109or it helped their students improve their math communication skills and then finally whether they thought their child had a positive experience with the new resource so we wanted to have some data from parents and I will say that we needed that data from parents because if we move forward to the public review um we asked the community to come in and we asked the community to come in and we asked the community to come in and we did have at the high school level at the completion for all of our courses only 14 respond to the public review six of those were for the hmh into a which is what we're currently discussing um there were three teachers that responded and three students that responded to the public review so the fact that we were
110able to push out the parent survey to all piloting students parents um I we're going to get good feedback from that which was the goal of all of this data is to help us move forward and Implement using that information so before we move to the upper level courses because you saw earlier there are quite a few are there any questions about this resource I've got a couple if I didn't have your explanation of kind of what's going on beneath these numbers if I just had this document to look at I would be very concerned um based on these numbers I mean if if I was looking for a restaurant to go to I would not go to any of these restaurants because 3.8 three I mean they're in the three the overalls are in
111the threes the student reviews are three low threes you've got uh you know almost 30% or right at 30% um of students in both of the uh in both of the uh survey survey feedback charts showing that they didn't improve their math skills um so there's they don't have page numbers on them but there's this one right here the student pilot pilot student survey feedback there's two charts one is along with instruction from my teacher help me improve my mathematic skills 30% of students said no or or no or almost no I imagine it was a no almost no satisfactory almost yes yes kind of scale um and then same with the next you know the new resource gives me the opportunity to practice and improve my math communication skills um almost just under 30%
112also said you know no and so what gaps have you identifi ified that will besides technology because I realized technology using the screens is a big piece of this but what gaps have you identified well let me back up it's not just the students but it's also the teachers that are are grading these things I mean there wasn't I mean in in in all of these um Algebra 1 algebra intermediate um um geometry I mean none of them got a five I think only one showed barely over a four that was the opportunities to demonstrate I hate to interrupt but I was going to ask you said a scale of five but the chart shows a scale of 1 to four so I just wanted to um clarify it's got to be five because under
113this next under this next one there's a 4.8 4.08 okay so it's at least a 4.08 scale um so I guess what gaps have you identified and do you realistically think that you can fix those gaps within this curriculum or will we have to will we have to adopt additional um tools to help fix some of these gaps can can I say something about that just yeah you know I I understand exactly what you're saying but when you look at this too that this is the first time any that he's been exposed to it both the students and the teachers and so when you know the teachers have got a learning G learning curve also so you know I look at it from a different point of view because of that um I think I
114think that they've got to learn this and you know it takes it doesn't happen when you you know you don't get a book and then you're the expert on math teaching even though they have experience there there's a there's a gap there so I think that these are really positive under those if you look at it from that point of view but I think if you also look at it from a point of view of this is probably I mean it's something new this is probably the most excited teachers are going to be about about about this and so if this is the most excited period if this is kind of the honeymoon period of this of this math adoption I don't look is it concerning at all that we're getting such low scores I
115at it as being exciting though I think it's more realistic about you know I I mean I'm I'm making an educated guess here I believe that given it you know once it's adopted and given the the training and the usage of it that's going that would change CU I look at this as being really positive looking at it from that point of view so but you know I understand what you're saying yeah and I just to kind of jump in and follow up there um it it is a very valid point and that's why we have kind of three sets of data we do have the students which students are students you could kind of look at that both ways uh but also um we have the pilot the public review and then the whole
116group committee and uh that is absolutely correct that this group of piloting teachers had not they've not been a part of the vendor presentation they've not been a part of any of that pre-work that went into it and so um truly to go into a pilot which if teachers are watching I am so appreciative that that many teachers was willing to do it because it is a lot of work and it is very minimal training going into the pilot they know it's coming but you're not ever really fully prepared for it and it takes time so one of the things that we um identified just from doing um the last couple of years of um adoptions is the need to focus more on our implementation plan what we have found too is we have a
117lot of um teachers that are more apprehensive and nervous about what that implementation plan look like then they are about the new resource and so when we looked at the feedback the written statements and when teachers would reach out we were out in classrooms every single week the the nervousness and maybe where they would score a little lower was their apprehension there and so I think it's our job to make sure that we are prepared to support them as we Roll It Forward um going back to the whole committee who has seen everything they've seen all the other resources that came forward they've been through vendor presentations um and I don't want to steal uh Miss bomb's th but um when we brought all of that in and discussed a lot more of that those
118anecdotal conversations of really to your point what are the teachers what why are those gaps there um they uh unanimously agreed that they want to move forward with this uh uh vendor vendor and I will also share that my email has been blowing up all day because the Math teachers are like should we show up should we be there what can we do they are so excited for this um but that doesn't take away it's something new uh what are we going to do and so one of the things that you'll hear me talk a little bit uh later about is that and I think we did talk about it previously is uh Mr Ryan put together uh a task force for an implementation team and rather than waiting till even right now we have
119been doing that since I want to say November maybe even earlier and it is all um anyone who is a leader at the district level and site level how do we support and move forward together where historically in Gilbert it was kind of left on the coordinators that it was like come up with an implementation plan and not I I mean I was a part of that I feel horrible that that was our thinking um but we have really stepped back and looked through all of those pieces and so are I feel very confident tonight saying that our Math teachers are very excited do want to move forward they see the value in this uh but they want to make sure that there's going to be support and that they understand that um it may
120take them some time as they adjust to some of these pieces and so even Dr mcord has been uh very vocal that this is going to be a 2-year implementation plan moving into these things and not something that we just expect teachers that first week to do and so that's kind of what happens to a pilot teacher is they just start and they get what they get and that's what we have to do when we're in a pilot but by no means is that what we would do moving forward with that yeah and I I I'm I don't want to give the impression that I'm saying we should scrap the whole thing because of these numbers I just want to um I just and I appreciate you answering my question it sounds like thing areas
121that we've identified that need to be addressed are the digital platform and then uh the implementation yes and we can get those scores up the other piece of this that is concerning to me are these parent the parent survey feedback so we've got two of these categories here more than 50% of parents do not agree that this that this program this new resource provided their children with opportunities to practice and improve their math and their child has had a positive experience with the new with the new resource and that's I mean if if parents aren't on board we're going to have a hard time no matter how the teachers implement it if parents aren't on board students are going to struggle and so what are what are we hearing from parents as to why they
122thought this the these programs failed and these categories so I'll uh answer just briefly and then uh Miss bomb if you have anything to add I will say that our parents historically have shared feedback and when they're in the room with us that it's there's a nervousness at home how do I help my student with math what how do I um support with this and so when we've already established there's a digital platform now for the first time we're looking at um and maybe the shift in resources and uh even um the type of instruction that will go along with this type of a resource I will say that the parents have voed that they how can they be a part of that implementation plan as well so we have been talking about what can
123we do to bring our parents into that plan and if that be and I know again miss bom is already working on it but um if that be FAQs we've talked about creating uh screencastify which are like recorded tutorials on how to access because we think that gets in the way for our parents as well and they have personally voiced that to us so um we need to bring our parents in to the implementation plan as a stakeholder in this so that they don't feel that a new resource divides them even further but there are amazing um I guess I would refer to them as like professional development and tutorial videos within the resource that are also there for students and parents as well that they may not have known about I didn't know about
124them until about halfway through the pilot and when the vendor was sharing some with us I got really excited and we right away were like how do we get this into the hands of parents and so again just a little bit more of like next steps but I can see where with any resource that would have come forward um maybe where some of that would have been and then I know you read through all the comments is there anything you want to add no that I'm missing but I would say that because the the teachers are just getting used to the material and learning about it and utilizing it for the first time that is going to come across a little bit and so students are going to feel that and then that could be
125what was portrayed to their parents um I know that I've had teachers who commented who didn't score super high on their resource but I I want to share these because I think this is really telling and it's really about where we need to go um one teacher's comment was I believe all the components are there for Effective engaging learning it really is about the teacher feeling comfortable which we're talking about implementation with how the components are presented with more student collaboration and another teacher said it's okay right now but I I'm sure my opinion will change and grow as I use it more and more and so that's really what what we need is we need this implementation to help teachers and grow through using the platform and the resource and then I'm sure that
126these comments would turn around okay I also think that we as Educators and I don't mean just Gilbert but in in general throughout the the country especially in math that's the one area that we haven't done our due diligence with in terms of we make these changes which are difficult enough for the teachers but the parents then it becomes a fear for them because it's different than the way they learned and so I think you know when you're saying when when and they want to help but I mean I think I I barely made it through geometry I wouldn't be able to help anybody um you can do all the tutorials you want but you know the I was tutored in it too but anyway um I think that you know the fact that you
127have that available and and you're willing and getting it out there to the parents is huge huge well I think I do think asking students about math is kind of like asking them which of these vegetables did you like and over here is some cotton candy they're going to want the cotton candy but um I think we have to better at teaching math I think a lot of people have had some experiences in math that make them nervous that they won't get it or they'll look stupid in front of somebody else and we have to change that and I think what I saw about this curriculum is that it's really a a component of talking about math demonstrating math showing how math can be used on a daily basis um and some of the units
128in the high school you know showing how math is used in different professions so I thought there was a lot of really wide use of helping people to feel more comfortable with math and I again I think it's getting used to it and maybe this is the first time you've tried something but as you do it more and more you're going to like it better um so I think that I'm very happy with the feedback back that we've given and nothing nothing is is perfect but when I looked at this curriculum um which I came over a couple times to to Dole in the hallway and see if I could figure it out and I'll just say I had a really bad math teacher so um I didn't go as far in math as I
129would have liked to um but I really thought that what we have to offer our students with all of the different versions that we're adopting tonight um are very well written very easy to understand and that with practice and guidance they will be able to understand those Concepts and move forward and I think that's the most important part this is unrelated to what we've been talking about what aspects of the curriculum are are taught through a digital through the digital platform are they are the are the tests administered through the digital platform is it just homework is it just um additional help what what what's offered through the through the digital platform there there is an a a digital textbook so students will have access to the textbook regardless of where they are so when
130you say what do they have access to if there are problems assigned from the textbook that would be something that they're looking at digitally but not answering digitally there are digital formative assessments for quick feed feedback for teachers um checking understanding um there are online assessments but they are also able to be given on paper paper and pencil so there's an opportunity for Choice there for teachers and students um so as far as what can be done digitally all of it um does it have to be no and are there are there security measures in place to to ensure that the student that the student is that's logged in is the student that's supposed to be logged in and the answers that they're giving are those students answers yes but I will say uh that's
131kind of the equivalent of the old school like I copied my friend's homework at home and brought it in um when it comes to the actual tests that are there there's a way to secure the browser and obviously we would recommend that that those type of um assessments happen during the school day with the teacher actively proctoring and that's when would be open and available to students got it perfect thank you um and the one last thing um with the digital resource that is was like unanimously positively received is there is a tool in there that allows for intervention to fill a skill Gap so as the teacher continues to move forward with the standard we uh know that there are students that have those gaps for whatever reasons and uh there's a diagnostic tool
132in there that evaluates where the student is at what level what skills are they missing and then it can can assign them little uh mini lessons so to speak so that they are slowly building those skills in addition to what the teacher is using this the resource for in class okay great thank you can I just add one thing real quick um I think we need to remember as we're finishing out this presentation that change is hard and this is a 9we snapshot of K through 12 right and when Dr Cox mentions that she has Math teachers texting her and calling her can we come to the meeting tonight they will be our driving force and our primary cheerleaders through this math adoption we got one right back here yay stand up two of them
133back here we need to listen to them they are the ones that are going to be implementing this and teaching this and if they are excited about it then we have to remember this is just a 9we snapshot and change is hard and I think that some of these posit these comments are in the right direction if this was 3 years down the road and we're still getting these scores might be time for you know some more conversations but I'm happy with what is going on right now so just remember that as thank you yeah um I what I like about all of this and even that you brought these things up is the thing that I like about having a pilot and getting feedback I'm not afraid of feedback that is not perfect because
134then that gives us opportunity to prepare and be ready to roll it out better so that it's a great experience a better experience as we roll it out to everybody so to me this I kind of liked how you were saying and I think you guys answer the questions of so what does this inform us of how we're how we're going to go forward with it that's kind of what I look at it as especially since everything was more positive than not and all the other feedback was as well and who knows what what would they score their current programs right now you know saying if you asked with their current I mean I you might we might be worried about that actually what with the students or the teachers you know what would they
135they and the pilot teachers that filled these out are teachers that are like we're going to get it right like they do want it they're just encourage them to be very honest which I appreciate because then you can address the concerns and be ready to implement it in a better way so that it's the most successful for the most teachers and students and parents I think that was that's what I to home from this was let's involve them as much as we can so Lori along those same lines I think we learn more from the negative than we do from the positive so that we know we can make the the if everything was perfect then you know we wouldn't learn anything we just thank you thank you thank you yeah okay all right then
136we will transition to the upper level High School courses and we're going to start by looking at the National Geographic learning learning Sage um resource that we piloted for college algebra um it was piloted by one teacher on one campus and the pilot teacher score was 13 out of 15 on the review um and the average public review score for this resource was 22.5 out of 24 and I absolutely loved this parent comment about hopefully my kids will get to use this um so this was a selection that when we talked with the adoption Comm it was unanimous that it should go forward and we should continue to use this piloted resource we also had another resource from the same vendor for pre-calculus for this one there were four pilot teachers only three responded to
137the survey for pilot teachers and the average score for the pilot teachers was an8 out of 15 so a little bit more um disagreement with this resource the public review you can see it was reviewed for Times by community members and it its average score was a 21.25 out of the 24 however when our adoption committee sat together and discussed positives and negatives of this resource um it was not a agreement as a committee um and so what I asked the committee at that point was if this is not something that we can all get on board with or the majority of us can even get on board with um would this be an appropriate pause and so for this resource we are not going to ask the board to approve it we are asking
138that we are allowed in the future to again look for a pre-calculus resource um and hopefully at that same time an AP pre-calculus resource will be available which is not right now currently and so we did not um vote on this as an adoption committee to go forward sure why AP C would just come out just it's a new class oh yes the AP offering of preal was offered for the first time this year and so vendors have not had an opportunity to create uh an appropriate resource for that class another reason that if the committee felt uh so conflicted that if we know that there's a different vendor that will potentially have something in the future we would rather pause and wait and not make a decision now that then we regret down the
139road so they were they um comparing it to what they're doing right what they're utilizing right now correct and were they more positive about what they're using right now than this they were they felt that they would rather continue with what they're using um but did and we said we would say it tonight but they did want to once more vendors come out with a new AP uh pre-calculus book um that the board would support us and maybe doing a separate adoption process for that at that time okay from another vendor and this is from the SAS Learning Company we had calculus 3 and differential equations there were two pilot teachers but they were teaching the same class one it was a distance learning class so there was a teacher of record and then another
140teacher on another campus um helping students on that campus with the same course um so only one pilot teacher responded to the survey and the score there was a 12 out of 15 and the public review score was a 20 out of 24 so after discussing with the adoption committee this was also unanimous selection to move forward why would a pilot teacher not respond I think it's because it was the distance learning teacher and so they weren't they didn't think of themselves as the teacher of record okay well and I was going to say there might be a lesser number that understand calculus 3 and differential equations than maybe the elementary level Child's [Laughter] Play do on our sleep from the publisher of Bedford Freeman and worth um we had our AP um books our
141AP Calculus for ab and BC it will be the same resource we did have four teachers um pilot and four teachers respond to the survey and the average score for our pilot teachers was 11.75 out of 15 and the public review which was one teacher was a score of 24 out of 24 so we did um vote as an adoption committee I will say that this was not a unanimous selection there was was one dissenting commit Committee Member but we did move forward as a whole with recommending this one to be used what did you say the number was for the pilot teachers the four pilot teachers 11.75 out of 15 thank you the same publisher is of our AP Statistics textbook there were two pilot teachers and they both um responded to the survey
142there was no public review on the statistics book and I would just share with you that one of the pilot teachers um said this book has to pass and we need teachers to use every piece of it because it's gold so that is a pretty glowing recommendation so as a whole committee this was also unanimously um approved to move forward so it was just the National Geographic pre-calculus s okay hi are there any questions with any of those at this time okay so moving into uh High School implementation plan for our high school as I had shared and this is true K12 uh our leadership team at the district level has already been uh doing a book study and in addition putting together uh what our implementation plan is going to be over the next
143couple of years for all of the different stakeholders involved and this spring uh pending uh tonight's board approval we do already have um dates uh set up um and allocated on administrator calendars because we want to move forward as quickly as possible with making sure our math leadership um evaluators instructional coaches receive that training so that they have ample time to be able to support the teachers and uh part of that um spring plan is to also start getting teachers in for training as well on a rotating schedule uh our math coordinator is also going to be working to revise our GPS learning maps in unit overview so that teachers don't see this as kind of a separate to maybe some of the documents that we already use for plc's and and whatnot so uh
144those learning guides are going to help which our pilot teachers did not have as kind of a step-by-step pacing guide day byday when to do the activities when to do the assessments and so um those the hope is to have all of those uh ready to go at the start of the year so in hand inand with the training they would be receiving these documents so even a first year teacher could at least go from the document and not get into the system and not know where to start um we are consistently working from now into forever uh on teacher communication and support and uh part of that um with the surveys that we received uh honestly what you had had to say about learning from that and growing from it we don't want that
145to stop in the past once we collected feedback and surveys from our pilot teachers we kind of just went off of that we are creating surveys that will go out as the teachers move forward if that be based on the training that they receive we want your feedback what what else do you need and then when we do start next year having those if it's once a quarter um Regular surveys to collect the feedback ongoing because we learned so much from the feedback that we received just during the pilot we want to keep that going in hopes that that kind of dies down over the 2-year span to get to a more positive Place similar to what we described earlier with the technology team uh they had a process in place they were probably inundated
146with help desk tickets and um getting our teachers and our students uh the accessibility and by the end of the pilot there was nothing coming in we want to do the same with our survey feedback for our teachers and feel that that's uh a learning that um we recognize uh we haven't maybe uh had a strength of that historically and then in addition I know I kind of already hit on it just cuz the questions lend themselves so uh but I think it's important to just kind of reiterate uh we recognize that the student and parent uh stakeholder groups absolutely have to be a part of the implementation plan and so we have already started working on what that looks like and what they're going to need uh to feel supported so with that that
147kind of wraps up where we're at for high school and we're going to transition into our K8 adoption Okay so we're going to take over um K8 I hope the The Upfront is a little more brief because we assessed the different vendors using the same criteria so she's kind of laid the groundwork but I would like to take a pause and I can't thank uh Miss Udall and Miss bomb enough for the hard work they have lived this every single day you know almost you know their entire day since this whole thing started in August they have ensured that every ey was dotted and T was crossed so again couldn't do this without the diligence of both of you um so K8 um we're going to go forward with the adoption committee members so we
148had 37 members at the elementary level as a part of our adoption committee and 15 at the junior high for the elementary all campuses were represented save for Neely they are all traditional and use the math and focus curriculum and Patterson is part of the IB used the illustrative so except for those two campuses we had representation from all elementary campuses we had teachers from all different grade levels instructional coaches administrators and a parent Junior High ditto except for the ne and Patterson we started the pilot in January 3rd with the I ready curriculum from curriculum Associates and I'm going to hand it off to Crystal to go over what that was [Music] like good evening governing board Dr McCord I am excited Beyond excited excited to be talking with you about this this has
149been seven years in the making this position and I'm super excited to be supporting this pilot and um sharing with you the feedback from it in the um show me to handle that sure I got you just kidding there's a switch on the side that's humbling I had one [Laughter] job battery battery I'm glad it wasn't me and didn't work for you too go ahead sure you have your copy in front of you and I'll go ahead and be speaking to it in the elementary um section we had 51 teachers pilot the curriculum 21 of those were our adoption committee members so many of our pilot teachers served on the adoption committee as well there are about two to three from each participating campus and you can see every grade level was represented K through
150six as well as special education classrooms accelerated classrooms dual language classrooms and I want to give a shout out to our coaches who absolutely supported all along the way from the day one of the pilot training through the uh pilot trainings that continued after the first initial training in um November and so we are excited to um have 51 teachers to report on we had in the junior high 30 teachers participate eight of which were on the adoption committee members also supported by their instructional coaches seventh and eighth grade were represented there is special education classrooms honor classrooms an elll classroom and kotart classrooms all of our ka8 classrooms piloted during quarter 3 and are continu continuing that pilot through this fourth quarter again a shout out to our GPS Tech Team for this huge
151sport there is no way we can do this without them no way it's just Len and I no it took a a village and we appreciate this Village here in GPS especially the tech team so the pilot criteria we saw before and it was the same that the high school criteria was used elementary teachers attended four required trainings post um pilot day one training and Junior High received two more trainings that they could attend as well um at the end of the pilot session we asked our resident experts which were our iy pilot teachers for their feedback on the curriculum and the implementation so here we are with Criterion number one out of five possible points the overall Criterion was a 4.7 you can see that second and third grade gave it a perfect score
152across the board it was found to have a variety of resources that teachers can access to design their and Implement effective and engaging instructional experiences for students to learn and practice standards and skills we'll note here that K1 gave some very um good feedback that it took a lot of time and preparation because those lessons were engaging with Hands-On materials so therefore that the students had very conceptual understanding so it took some time so that is something that continue throughout their feedback each time that we did review so we have noted that and are looking to how can we improve that for the next round for K1 teachers next you'll see here are some comments from Pilot teachers please know it was hard to decide what to show because I would love to have given
153all 51 teachers feedback on this teachers found that the curriculum provides rich and engaging learning experiences it layered effects of instruction there was the my path online platform to meet students where they are and it's highly engaging and highly tutorial there is K access for all teachers which they enjoyed being able to go to the level of need to help support students in whe whether it was intervening or enriching um for criteria number two also a fivepoint scale the overall Criterion was a 4.7 you'll notice here there's a small dip in the seventh grade score upon reflection and surveying what the data said it was isolated to one campus however that feedback has been taken into consideration and has made us aware of how to move forward with very specific support and for which campus
154that was needed so that campus will have further support um post adoption if we are able to adopt tonight um it does the curriculum does provide multiple opportunities for students to demonstrate learning progress of standards and skills as they move through their lessons and their learning tasks here for the feedback for criteria number two you'll notice that there are multiple learning opportunities through different modalities much discussion is happening more often with peers to connect on ideas they're making connections to previous learning and building upon that and student thinking is huge and key to the program students take accountability for their learning through self-reflections comprehension checks Etc and teachers are excited engagement up is up and they are encouraged by this about what students are able to do with mathematics through this program and criteria number
155three regarding assessments the over the overall Criterion score is a 4.7 you'll notice kindergarten sixth grade gave it a perfect score along the way um again there's another dip in the seventh grade this this relates back to the same Criterion that I mentioned earlier isolated School uh same circumstances and we'll be able to Target that need for them overall resoundingly teachers found that I provides a variety of Assessments and opportunities for both formative and summative assessments it allows teachers and students to monitor their very own progress so miss Udall what what was the in the seventh grade that one school can you identify or tell us what word I'm going to refer to Len since that's a junior high if you don't mind yeah absolutely um that piloting team um shared a lot of positives
156in their um pilot review but the concerns were not with the resource itself in for instance they were happy with the variety of resources but they were challenged with access and implementation of them and that's again that's not the resource that's their comfort level and that implmentation idea um were happy with the rich and rigorous tasks available but challenged with how to allow students access to them so they have some specific needs on their campus that we are definitely going to Target and make sure that as we roll out to that campus next year that we address those needs thank you here you'll see that teachers have commented that they love the immediate feedback that they are able to get from assessing students the many multiple opportunities to assess throughout the lessons and tasks that
157does allow for testing preparation for those Summit of tests that come at the end of the year and the multiple formats to give it paper pencil um online small quick checks very few numbers or larger ones and that can be adapted as well um so overall there's very ample opportunity for many of the assessments and for teachers to turn this into data that is quickly being able to be used and identified for interventions and enrichments within the classroom just what the students need in the time they need it out of all the scores and the teacher feedbacks the score 4 five was given 91% of the time which is indic indicative of the positive results that we have just reviewed for you now we'll move on from the pilot teacher to the public review the
158same criteria here was also mentioned for the high school so it mirrored exactly we had a total of 31 parent community members um submit feedback um there were 90% of those were teachers and three were community members so these are the six categories and here you'll see that these resources resoundingly on a fourpoint scale were very strong 90% plus of these feedback were agree or strongly agree with these materials the dip for the of interest of colle in college preparation that's maybe a K1 teacher who's not quite understanding how they align to that College and Career however I can attest that they all all the standards do align to the college preparation that we need and it is formidable along the [Laughter] way of the public review comments you'll notice there are teacher comments these
159are not pilot teachers these are teachers who just either walked up and looked at Hands-On materials or the online materials and gave this feedback here they saw that the there were opportunities for math discussions and math discourse built-in interventions math rigor how resources are tailored for students needs there's a Common Language and vocabulary build through the grade level and between grade levels students can be assessed in different ways there's cultural and stem connections there's coaching cycle opportunities for our instructional coaches and there's many scaffolded supports whether online or in hand for students to receive intervention so the I classroom Mathematics Curriculum has overwhelmingly received positive feedback from Pilot teachers and from our public review when presenting this to our adoption committee which was made up of almost all of our campuses again they voted unanimously
160to move forward with the I ready curriculum with for adoption at [Applause] K8 all right we have a little difference in what we want to do in implementation so we're going to let you go 78 so you'll notice this slide is the same slide from the high school uh the only thing I'm going to add uh is that for our Junior High through High School uh the teachers teach math full-time so for them we are moving forward with uh having these we would like to having these resources in their hands in their classroom because this is their full-time job this is the only thing that they're teaching in the classroom and that is the whole committee um had asked and would like to move forward with just being able to uh move forward with it
161as a full at the elementary level it is a little different because our elementary teachers teach multiple things throughout the day and Mr berer will go into that a little further so sorry question if the junior high and high school are going to move forward with these materials when would that what would that look like because we have to vote and still have to purchase yes so um right now our timeline uh which is why we were so eager to come tonight uh we would be on track to have everything um and begin the trainings the spring uh that plan would go into potentially summer with SEI and then and the beginning of the school year our orientation schedule we have already tentatively gotten excited and have uh tentatively carved out um as much time
162possible during those welcome back days normally Math teachers um attend different trainings and we're going to try at the start of this year to for the first time ever have an entire focus on the math implementation for our secondary math teachers okay thank you so every secondary math teacher is going to have these in our heads yes so this is first is secondary second year is Elementary is that what I'm guessing yeah okay so what we're looking at is again acknowledging that just the logistics are different in elementary is math instruction is a part of each teacher's day not the whole day and we do get a different response you know some teachers are very much like hey I teach second grade because I don't want to teach fractions and third and Beyond so I've
163tasked Crystal from the very be sorry Miss UD doll from the very beginning of saying more than the book has to change at the elementary school level is we need to build confident math instructors to put them in front of every student so we've come up with What's called the pilot plus one Elementary implementation plan what that would look like is let's say I'm at a school and I'm having a second grade team pilot I ready what we would do is bring on the rest of the second grade team because now they've got a Guiding Light that can kind of lead them through the the process and what everything looks like and then we would move to the third grade team adopting as well because we want to ensure that for students they're not switching
164back and forth to different curriculums throughout their their Elementary School career I am super excited that if we move forward with this direction the first curriculum change after this is adopted K8 would be the same curriculum their first change would be in ninth grade um so what we're proposing is different waves so what we would do is pilot plus one at each school and sixth grade we added sixth grade in as well because we want to start Paving the path to 7th and eth for I ready would start with a May training May and July and they would be implementing first day of school next year there are three touch points for trainings that curriculum Associates recommends so they would be getting those trainings during the first semester um we also want to tap into
165the instructional um strategies and such that the coaches have been learning throughout the year I think this is a small enough Continuum at each campus that we can use our Co we can leverage the coaches to lead um these trainings and kind of have uh coaching Cycles at each of these grade levels next year then during fall closer like November December we would then start training for the next wave to start at most campuses this is second third and fourth grade and then we would with the last group we would bring a board as usually K1 at most campuses we would train them in spring for full implementation during the 25 26 school year so it's kind of split up into thirds but I feel like again leveraging our coaches and cuz they were amazing
166and showed up at darn near every single one of our trainings that we held after hours so they're ready to help with these teams and then we can also build capacity and mindset for this I think by the time we get to our last wave um they're going to be chomping at the bit and the lift will be much lighter so you're you're describing a staggered start basically correct but again we tried to prioritize a staggered strategic start in that it's less Interruption for the kids by switching back and forth between different curriculums sorry and then the rest of the arrows will kind of look the same as Junior High and high school so the first wave will be those who are piloting now we'll bring in the rest of their team okay bring in
167the rest of their team they'll move forward the rest of this year and into next year and then fall and then spring correct of next year right okay y well that really means we only have one year of implementation so I would like to think of next year as kind of like year zero in elementary you know is we're building capacity in all of our teachers so that we're you know ready to hit the ground running 25 26 not that we're not doing math next year but the real goal is full Implement full deep implementation 2526 okay okay and the only other thing uh I would add to that is um the implementation team that our uh fearless leader over here has put together um is the plan is to continue with that right now
168uh all of our teaching and learning departments are working together so that it is not just the responsibility of CIA and our math coordinators to do this implementation so we are bringing in and working together with our professional growth and development department our special education department all of our departments our technology department so that everybody is aware what this plan is how they play a role in helping to support that all of our instructional coaches districtwide are a part of this plan um I'm sure I'm probably missing someone but just to kind of make the point that when we say a 2-year plan um there are parts of that that that two-year plan is the PD is over two years um whereas the materials like for secondary yes we want them in their hands but
169we're not wanting to set them up for failure so over the couple of years we're chunking some of those PD type pieces to make sure that they receive the training uh based on where they're at and what their needs are so that concludes our presentation tonight we'd like to turn it over for any questions for the K8 or the entire presentation that you may have okay questions do the curriculum providers provide onsite training for the teachers that are going to be implementing this like you had said that there I I miss bomb I think it was something you had said where you said once or or maybe it was you uh Dr Cox where you said you didn't even know that these that something was offered until it we were 6 months in are there
170are the curriculum providers themselves going to be sending in trainers as part of this purchase tonight that we're approving I can speak K8 yes is they're going to be doing the heavy lift with a lot of the onboarding and then it's going to be you know campus um District level support I'm super excited that curriculum Associates training two I I had referenced three touch points the second one is actually a campus walk with principal and instructional coach is they're going to go through the classrooms and say hey here's where we're meeting the mark and here's where we could maybe do um add some extra support for this campus and I think it's important that we're building the capacity of the instructional coach and the principal at the same time while answering very specific questions to
171that particular campus um so that's the kind of personalized approach that we're looking at for [Music] K8 you want to give the example of this year after a handful of weeks and yes so for the majority of our teachers that are asking for that additional training it it is for the hmh into AG which is our Algebra 1 albra 2 and geometry um we learned through the pilot all along and got feedback and what our team needed a few weeks into the training or into the pilot period was our teachers needed a Insight visit from that provider and they made that happen they came out and they were on every campus they met with the teachers that were piloting and provided that additional feedback that is in the PD plan that we have talked with
172with that vendor because of what we've learned we know that next year when we're implementing with the entire campuses that that follow-up visit in person is going to be um essential and do you do you get the impression that the support will be there year two three four as we continue to as we completely implement this we we are not talking about a one-year implementation we're talking about two and three years and how we can continue to support teachers to implement the new resource because it will take take them time thank you again we're absolutely committed to not doing a oneand done it's important and again more than the book had to change with this process um if Crystal was doing this solo like maybe we had done in the years past um this is
173destined to fail um so we've already built capacity with District level administrators we've already started with our site admin and instructional coaches so what is the process if we um have teachers retire and hire new teachers secondary Level Elementary level what is the process to help them get on boarded and understand this curriculum and use it sure so working toward getting ahead of the game a little bit um there is a team of we call them our professional development leadership team that's already meeting on Wednesday afternoons um creating a master plan and schedule uh with relation to instructional coaches instructional Specialists involvement of site leadership as well as District leadership and what the induction process will look like we'll refer to as T minus 3s so some of our newer teachers uh rather than looking
174at specific groups individually so I'll give the example of Pathways versus a first year traditional teacher versus a TR we really bring all the groups together and just talking about what do we expect instruction to look like in Gilbert Public Schools how do we leverage all of the talent we have around the schools and have a plan in place so every year we're not starting over but rather we're just bringing people into what our our system is our our system of excellence and instruction uh pointed toward the outcomes that we expect in our students and so that team is already meeting on Wednesday afternoons and creating that entire plan for what it will look like as we onboard anybody new okay great and then um I know there's all kinds of resources but if we
175have someone who's struggling with a certain certain Concept in in a class what how do we address that what I love most personally about the I ready curriculum is we've got a it's an online component called my path and that's developed to at provide intervention for skills in which students are struggling um and provide enrichment opportunities for students that need to be challenged um this does not take the place of a solid confident teacher in the front of the classroom rather it's an additional tool cuz we look at math a lot of times practice doesn't make perfect it makes it permanent um so it's important in these online components that they're getting immediate feedback so they don't practice the wrong way and then they have to unlearn the next day um so we've already had
176multiple conversations sped has our special education department has been brought into these conversations um and they're part of our implementation team as well they might be the teachers that are most excited about this procedure okay good thank you okay any any I just wanted to make a comment um I just wanted to talk a little bit about uh the fact that the board was actually invited to pre meetings for this and in full disclosure only two at a time due to open meeting laws just want to get that out there um so I appreciate that and some of the things that I think I wanted to drive home from my meetings yesterday with the three of you miss bom Miss Mr bercher Miss Udall is there's consistency across the school district that is going to
177make this amazing like every school will have the same curriculum this is a program that's very data driven that we can follow the data as we're going throughout the years um and one of the things I was most impressed with was getting our hands on these books and the consumables and just seeing how well they are put together what is going to be offered to our students personally that they can um actually get their hands on on um the last thing that I was the most impressed about was the safety net that you have created um one of the things that wasn't mentioned tonight is actually even principles are being brought in on meetings for this math adoption curriculum roll out so I feel like you guys as a team have spent so much time
178and I'm so appreciative of that that you've set this roll out to be successful you've set this District up to be successful and I do appreciate that um Gilbert Public Schools is definitely in a need of a math upgrade and I see another math teacher has arrived and she's shaking her head in agreement we are way past due for this adoption so I'm really excited to be able to vote on this tonight and I just want to again thank you so much for all the hard work and the hard lifting and the way that you are going to roll this out in our schools our our teachers and our students deserve it anything else thank you you I just want to applaud you for the thoroughness of all of this it's excellent thank you okay
179uh we will now adjourn the work study and reconvene our brief board business meeting do I hear a motion to reconvene so moved thank you Mrs Paige SEC second second thank you Mrs humph it's been moved and seconded that we Rec we can reconvene our brief board business meeting all those in favor please signify by saying I I so on a -0 vote um we will move to the consent agenda items uh do I hear a motion I move that we uh approve the consent agenda items as uh as presented thank you Mr Thompson second second thank you Mrs Paige and I think there was one small change yes there yeah item um uh 9.12 um on board docs it was uploaded for staff travel twice but um Miss Wilson sent you guys that correction
180today so we will upload that tomorrow morning after this is approved just want to make sure you guys know that so those but those um field trips are approved tonight correct correct okay thank you okay do I hear um all those in favor of the consent agenda items as presented I'll please signify by saying I I I okay and a 5 vote and we will move to action items 10.01 K12 math curriculum adoption motion please I move that we adopt the uh recommended K12 math curriculum as presented tonight thank you Mrs humre second second thank you Mrs wood it's been moved and seconded that we approve the ke12 math curriculum adoption any comments or questions thank I just had one thing um I we don't currently have the cost the full cost for this correct
181correct so tonight 7 million and the vendors are getting back to us um with their final uh invoice I guess the best way to put it and that will be guaranteed to come what we budgeted okay and will you come back and show us we will bring that back yeah so as far as I'm concerned tonight we're approving the curriculum the textbooks but then I would like to have I would like to know the final cost sure we'll bring that back probably by the 23rd of April okay that sounds great thank you but this opportunity will give us the the ability to move forward yeah so that we can get things rolling for next year I understand thank you okay all those in favor please signify by saying I I opposed and a 5- vote
182we will proceed with the curriculum of adoption and now we'll move to 10. 10 point so thank you Math teachers y 10.02 compensation package for school year uh 2425 um do I hear a motion I move that we uh adopt the compensation package recommended for the school year 2024 2025 thank you Mrs Humphrey second I'll second it um Dr McCord thank you madam president govering board members um we will be asking for a 2% pay increase for all employee base uh employees base pay to include all hourly staff all teachers all administrators and other exempt professionals upon voter approval of 15% uh budget override continuation scheduled for November 5th 2024 the following stiens will be awarded and paid out in equal installments from January 1 2025 through the end of the school year a all
183hourly staff employees will see receive a 600 pro-rated based on 600 pro-rated $600 appropriated stien based on uh full-time equivalency and all teachers administrators and other exempt professionals $800 pro rated based on full-time equivalency uh we have Miss Betts and Miss Matten in here to explain the math to you good evening um I'll make this really quick um but it was important that we show you how we plan on balancing the budget considering these uh pay increase recommendations okay so I'm going to zip through the uh table of contents and get right into the student counts so we've deliberated over the last couple of months and we decided that we probably do need to assume a 1,200 student uh loss going into the 25 uh the 2425 school year so you can see that we
184this budget is based upon students uh then we also have always and historically used the governor's budget the governor has proposed a budget that statutory so it does include the 2% increase to the base level amount she has also made a recommendation regarding 2% to the distt conditional assistance um and all that is still subject to legislative approval so um but that's what this indicates and our teacher experience index did drop a very very small amount from 1.012 uh down to 1.01 22 from 1.01 26 so those are the figures that are in this um these calculations and you can see when you're looking at fiscal year 20125 projection in comparison to the revised number one of 2024 with that 1,200 student loss we are projecting a decrease in our budget capacity of about $2.8
185million so it's important to know that's a decrease in your budget capacity so now we have to balance the budget so what do we know about how our spend is going to look next year so first of all you all have already approved the that we will not have a medical insurance premium increase we do not have to budget for that increase we are being conservative and are presuming some inflationary increases primarily in fuel and in utilities and then we don't know what's going to happen with the minimum wage at this point in time but we have historically budgeted about a half a million to the minimum wage to make sure that we have an A budgeted line item in the event that the 2% to the hourly rates will not be enough to meet
186the minimum wage so that's about a million dollar total um however we do anticipate budgetary savings if we do not have 1,200 students then we do not need all of the Personnel associated with educating those students so um we anticipate that we will very conservatively be able to save about $4 million so that goes into the calculation so now now uh the recommended pay increases calculating those all staff to receive a 2% pay increase and then as Dr mcord had just shared the two stiens 600 and 800 per rated by FTE the total recommended pay increase cost is just under 7.6 million now okay so Bonnie Jackie how you going to balance his budget man7 and5 million you do so ongoing available budget we've already seen a $2.8 million decline in our budget capacity projected
187ongoing savings $4 million total non-discretionary increases um another increase in cost of 1 million and there's the pay increase recommendation of 7.6 million roughly our total budgetary deficit is $ 7.36 million so pay increases funded by other funds as you know we have Enterprises Community Schools as well as nutrition services that fund their own increases and then uh the classroom site fund contribution this has helped us greatly with the change in statute that now allows all of our um student support Personnel psychologists slps otps are now eligible for classroom site fund so we're able to have classroom site uh contribute about $4.7 million into balancing that that um budget so for a total of 5.1 four and then note to the side the one time um I put budget balance carry forward on the top
188but it could be a district additional assistance transfer we are monitoring those but uh we believe that a two even if it was just a draw down of M fund balance $2.2 million with a very conservative estimate is a uh reasonable achievable um option and uh if you remember from our last I'm sure you all remember this too right from our last monthly report we were estimating about a $13.7 million carryover in m&o so we could easily sustain a $2.2 million draw down for at least the next three years okay so the budget is balanced based upon this proposal um underst budget capacity again this is just based upon the governor's budget note that we did put that an ongoing transfer we have a a fair amount of budget balance carry forward and unri capital
189as well giving us some decision making we will make a solid recommendation to all of you when we propose the budget in early June but that would give us even with that transfer about $ 44.6 million still in unrestricted capital and so now those are all that's all the numbers and that's the balancing there's always as you know risks and opportunities the a is still looming for 2025 we're okay for 202 4 but it has not been eliminated permanently uh there there could be a loss of more students than 1200 but we could also not lose 1,200 and actually gain some back uh legislature again legislative session is still in session and so we don't anticipate that the 2% to the base level amount will be reduced but they could do some other things with
190the formula um that could require us to reduce more um so the legislature could also surprise us and give us a little bit more resources than we are expecting so all in the way of saying that we believe that this is a very conservative budget anyway and we're able to balance it and we have opportunities within our existing budget just due to the work that we've all done over the last three years conservatively spending trying to save dollars as much as we can um so that so that we are uh in a position where we can still provide pay increases to all of our staff and that's all I have hey questions and discussion I felt a little bit like that was speed dating no I I thought that was a very good presentation it
191made sense and it sounds like with anticipating because I think I was under the impression that we were anticipating moving forward in 800 student loss but you went well beyond that and so I think that was I think that was I think we're being very prudent and uh preparing for kind of preparing for the worst and it sounds like even if the worst happens we're still we've still got money in our budget balance carry forward we've still got money in the the uh M and so I think it's terrific thank you okay great I appreciate all the hard work I mean it you're right it was a very clear presentation and um you know I hope that people will appreciate that we're working hard to make sure that our employees have the the pay that
192they deserve for their hard work I just want to say if you remember in this room at some point in time you'd hear us say we're not just preparing for today we're preparing for 5 years from now and the work that Bonnie and Jackie have done put us in a position be able to give and draw down fund balance that that we have available and not put our district in a precarious position and be able to sustain anything that we give you tonight we're saying that we can sustain it for the next 3 years and that's very important when you look at budgets and you look at how the legislature uh you know either helps us or doesn't help us and the decisions that they make but the final decisions come down to us in
193terms of how we operate and how transparent we are with our funds and again that credit goes to both of you so thank you for that okay yeah just kind of adding on to what you said Dr mord we have the chance to prioritize what we do get and I think we've made it the last several years a priority to to pay as best we can all of our employees so that people want to be here and that they know they're valued and again that we have the best possible in front of our kids and and consistency and again that they know that we value them so and I think you'll find in surrounding districts I don't know if they've come out with it yet or not but everybody's looking at a 2% uh or
194right around there so I think we're very competitive going back to the previous presentation I uh uh obviously would really like that we would be able to give more than 2% but we have to live within the means that we have but I do I do want to say that that the um not increasing the the medical insurance is making that 2% a real 2% raise which is nice cuz a lot of times it's a 2% raise and then you get you know you get a increase in the in the in the benefit package so thank you you know I I know what what you do and you probably passed geometry so sorry hopefully Al any anything else okay so we will call for the vote all those in favor of um adopting the compensation
195package as presented tonight please signify by saying I I and opposed and there's no opposed so on a 0 vote it it is been approved approved hopefully and we will move to the injour adjournment of the brief board business meeting um do I hear a motion I move that we adjourn meeting thank you Mr Thompson second second thank you Mrs Paige all those in favor please signify by saying I I thank you good night