001committee meeting we'll start with roll call Juan cantes Z Olivas Jennifer nural Amy angle jalita Martinez and we do have public comment um Alex Royo Mr uh good evening curriculum committee Alex Royal 1342 gr Street and Aurora um here's speak about the 301 literacy tournament later on this month I'm here to answer any questions you may have I'll be in the audience if you need me and I think they is their live stream just now in Mexico and uh watching see the presentation so thank you anybody else no that was that was it awesome well I'm so excited today our first presentation is the Johnson Elementary School Improvement plan presenting today on behalf of their school are principal iness s and assist principal Courtney Bissell all right good evening everyone uh my name is enam
002and I'm the principal at Johnson and I have with me I'm Courtney Bell I'm the assistant principal Johnson we are here to share our plans our highlight from last year and our plan for this year so we will start with our highlights um from last year so as you can see there we have had some huge improvements from uh for last year our reading um 51% of our students met and exceeded and our ma uh mathematic was 72% which was super high so we were very proud of our students um 97% of our third graders improv in their writing because that was one of our Focus areas and then we ended the school year at 96% so for our attendance so we were super high we kind of surpassed the state 95 so that's a
003celebration that we did with our students with an assembly and awards and stuff um for our odrs that's office referrals um we actually were super low on that for our students getting office referrals so 91% of our students receive one or less so that means building community and relationship with our students really paid off last year and then another um celebration that we have 41 of our students um reached English proficiency that means they exited out of access testing we were happy about that too the majority of those students were fourth graders so here is our data from last year um we broke it down by grade level as you can see our mathematics is our strengths we did an amazing job there from common formative assessment which is standard based focusing on what the
004teachers are teaching in the class and then our expected growth for a map they actually transfer over is super high fourth grade 80% fifth grade 73% and then our I wish is um grade level at the end of the year what they are expected to know by their standard and it was pretty high too we need to work a little bit on our fourth and fifth grade um but that is still moving forward in um our progress and then our reading is the area that is kind of our weakness area for improvement um our cfas as you can see is strong that means we're teaching the standards and the teachers are focusing on those standards but it's not transferring over to our I so that's an area that we need to really focus on and
005that's what we're going to be talking about today with our goals so our first goal as iness mentioned focuses in the area of writing we know when we look at the I and the rigor that is associated with what our third graders are expected to do we knew that we really wanted to focus on teaching third graders how to write paragraphs how to write cohesive paragraphs really focusing on writing strategies and we measure this using our Rita rubric and we really want our teachers to focus on explicit modeling of the writing process what do good Writers Do showing students exemplars of what what good writing looks like and we really want students to self assess themselves on their own writing so they understand how to get to the next level our second goal is looking
006at operational excellence through the lens of students who receive office referrals we really believe in restorative practices and making sure that all the students have an opportunity to learn and grow from any mistakes that they make so we really focus on having our students receive one or less office referral and you NES mentioned building community and building relationships we do that through quarterly Community meetings Second Step announcements each morning quarterly assemblies to really focus on the good things that students are doing and then really focusing on our support with mtss for students who might be showing some difficulty with their behavior and really making connections with other students and and teachers and then really focusing on how we can help our students know and understand our Vore expectations so that they can go through the
007day feeling successful our next operational excellence goal deals with attendance we were exceptionally proud last year that our attendance was above 96% so we reformed our goal a little bit to really push ourselves to have 96% attendance this year and so we do that in several ways we know the teacher is the Frontline with dealing with student attendance but we also send letters home have weekly attendance meetings with um the administrators and our attendance Clerk and we really focus on targeting those students with the chronic absenteeism so that we can really support the families in figuring out what it is that they need to be successful and hooking them up with the resources they need to their students to school it's a lofty goal but you guys already did it once yeah we did I
008think we can do it again all right for our student achievement so we're going to be focusing on level three for our students um 80% of our students for mathematics we saw that last year it really worked focusing on those students and how we get that level three is the production from math math actually gives us a little idea of how our students would do under I so that is where we're taking our data to help our students to kind of reach level four and level five so with that we're going to be doing small group um instruction focusing under skill we use a lot theel support that is built into um Whit map with the skill that they need I ready has its own like individualized lessons which is amazing for our students to
009work on to really Target the areas they need plus we offer tutoring so that's one of our goals for the student achievement we have another student achievement that will be um the reading as I mentioned that is our area of improvement that we need to really focus on students are showing grow it's not that they're not but we want them to meet and exceed we want them to be at a higher level with that so we're really we've been talking with our um School leadership team like what could we do so we're really going to focus more on guided reading we're realizing that is not tight enough so that's what we're going to be f focusing on this year to really focus on how we're delivering the reading how we're supporting our students with their
010comprehension skill a lot of our students at um Johnson they are able to read fluidly and decoding and all that so that's not our focus is really getting them to the next level of comprehension which is more the abstract if you will and then the next one is um again student achievement is our um vocabulary so we're realizing part of reading is vocabulary so we're going to be focusing on fourth and fifth grade students and helping them develop vocabulary skills that will help them when they see those big words in I and they're not sure what it is we're going to try and provide those resources so they could identify what it means with a prefix a suffix knowing the root words so that is another thing that the fourth and fifth grade team agreed
011that let's support our students with that so we could improve their reading also and that's what we have for this year any questions for us I don't have any questions I just want to say you guys have done an excellent job you know the areas that you need to improve on and you you've got a plan so thank you good job you're welcome thank you thank you thank [Applause] you the Simmons Middle School Improvement plan is our next presentation here with us today are principal Michelle Patterson and assist principal Nelson grandio good evening we are Simmons and we're minus one I just wanted to mention that Mr Los he's with us in spirit um we're excited to be here tonight to discuss with you and highlight some of the great things that are going on
012at Simmons we can go with that to slide if you want I was going to say we that's okay we're fine okay so some of the highlights that we have um we're happy to share as always um 53% of our students met and map projected growth and reading 67.9% of our students Matt and Matt projected math growth 56.4 of our English language Learners met their reading goal and we also had um 10 students to exit the um because of the access test that exit that program so we're excited about that those numbers are a little bit higher for us this year 48% of our children with disabilities met their reading goal 100% of our students have all received social emotional lessons in our program second step and we remain Essa is the commendable designation so
013for building white data for last school year so common formative assessments predict how we're going to do in map and a i assessments so a prime example of this is uh when common formative assessments uh trade predicted a growth of 57% and we actually got an growth of 62.5% we exceeded the expectations in this case and this shows how well teachers leadership team and admin teams work together to achieve a student results and so our goal number one educational Equity um we've said that by June 20 25 Simon students will increase the academic success rate by 5% for all students is measured by percent of students receiving a passing grade on the quarter 4 report card and so how we intended to get there is that we're going to be looking at all of those
014great reports to identify those students who have been at risk we're looking at of course our children with disabilities our cwds and our El Learners to make sure that we're honing in on what it is that they need we've also asked our counselors to pull those report cards and look at those and look at look at the kids who could be failing or close to and uh near failing grades we've also asked for surveys we want them to look at that give us all that academic and social emotional supports um we have after school tutoring as has been mentioned before math and reading intervention we have those data meetings we look at all the data we have our weekly mtss meetings those are multi-tiered systems of support to determine more of what the students need
015and then we all have What's um something we've especially made just for Simmons it's our pride cards and the pride cards are the participation respect Integrity determination and excellence and students who are Meeting those goals and achieving they are rewarded um monthly for those they they're a level of cards they're pink they go from Green they go all the way up in the levels and we acknowledge them and we appreciate them for what it is they're doing and letting them know that this is pride you are a prideful student so our second goal is operational excellence so by June 2025 chronic absentismo so our belief is every student every day on time no exceptions so our action plan is uh making those daily phone calls to parents by office staff teachers support staff and build
016an admin to increase attendance we have to show families and students that we matter that attendance matter to us and that is important also uh rewarding those students that have perfect attendance we have to reward the good students but also we have to reward those students that are having issues with attendance but are showing Improvement um the other part is admin building admin and counselors will meet with students with academic with Prof uh with attendance issues to create goals and monitor that attendance at at the beginning is they have to show Improvement until they have reached the overall goal uh one important thing here is Teachers they Ed to use they have to use data to communicate with parents of T students and students with uh with chronic absentismo is building those relationships and showing
017parents that we care about our kids and their future and uh when everything else has been done something that we need to do as admin is if the students are not coming to us then we're going to them we're going to go to their houses we're going to go and talk to the families see what's actually happening and how can we support them for their students to start coming on time every day to school next is student achievement 70% or more of our semit students will meet those growth targets and so I'll speak to both the reading and math there'll be different slides so we can um speak they're pretty much the same so what we have in place in the building we have our SLT that's that large group um School leadership team we
018have our I those are the instructional leadership um people who sit on the team and the plcs so it trickles down we come together as a large group um state the goals um that are coming from what we're discussing here at District level um that trickles down to the instructional coaches and then down to the plc's and this are the discussions that they have in their meetings twice weekly because it's a schoolwide effort um from there we uh basically use the spotlight strategies that the coaches have things like predicting um main ideas they have presented to the faculty and um give that information to everyone so that we can make sure that it's schoolwide and we Implement those schoolwide vocabulary words you should see in the rooms when you come that these words are posted
019even in the PE classroom everybody has ownership the pe's plc's engage regularly um twice weekly and those conversations and on the late start Tuesdays the administrators when we walk through we look for the look fors these things that we've asked and talked about and then since we are Middle School we know that it's never too early to start planning for college and careers so we start those conversations then and um we schedule assembly speakers uh what have you but we want them to know that the time is now you start now the next goal is the same as everything that I've just said is just math so there's the same thing we use the same procedures the same people um we have the same strategies the coaches still present and we have speakers coming in
020and still talk but the difference in math I will say is that we talk more about stem and steam because that's very important um many opportunities for our students and those are some of the great things that we have going on at Simmons and um looking forward to continuing any questions thoughts comments quick question um Andy if you or whoever's back here we can go to slide three I'm just looking at the formative assessments and the nwe may have expected growth in the i i meets or exceeds yes um and that column at the end kind of puts me to thinking about what's happening between the cfas the NWA map and then when they're actually taking the I something's not connecting right because I see that we're going in the right direction but then when
021we take the IR something's happening and you're absolutely right thanks for the question it lets us know that we need to go back then and look at the rigor of what it is on those cfas because it is supposed to be a predictor of what we can look for so that's where we are now and it's good to have the data so that we know those things that we need to look at and go back in and question and um pay more attention to a very good question thank you any other questions thank you so much thank you thank you next up we have our elementary literacy curricular resource pilot with uh executive director for curriculum and instruction aalia Valdez filling Us in okay good evening I will go ahead and um get us started
022the first slide please um let me Begin by sharing with you the reason that we're going to go ahead and complete A literacy pilot the current curricular materials that are being used in grades K through five are being faced out by the publisher so that has created a need for us to identify curricular materials uh for this coming up school year so in taking a look at the first steps for the literacy pilot we um identified the Illinois language arts requirements that must be met as well as continuing to look at our dual language principles that guide our current dual language framework in addition it's important for us as we do this literacy pilot to take into account the different stakeholders and we intend to do that through surveys uh input from our curriculum conso
023as well as taking uh input from the actual pilot while it's being completed uh this slide and the next one uh will provide an outline of the different dates as well as the tasks that are uh have already either been completed or are intended to be completed uh by the time that we come and make the recommendation this first slide gives you information on some of the tasks that we have already completed so we've already taken a look at what are the requirements for uh completing a literacy pilot that is going to both take a look at English and Spanish um language instruction and that is that we take a look at the requirements for what the state of Illinois has provided as well as taking a look at the Dual language we have completed
024that and by completing those two reviews we identified that um there are some initial criteria that has to be met and in order to go ahead and begin the process of identifying which vendors we will bring forward we have uh taken a look at those two and identified that as the starting point so we have looked at different vendors both uh nationally and Statewide and we have selected based on the initial criteria by the research and by the principles those that will be moved forward to the next phase then the next steps that we are going to go ahead and complete is we will uh bring be bringing forward um the vendors to the curriculum Council as well as other stakeholders so that they can review the materials we are going to go ahead and
025have uh teachers identify which curricular materials are going to go ahead and move forward we will have two of those materials um be piloted through the piloting process we will gather input and we will be back uh to make the recommendation of which of those two curricular materials was the actual recommendation from the pilot so that is Our intention with the literacy pilot for grades K through five what questions can I answer for you how many teachers are we expecting to Pilot this new uh curriculum we have identified that there will be representation from all of our buildings and we do have 14 buildings that are going to go ahead and uh be piloting so um the uh representation will have to include the monolingual English because we do have some classes that are monolingual
026English as well as dual language as well as the opt out so that's the category of representation I don't have the exact number for you because it depends on who actually signs up for that yes there will be a survey that will be um administered so that we get the um data from the teachers in terms of before we go ahead to the next phase which is to bring the vendors in what is the teacher lens in terms of what we want to be looking at because we I identified two areas which is the Illinois requirements and then the guiding dual language principles that we have implemented here in our district and I'm just going to piggyback on this because I think for primary grades are very important as we're looking for a new curriculum
027right um we we also just looked at reading and writing so we have to also make sure that those components are really in the curriculum that we move on or are looking at but also make sure that we're looking into phonics reading and writing because at the primary level that is the base of everything um me I think with a lot of the current curriculum that a lot of some of us have done or there was a lot of that lacking of that so I hope that moving forward we really look at that phonics we look at the writing and we look at the reading because all that goes real well together and thank you very much for the question and the comment um as part of the initial phase we did take a look
028at the Illinois requirements and one of the documents that we reviewed is the Illinois comprehensive literacy plan which has that component very clearly outlined as uh one of the areas that needs to be taken into consideration when adopting materials okay and this is a two-face type comment slash question uh so obviously Easter or as a highly mobile the students kind of come and and go you know to some degree so that is number one so what are you doing to plan for students that are dropping into the pl program later on in um you know say they don't really start in our district in the Dual language program what what are we doing for the materials for that is that built into this and then say they fall behind they're in our dual language program
029they started in our district but they just fall behind so are you building some facets into this curriculum that would help with the with the kids catching up so two two things the um the guiding principles that we use for the Dual language program that comes from the Center for Applied Linguistics and one of the tenants there is to ensure that when we're taking a look at curricular materials we're also taking into consideration the students that are accelerated the students that are on grade level and the students that are needing that those potential interventions because there are gaps so um in in the area of like the review the Cal makes a recommendation for that and that's one of the documents that we took into consideration when we uh spoke with the initial vendors in
030addition to that the Illinois comprehensive literacy plan also takes into consideration what is it that we're going to do when our students have learned what we have already put in front of them um or they have not learned it even after we have gone ahead and and uh completed the teaching and so those interventions are part of what is being looked at as we take a look at the curriculum materials that we're going to bring forth okay all righty well thank you very much for your questions thank [Applause] you next up is information about the driver's education uh simulation waiver you may recall that this topic came to Committee in July for review uh we discovered that additional components were needed for submission to the state and we want to make sure that we have
031everything they need for consideration so we brought it back to the agenda H at our October 7th board meeting we will hold a public hearing and after that then we'll be able to submit the full and comprehensive packet to ISB for approval I just want to make sure you saw that that was in there any questions about that no on that okay next up we have the mtss behavior District campaign with jalita martinez associate superintendent for school leadership thank you and then Andy is working on on pulling up the presentation but I know that we have it in front of us so um I'll get started if that's okay don't have you're right yeah you're righty okay yeah I don't see that okay all right there we go um so mtss as you know is
032a comprehensive framework designed to support students academic social um behavioral development and so while we' historically um concentrated on the academic aspect this year we're shifting our Focus to include the behavioral um side of the mtss triangle with a specific emphasis on fostering respect and so um building on the focus um identified by our staff um our administrators over the summer um and inspired by the powerful motivation behind each students's Journey we've developed this um campaign slogan that will be visible um across the district and so that is an EA 131 respect guides us our why drives us um our campaign will include messaging that identifies some of the core competencies that are foundationally essential for building respectful environments research continues to show us that respect is a highly valued quality within communities and organizations
033including schools and many studies highlight several core themes and comp competencies and skills essential for demonstrating respect that include courage empathy kindness self-control embracing differences um among those um we've also developed a mantra that will be integrated into our Universal systems to promote Respect by focusing on the foundational skills that I just um mentioned as essential for cultivating a truly respectful um environment and so a core aspect of respect lies in how we regard others um as well as like I said empathy um so these will be reflected in the framework that you're going to see Castle is a collaborative for academic social and emotional Lear learning um in education and it provides a framework that helps schools integrate seal into the curriculum and teaching practices focusing on the five uh core competencies that you
034see um there highlighted with red green and yellow in the center and um the goal is to enhance students academic performance well-being and social skills our theme on uh on purpose and respect integrates seamlessly with Castle um theal framework that you see here as it highlights the importance again of those core competencies empathy kindness and intentional Behavior All which contribute to a safe um and inclusive community next thank you um as you know we've embedded the elements of insight out into our theme this year while we've historically focused on teaching behaviors by location we thought a seamless tie to emotions will help us to focus um on how to exhibit respect during different emotional experiences so will be more impactful than merely defining Respect by location within schools which is what we have normally done
035um emotions often Drive behavior and teaching students to navigate their feelings with respect ensures that they make Positive Choices regardless of where they are next slide um and and when they start to practice these um even you know respect even when they're frustrated excited or upset they develop critical skills for self-regulation and empathy so what you see here is a sample of what we have been working on we are um identifying what respect looks like by emotion um and by grade band and so in prek respect looks like um what you see here when I'm feeling angry and we're developing it for anger we're developing it for joyful for um all of those key um emotions and so the other component that we're including with what it looks like or sounds like is what does
036respect look like um when someone else is experiencing those emotions and so that's building that empathy piece um so here's some samples of what we've been working on um in terms of signage for the campaign um and what we want to see in the schools and so it would look something like this when I feel joyful respect looks like what it sounds like um and when someone else is experiencing anger this is what I can do to show empathy to show um respect towards the other person in our environment and so what we're doing now is the principles are working with students to um fine-tune these and to make sure that the artwork that we create resonates with the students and so the students might want to help and have um say in what they
037look like and um what these posters look like by grade bands so tier one um as you know is primary focus is on prevention and proactive strategies um and so this uh tier provides univ Universal support um to all students it includes setting clear expectations for Behavior teaching social emotional skills um and the behavioral expectations will be around respect and they'll be explicitly taught reinforced using um the curricular materials that we already have which is second step in satal pulse and they'll be the lessons are extracted to meet those foundational skills that you guys seen in the previous slides um we're going to be um working on finalizing our Behavior matrices um so that we're differentiating office manage versus classroom manage behaviors this is for the universal tier one um building incentives um to support
038the positive behavior administering Satchel PSE as our Universal screener and um creating the signage and the um visual supports um through the district and we'd like to expand that as well um in the Billboards next slide tier two this is um when our students aren't responding to tier one interventions which um research shows that 80 to 90% of students should respond to tier one but when they're not and they need extra support then we are going to um provide that targeted support via small groups um we've established some preliminary entry and exit criteria for these small groups with the groups um facilitators being behaviorists and are some of the school clinicians such as social workers um and again extracting some of the resources we already have from second step in stop pulse to focus more
039narrowly on some of those foundational skills that we're noticing the students are missing um and leading them to receive the intervention supports for tier two and so we're going to be looking at data frequently um because we want to make sure that we are um providing these supports as students need them um but also then those students who are going to be receiving the supports monitoring their progress tier three is um more individualized and intensive these are the supports that we want to provide and layer on for students who are not um responding to the interventions provided at tier um two and so we are going to include um more individualized intensive interventions we have again second step in satal Paul reteaching and reinforcing those strategies but we also have other curricular materials already available
040to our clinicians um and then adding the layer of um student trackers being able to work um with the students work with the families to um help you know with a reduction so that we can see a reduction in um behavior for these students um and again we'll be monitoring the progress looking at the data very frequently any questions I think we're fine one thing that I just wanted to add is part of the tier one strategy will be to go after you know really make sure that we are communicating with parents from a district level um because we want to make sure that our families know that we are putting forth all of these supports and resources if your student is not successful we are really going to take a look at consistent um
041measures in terms of redirecting Behavior dis that are that are issued and that's a whole another component that we didn't Del delve into tonight but as far as documenting that and taking a strong stance on you you do have to respect adults in our environment so we took the first stance on that at the high school with regard to physical contact it is now time for us to take the next step as it relates to um you know interactions with adults and so as a part of this campaign we really want our community to know um that we're launching this that it is organized that it is uniform we're going to move in lock step and a piece of that is to put up we have access to three Billboards to be able to put
042our campaign up so we draws an interest like we did when we had the attendance campaign we wrapped the vans so AJ's identified a couple of our vehicles that we can wrap and that we can also utilize that so if this committee feels that's okay I really that's the purpose behind really moving because this is only going to work if we're consistent and we do this as an entire system otherwise it'll pit one building or one teacher against the next and we have to move in unison so we're looking to launch in October but we're looking to really start to roll this out to staff and roll it out to our building admin already have it but really talking about reinforcing this we have to take a strong stance otherwise it's just words on a
043page so does the do you guys support that campaign and okay absolutely okay then we're going to move forward and we're going to come back and talk more details about the discipline piece we like to go with the positive first again we teach children teacher that's what our job is is to teach and so we're going to teach this portion and push that first and then we'll come back to you with some of our um lock step moves as far as and if this if they aren't successful or they refuse to go by our system what are we going to do so thank you kudos to school leadership they nailed this um and it was a great job so thanks [Applause] our district is very excited to have the opportunity to participate in an international
044reading tournament uh that it's called the Great reading tournament and the invent the event encourages our students to read and accumulate minutes and climb an international leaderboard to compete students have access to more than 9,000 books in English and Spanish these students compete compete with children in Mexico and other countries to log the most reading minutes to enhance their reading comprehension skills and do so in a fun and engaging way uh the tournament is um set up and managed through a platform called light sale and uh all of our k through eight classes have the option to participate uh it runs the tournament runs from November 1 through the 23rd but our students and our staff will have access to that platform coming up in October so they can start to get ahead of it
045learn the platform because that's always a piece of that make sure they understand how it functions um and then get themselves psyched up and we're really excited to uh get some um advertisement out there so our families can get engaged so our teachers and schools all really understand it and on top of it not that this is the motivator but there are big Pride available some of individual students win prizes classes win prizes schools win prizes it's pretty impressive I do have a question regarding um it says sign up for free by October 1st I mean after that is there a fee or is it still free for the we've already opted into it uh and I just was uh chatting with the individual today he's so wonderful and uh we are signed up for
046it already that's we're going to get rostered I just wanted to make sure that you guys felt that this was in line with everything we're doing because I think it's a great opportunity oh no I think it's a great opportunity thank you to Mr Royo for helping with this and bring Absolut District the other thing I want to say publicly is that we've seen I all of school leadership and curriculum instruction had an opportunity to look at the the tool um to determine before we said our kids were participating in the in this tournament if it would be accessible and one of the things was that was great although prek is not going to participate right now do have just a few they have a smaller um uh list of books that would be applicable
047to the students at that age but one of the things that was really great is that it is a natural fit for our dual dual language um structure of our program it also is a natural fit when we're talking about services for students who may come in and enter our schools late or mid year you know to be able to have a teacher have that as a resources to assign it interfaces really nicely with our devices and it has great tools built in on every page and so we even had student services as a part of this so that even a student who didn't have the same um functional abilities in terms of reading could have the books read to them so there's a capacity for us to use this on a Continuum of students
048based upon their own uh ability levels and so we think that that is something that would be um something that would be a High um highly sought after resource so again I wanted to to be optional for our teachers because I didn't want one more thing so teachers will have an opportunity to check it out to let their kids do this independently to do it as a class optional for them but one of the great things is if they have an opportunity to interface with the light sale platform if it is something that they feel that has value then we would be willing to purchase it for those teachers and make it available for the district because it's actually um on the reasonable side so we did ask about that but right now we're just
049going to focus on the tournament and kind of actually looking at it it's one thing to look at something and think it's great when we're in a meeting but to actually see it in use and have people be able to use it is another thing so um right now it looks great um and it really looks like an asset or something that we would be able to utilize so um Amy thank you just quick question also How does it go like from if you those teachers there want to participate with your class like how do students log in their minute so it said the students or the teacher oh it's a question the program actually monitors it directly so the it tracks the it's all based on minutes it's not number of books and they
050use that to um compare equitably between and they'll have all of our kids loaded already yes they will they'll automatically be load it as much as they read then they're winners if they don't then they're not so it's not like a but they still win though not if they don't read that's okay you're right yeah we want them to read though they're gonna read when you see the books in there it was really really awesome and there were some prek books I think like 86 prek books were in there um but uh just not quite enough it wasn't robust enough for that level yet but we're so excited thank you yeah great next up is a request uh for an expansion of our Universal screener that we just heard about um uh and it is
051coming from Megan mchu and Terry executive director of student services um and just so you know she's going to talk a little bit about it here and then this is going to action tonight good evening so we are seeking approval to expand the implementation of the Satchel pulse social emotional Universal screener to include grades K through two so last year we were successful in implementation um of the assessment for G grades 3 through 12 and so we are um very excited to be able to um expand that um to all of our grade levels K through 12 and so this addition would allow us to be able to um gain valuable information related to our students social emotional strengths and areas of growth um as well as be aligned with our district focus on providing
052strong multi-tiered layers of support for our students on both sides of the mtss triangle um as stated as Miss Martinez was uh stating earlier with our district Focus um Satchel pulse is also aligned to Castle um which is the collaborative academic social and emotional learning um that also um works well with second step which is also aligned uh to Castle and um Satchel pulse then allows us to be able to track individual student progress um as well as school and District progress over time and there is a intervention library with lessons and interventions that can be used both individually and with small groups of students so um we are looking to um for the expansion the cost would be $1 13,360 that would be coming from title funds and we would be looking for a
053decision for tonight so that we would be able to be ready to implement the screener for fall okay thank you any questions all right thank you so much uh the last item on our agenda is the included enrollment and attendance update as of September 20th uh we currently have 12263 students enrolled any questions so where is that as a comparison to last year last year we had uh 12,4 and uh something students um so we're pretty close just a little lower thanks so much um that's it our meeting is adjourned at 6:48 thanks