001like to know what was discussed. If you do not wish to be recorded, please let us know at the time. All right, thank you. Thank you, Bonnie. I will call tonight's meeting to order at 6:00 p.m. And I believe I'm turning it over to the students. If you can, please rise for the Pledge of Allegiance. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. You may be seated. Welcome, boarding school board members and boarding families. My name is Jason Garcia, music teacher at Cardinal Ridge. In my experience, there are a few songs that transcend differences between cultures and generations because of their timelessness and ability to connect with human experience. Tonight, these third
002graders, who chose to call themselves the musical mountaineers, they voted on it, are going to perform one such song. This is Lean on Me, composed and performed by the late great Bill Withers. It's a song about empathy, kindness, and friendship. So, according to Wikipedia, Mr. Withers' hometown of Slab Fork, West Virginia was the inspiration for Lean on Me, which he wrote after he had moved to LA and found himself missing the strong community values of his hometown. So, our version of this song will combine singing with the performance of bowed instruments. We hope you enjoy Lean on Me. Lean on me when you're not strong and I'll be your friend I'll help you carry on for it It won't be long till I'm gonna need somebody to lean on me Please call on me and
003I'll call on you for help I'll help you carry on for it It won't be long till I'm gonna need somebody to lean on me >> [singing] >> It just >> [applause] [cheering] >> Didn't these musical students do an amazing job? >> [applause] [applause] >> All right. These students have shown exceptional dedication by attending practices held outside of their normal class and by working independently to memorize the lyrics of the song and their instrumental part. In previous years, my students have performed using boomwhackers, which are really fun plastic tubes, but it only gives students access to two notes, one for each hand. This year I wanted to provide students more opportunity to apply their prior knowledge of barred instruments. So, I arranged this song for xylophones, metallophones, and glockenspiels. Instruments such as these give students
004access to all the notes in the melody while allowing them to harmonize by playing two bars at the same time. The rigor of their learning was further increased by having students singing memorized lyrics while performing their specific xylophone part. So, they There's two parts. There's one that is assigned to the large group of of bar instruments over here. Those are the altos, tenors, and bases. And over here in the small group are the sopranos and the glockenspiels. So, they they do have to learn several parts for the So, basically they're they're playing the same rhythm, but they have dedicated separate notes to that. So, during the learning process, students have been introduced to ensemble skills such as performing together and at the correct time, blending and balancing their sounds with others, and performing their part
005independently to support the ensemble's success. This is the kind of musical teamwork experience that many students don't receive until they are in middle school. I have given these third graders quite a challenge, and I am so proud of how they have risen to meet it. >> [applause] >> So, before I turn the mic over to board member Thibodeau, I I want to remind families that will not be attending the remainder of the meeting, they may link up with their student just outside the music room door that faces the playground. And please make contact with me before leaving. Also, students whose families are staying for the entire meeting may enter the gym to sit with their family. Board member Thibodeau? Thank you. I have a mic. Thank you so much. Students, that was so incredibly impressive.
006I saw singing and musical instrument playing, which is impressive. I'm not sure that copy that. And I saw focus and smiles and I saw a couple of you help out your neighbor which was perfect and it was close to the community as well. So, I just wanted to congratulate you on your hard work. I definitely see those tonight. So, I wanted to ask the rest of the board if you have anything to add. Thank you very much. It's our pleasure. Yes! Thank you all so much. >> [applause] >> Families, as you're shuffling out tonight, I want to thank you so much for coming tonight, supporting your students. You are all warmly welcomed to stay. Our meeting is really exciting. Actually, tonight is very exciting because we get to hear all about LCAP. So, please do
007stay if you'd like. You're also free to go or you're welcome to leave and enjoy your evening. Bye, Justin. Bye. Bye, guys. Thank you. Bye. All right. We have a little bit of board business before we turn it over to LCAP. So, I will go ahead and move forward with the discussion. Is everybody deciding where to go? So, we do have our board calendar over here and public records requests. So, board, I'll ask you if you have any questions. Any? All good? Okay. Uh then at this point, I will turn it over to the board and >> [laughter] >> Welcome tonight for PTR third presentation. We're so excited to have you. Also, what an amazing experience to see our third graders really perform tonight. As Jason mentioned, he's been working with our students after his
008day of teaching when he has any open plans, and he's really collaborating with collaborating with our third grade teachers to make sure that students were able to choose to participate based off of something that they were interested in and loved. I'm going to start by just talking about our overall school goals and where we've started this school year and how far we've come. So, this is surprisingly, it doesn't feel like it, my fourth year here at Tarmigan Ridge Elementary. And when we first started at Tarmigan, we really started with our PLT process, our professional learning team process. But we started more about who are we as Tarmigan Mountaineers as a staff. So, we began by identifying our mission, our vision, and then this year we really talked about what do we believe? As a staff,
009who are we? So, in the middle corner, we participated in activity and we discussed, what do we believe as a staff about Tarmigan Ridge and our students? And so, I just want to read that to you because I do believe that this is what fosters everything we do at PTR. And it is that a staff we believe in creating a caring, inclusive, and safe community where every student feels valued, heard, and supported through strong relationships, open communication, and teamwork. We foster growth, empathy, creativity, and self-agency, empowering students and staff to take ownership of their learning and celebrate accomplishments together. And we've had the honor of being able to see that throughout projects and opportunities that staff have taken and really taken their own agency to identify their passions and what they want to do with
010students this year. Rebecca Bunker and Deena Auslin, who are absolutely in love with science, decided they would host the first Invention Convention. This is something that they brought to me and just said we'd love to do this and I said, "I would love for you to do it, too. But please, I'm out. You all handle this. If this is your passion, I want to see you thrive on that." And they did absolutely amazing. I don't know if you had the opportunity to see some of the pictures and the videos that the district put out, and that was all run by our teachers. We also have Maryann Hartman, who every year values that reading, who organizes a reading night for our families. So, this year was reading across the rainbow, where she enlists teachers to come
011and families are welcome to really learn about playing games with students, building student fluency in reading and skills. This year we also hired Natalie Corra, uh Corra, who's our new multilingual learner teacher, and she and our ML teacher over at OES are hosting the first-ever multilingual learner family night, which will happen at the end of the month. Really ensuring that we do want to see families present and where all families belong here at BTA. Our Our project every year that is done by Ms. Huff really involves students, families during open house. We ask families to add a piece to it, and our staff. So, that you see that right when you walk in. And so, everybody has a part here. Additionally, our staff really believe in working together. This year Last year, we sent a
012team to go to the Professional Learning Communities conference. And at the end of the year, we surveyed our staff, and we said, "You know, what's working? What's not working? What do we need more of?" And so, we used the EAA protocol as the PLTR Building Leadership Team. And we identified some really specific steps that we wanted to continue, and we wanted to grow. One of those that came out was really around that student goal setting. Some of our teams really started that last year, and they saw excellent success, and they wanted to move in that direction so that all students are goal setting. They all understand the purpose of learning, and they're systematically as a team collecting and analyzing data so that they can work with students about what that looks like for them. And
013you're going to learn a lot more about that within our first goal and with Ms. Tom and Ms. Hipple when we talk about those goals. All right. We knew that we had something amazing going on with the hard work and the skill that was happening in the PLT work and thinking about the thinking that was going on there. And so, we really used that as kind of a launching point to restructure some of the other foundational supports that we have available for students and for the adults that are working with them. And so, we really spent some really intentional dedicated time in the fall retooling our systems for getting that next level of support and you really rooted that in the strength of our PLC teams. So, building on that collaborative data analysis that we
014talked about, really using that in the wisdom in our grade level teams to think deeply about what's the next level intervention for students who need something more. Within that, we really embedded monitoring systems, access to resources. We just worked on that form over and over and over so that the tools were right there for those teams to dig into those things. And then, having a built-in monitoring system, some simple, easy ways to collect some data to come back to to measure the effectiveness of those interventions. And then, did that same process with that Tier 3. So, students who don't make that progress we would want to see with that intense level of Tier 2 interventions that teams are working together on. And it really was a cycle of here's our idea for the system. Let's
015learn about it together. What questions do you have? We tool the system. Let's watch a team. You'll see in the middle we had a pretty amazing team willing to like let us fishbowl. They practiced it live in time and then people said, "Okay, here's our questions and here the what ifs." And we went back and made some changes and then came back and tried it together as a team. And we really just did that very systematically with both the Tier 2 and Tier 3. And I envision we'll do that here at the end of the year as well as we're just trying to really build that system in the strength of the work of our classroom teachers. All right, which leads us into our first goal, our academic goal. And we set the goal that
016by the end of the year we wanted to see 50% more students in our grades 3 through 5 meet or exceed proficiency in ELA and math on SBA. That's coming up soon. We're eager to see what happens there. We also wanted to break that down to see 20% more students in K2 meeting proficiency using our new I ready and both math and reading. And again, leveraging You're going to hear this theme, leveraging that strong work that's happening in PLT. So, a real systematic process. And I'm going to actually turn it over to an expert who's going to tell you all about what that looks like. I'm not sure if I'm an expert, but I you know, I do do my best. Um at the beginning of the year, we started to learn about the core
017competencies. And at PLT, we began to you know, mine and dig and see where in our units are these standards showing up and what do we need to do if they're not at. Uh we we were thinking like what do we want our students to learn? How will we know that they've learned it? But most importantly, um how will our students know what they're learning and how will they know whether they're successful at it? This is something I think that we struggle with sometimes and students struggle with. The core competencies uh helped students develop that understanding. I'll be honest, when I first read the core competency, it was like, "What is this and what do I do with it?" Uh so, what I did is I actually just brought it to my students. I wrote
018the core competency on a big sticky note and I said, "Okay, by the end of the year, we got to be able to do this. And how are we going to do that?" And I was like, "First, what do these big words mean? Do we know what these words mean?" And we developed um a common language. We put it in the student language. And um we analyzed the student this we analyzed the core competencies. We broke them down. We put it in their own words. And honestly, I think they were better at it than we were. They knew what those words meant. And I was like, "Wait, you guys know what it means to analyze? I must be just a really great teacher." Uh and so, together we built a common uh language, a a
019clearer success criteria within that unit, that lesson, I started to see immediate success. They were like, "This character's doing this, and that's an action. That means I'm successful today." Which is really exciting to see. So, as they became more confident and more aware of their learning, they were able to talk about what they were learning, what they were learning in it, and what they need to do by the end of the year. Then, I decided to share this with Nikki, which led me here today. I also had a chance to share it with our staff during our staff PD, so I got to walk the staff through the process. And now, the staff is actually doing this process within their classrooms as well. So, that's really exciting. And then, today you guys will get to
020see it in action. Thank you. Prepare to see if you're as smart as a fourth grader in Andrea Hipple's classroom here in a little bit for rotations. It is exciting. It's just a little glimpse of what we're already seeing. This is our i-Ready data. And of course, we want to see the reds and yellows decrease and the green increase there. And we have some great increase already meeting. This was just at our mid-year data point. We have one more this year. We already have met that growth goal for our i-Ready student meeting for students. And same in math. Seeing that shift there. And so, we are really excited to see what happens with our final end of the year and the work coming out of for SBA. So, our goal two is a returning goal
021for us with a little stretch. So, last year we really made a commitment to increasing our communication with our target and families. And so, we committed to sending postcards and just saying, "Hey, here's what's a growth area for your student. Here's a way they're really demonstrating one of our core qualities for the month." Um, and this year we wanted to add on to that, our stretch that is really thinking about our students that we've identified in what's called a progress group. Our students we're really focusing in on some growth and really engaging in some meaningful communication with families about where students are, having students participate in here's my goal, what are your thoughts? Um, so I'm going to turn it over to Nicole Sakrosky who's going to tell us how that is looking like in
022her classroom. Good evening, Hardy families. You could tell I'm just confident in front of the stand. All those teachers are like, "Ooh." Um, I'm a fourth grade teacher here at PTR. My name is Mrs. Sakrosky and today I just want to share how we've been using positive parent communication as a system to support student success. In my classroom, communication is really not just about reporting problems. It's really about building that partnership with families because when families feel informed and supported, students are more accountable, they're more confident, and they're more successful. And I'm creating a communication system that focuses on being proactive, clear, and consistent. As part of our school improvement plan, I've also prioritized sending positive postcards home to celebrate our student effort, growth, and positive changes or continued effort with on-task behavior. This helps
023us build strong relationships with our families and ensures that communication is not just problem-based, but it's also focused on recognizing student success. In addition to postcards, I regularly communicate with families through academic updates and clear explanations of what we're learning. My goal is that parents are never surprised. They always know what their child is working on, how we're doing it, and how they can support them and help them to move through it. One of my biggest priorities is making communication really easy and simple to understand. So, I try to avoid all that educational jargon, and instead I just try to explain things in a way that parents can actually use at home. So, for example, instead of just saying that a student is missing their work, I try to explain what the assignment is, what
024we've been doing in class, and what the next step is, and how they can complete it. I also make sure every message includes a way for parents to support their child, whether that's breaking an assignment into a smaller step for them, using a sentence starter, practicing a skill we're working on in class, or giving them an extended dead deadline for an assignment, because I would rather have a late assignment than no assignment. I've also found that parents, they want to help. They just really need clear, specific, and timely information, and I've seen that reflected in their responses that you can see up on the screen. One parent shared that after watching a short video that I provided, both they and their child were able to understand a math strategy, and they were able to use
025it on the test the next day. Another parent shared that the communication they received this year has given them more abilities to support their child than ever before. They said that knowing what units we're working on, when the test dates are coming up, and where their child is struggling has made it easier to support them at home. Another parent shared that the videos, all the practice tests, and the consistent updates have helped them feel more involved in their child's learning. Because of that, they feel confident encouraging their child to come to school the next day and ask more questions, and their child is staying more engaged here at school. What really stands out to me is that when communication is clear and consistent, the families feel more empowered to be active in their learning. And
026when this happens, I've seen a direct impact on the students here at school. I've seen increased work completion, stronger academic performance, and improved accountability. When students know that both their teacher and their families are working together, they come to school differently, and they show up in the most positive way. To me, communication is not just about keeping parents informed, it's about building a relationship that supports the students. When families feel informed, supported, and valued, students are more successful both academically and socially. Thank you for taking the time to listen, and for coming to see the great work we're doing here at KTR. >> [applause] >> Thank you, Nicole. I want to talk about our whole child and our school-wide goal. So, last year we really looked at the dug into our Panorama data, and we
027decided instead of looking at a broad spectrum of information, say under something like growth mindset, we really wanted to dive into what are the questions of students and what are the how are they answering? And so, last year we narrowed our focus into one specific question, and actually in that question, we it was whether or not students believe they can meet complete the hardest work provided. And that was the one specific goal actually last year that we met, that our students overall we wanted to increase it to 70% of students believe that, and they did. So, this year, learning from last year, we decided that we again wanted to dive into the data and really narrow our focus into what students are stating in our lowest scoring, but also the spot that will prevent students
028from coming from continuing to build confidence in their learning getting the support they needed. So, this year we focused on whether or not students will try again or ask for help from a teacher or peer when presented with a problem that they don't successfully complete the first time. Here you can see uh in the beginning um from fall to winter, and students in K2, we actually saw an increase of 15% of students really persevering to reach that goal and trying again. In our 3 through 5 for students who make a mistake, we saw an increase of 1% Although that looks like it's not a huge jump, in all reality it is. Schoolwork gets really hard from fall to winter, and so the fact that our students are still trying and asking for support is really
029important to us. To talk about how we're really working to build that confidence, I'm going to turn it over to our counselor, Ms. Winters. All right. So, um I'm just going to give you a brief little snapshot on our whole child intervention plan. Um at the heart of the program is our trait of the month where we focus on one specific virtue, like kindness, responsibility, or self-management um to create a unified language across the building. To ensure this isn't just a poster on the wall, we utilize two main communication channels. So, we send out newsletters. Um a newsletter we send out to families are sent um bi-weekly, so it defines the trait and it provides families with at-home practice ideas so the learning doesn't just stop at school. Um for staff, staff receive a weekly
030newsletter that's packed with at-school strategies, like books that can be read together, discussion topics for morning meetings, or activities that can be done in the classroom. We also have our mountaineer tickets, which are a school-wide recognition system. Any staff member can write a mountaineer ticket when they catch a student demonstrating our monthly trait. Um but we don't just stop at handing out a slip of paper. Every week we highlight these wins during the morning announcements to build school-wide pride. And when a student's name is called, they get to use their agency in coming down to the office and choosing for themselves what kind of reward they want. So, it makes the recognition personal and meaningful. Then, once a month we gather as a full community for our student assemblies. We actually had one of them
031today. Um and they serve as kind of a rally point. We use this time to celebrate our mountaineer ticket winners. Um a lot of other achievements are celebrated. Every student who is recognized during the assembly will get their picture taken and is featured on our mountaineer Hall of Fame. So, you can see one up there. Um so, there's representation from every single grade. Uh let's see. It transforms our SEL goals from a curriculum into a shared culture. Cuz again, this is right in our the front of the building. So, if you're walking through, you see it. And kids are like, "Oh, that's my friend." And it's very very cute. Uh then, we also provide the how-to through our monthly classroom SEL lessons. So, while the newsletters and the tickets provide the environment, the lessons in
032the classrooms help to teach the skills. So, once a month, either our MTSS and SEL specialist, Mrs. Lean, or myself will teach a dedicated deep dive lesson into a specific topic. So, those lessons are designed to be interactive and age-appropriate, giving students the actual tools, like conflict resolution steps or self-regulation techniques, that they need to be successful in order to practice them in real life as they age. Let's see. By aligning our newsletters, our recognition system, our assemblies, and our direct instruction, we ensure that every student is surrounded by a consistent message of character. Our goal is that by the time a student leaves us, these traits aren't just things they've heard of, they're part of who they are. >> [applause] >> And in a moment, you will actually be able to watch one of
033those lessons with some of our students. Our student support systems, we actually looked at our data in previous years and current years, and one of the things that we noticed per our previous ESA plan is we really focused on that K2 reading foundational skills. But, in looking at our data, we had a huge gap of students who were two or more grade levels below in 3-5, which really hindered our ability to continue to grow because 3-5 really focuses on those comprehension skills, not those foundational reading skills. So, we set that goal actually to look at all of our data, and our goal is that 70% of our students who scored in fall based off of i-Ready at two or more grade levels below will actually increase um at least by one grade level, closing the
034achievement gap by our students. Some of the programs that we implemented this year in our 3-5 is we implemented UFLI, which is a phonics-based uh direct instruction for foundational reading skills. We also, at the Tier 3 level, implemented SIPPS, which is again a phonological awareness, phonics, and sight words program, and this is in our 3-5 uh 3-5 grades. And then, we also really worked on using those DI through Bookworms to sort of organizing where students have gaps and holes so that our title team, which is phenomenal, is able to then start placing kids appropriately into those intervention groups to show growth. We also have our phonics Our teachers at each grade level really targeting that instruction for you. So, we added that to as part of our core instruction throughout the day until we had
035enough growth within our students so that we could move that to our differentiated instruction time. And that was all done through teachers looking at that data. But I have Megan Talker who is going to present how her team in fifth grade uses data to really support students through goal setting to increase their reading skills. Good evening, school board directors. Thank you for the opportunity to speak with you today. I want to take a few minutes to share how we support students through goal setting, targeted instruction, and ongoing progress monitoring in fifth grade. In our classroom, goal setting happens in two ways. Long-term goals are written, short-term goals are verbal and built into daily instruction. This balance allows us to track growth over time while staying flexible and responsive to student needs. One consistent expectation we
036have is that students complete at least three i-Ready lessons each week. To build motivation and ownership, we use an i-Ready goal getter wall where students track lessons passed. Students update this every five lessons, creating a visible sense of progress. We also use goal folders where students reflect on their fall and winter diagnostic and set spring diagnostic goals based on their typical and stretch growth. We also set long-term reading, math, and personal goals and connect goal setting to state assessment data from the previous year. Students reflect on their fourth grade SBA scores and we guide them through thinking about how they felt about their scores, what they think helped them during the test, and what they could do differently to improve this year. From that reflection, we work with students to set up personalized goal for
037this year's SBA. This helps students not just see a score, but understand their role in improving it. This helps students understand not just where they are, but where they're going. During small group instruction, we focus heavily on weekly verbal goals. This is where we define the skill focus for the week, talk about what success looks like, have students explain the goals in their own words. Because this happens in real time, students can ask questions, get immediate feedback, stay focused on exactly what they need to improve. We use a tool in i-Ready called grade level planning scaffolding to guide instruction. i-Ready groups students into four levels. Ready to go, additional support, in-depth support, and needs support decoding. Each group receives targeted instruction based on their needs. Mrs. Kesterson and I work closely together to review lessons
038lessons, sorry. I didn't identify misconceptions and skill gaps, plan instruction across the week. We then split groups and students rotate between Miss Kesterson and I during instruction time. During group time, we review the weekly goal daily. Students understand their level and our expectations. Students know that when they pass a mastery test at the At the week, they move to the next level, grade level. We make sure they understand what success looks like before they test. At the end of the week, if they pass their test, they move up to the next grade level. If they don't, we meet with them, review their work, and set a plan for the next time. This ensures no student is left behind in this process. We also use a shared spreadsheet to track where students started and where their
039mastery progress over time. This allows us to show their students their growth and make informed instructional decisions. About once a month, we meet we meet with our students to review their i-Ready personalized instruction summary. Students can clearly see their growth and current level. This makes their learning visible and meaningful. This system helps students take ownership of their learning while allowing us to provide targeted responsive instruction. Thank you. So, I just want to show from fall to winter i-Ready scores and the growth we are already making in that area through our tier three intense instructional groupings. And so, in third grade, we actually decreased those that were at tier three from 25% to 16%. Fourth grade, 28% to 17%. Fifth grade, 54% to 41%, making us to our halfway point of our goal at 33% of
040our students moved two or more grade levels from below increased in their reading ability. And you're going to have the opportunity to learn more from our students, but I'm actually curious you are ready to do. So, let's talk about I'm going to give it to Miss Hill to talk about being able to explore and work with our teachers and students at this time. All right, we've heard about some pretty amazing stuff. So, we're going to have three groups and each group will have a little timer going in rotation. Families, I know you'll want to hang out at least at first and see your students in action, but you're also welcome to like wander around. We've heard some interesting things tonight. We hope you'll explore the other stations as well. So, group one is going to
041be with Mrs. Hipple's fourth grade students breaking out the core competencies. So, that's going to be Board President Tivedo, Director Madigan, and Dr. Westover are going to join us here at group one. Uh fourth graders, you want to come on up as well and get ready. Uh group two back in the corner with uh Mrs. Winter and the second grade students learning about asking for help, really important strategy even as an adult. Uh we're going to have Board Director Kinsler, Board Director Oh, I'm going to say this wrong. Milo, thank you. And Superintendent Wheeler back here in the corner. And then group three over here with Miss Todd's fifth grade students going to be working on some goal setting. I hope you have some things in mind and that's going to be Director Fisher, Dr.
042Lee, Mr. Freeze, and Director Oh, we got Director Fisher twice. Okay. She threw her arms out like so. I just want to let you know Miss Casterson is Oh, we also over in my group. And I notice quite a few of my teachers right now in the building. I won't name them cuz I don't want to embarrass them, but if you have further questions, I'm sure they'd be happy to answer them. A lot of expertise. A lot of expertise in the room. Okay, we're ready. All right. Join your stations. Okay. Yeah, that concludes our portion of this presentation. Thank you. >> [applause] >> Even just starting off with the music program and how this diversity is able to allow the kids to have fun and something they love and then kind of challenge them to
043go further. I love those things about that. I want to congratulate you on your progress on the students meeting both math and ELA goals. That is hard work and you did such a phenomenal job describing some of the things you're doing with your PLTs and how that work is being done. All of the evidence is in the numbers and also in the seating. So, you could see that they're excited. We were just talking to Axel about his reading achievements and being 30 points further along. I love being able to see that. Your communication with parents I love it. Go through the plan. Communication with parents I can tell you as a former parent No, I'm still a parent. I get to be here and I just That's so hurtful to be able to engage parents
044in student learning. That wasn't always the case. So, I want to acknowledge the leap forward that you're making in your communication. I can go on and on but let me open it up to the other board members I'll share. I think we all recognize kind of the same core values and what you've said tonight but I personally There was some key phrases that I kept hearing like I heard retooling the system. And I just really applaud the fact that I think I've heard that continually. I just love the idea that when you see something that's not quite the way you want it, you're not afraid to go back to the drawing board. And also the fact that you have a teacher who thought, "What does this mean?" and can take it to the students instead
045of directing the students how to think. Um you're you're them to think and that's phenomenal and I think that your ability to do that comes from your administration and so I just want to compliment the whole structure of the system here that there is a way for you to pass that to your teachers and your teachers are passing it to your students and then your students, as they're sitting over there, they're describing their goals as they're setting their goals. It was just so heartwarming and all the students that participated tonight, they gave me just a real good sense of they love being kids and they love being here and they love the learning and setting their goals and hitting those benchmarks and just a phenomenal communication like Gary was saying. The idea that you're looking
046at a communication, again, there was a word, families are empowered with communications and that's just so so funny. And I think that, you know, sending those cards out there is really really good and they're just taking it a step further every time. So, again, a lot more to say but there's no time. Um, first of all, I wanted to tell you thank you so much for having the multi-language night, the reading night, the science night. I love the fact that you take the learning into celebration and you're sharing with the community and with the parents and with the family and that the teachers learn with that. Great to know. Okay, and I loved the description of gold to nobility. There was partnership and relationship because that's that's really what overall all about here. And that
047you're using the Panorama data thing because a lot of times you see that we have so much data and then what do you do? Okay, but the if data it has to have a root. I mean, and the purpose is probably to help the kids, so that's wonderful. Goal three, the newsletters. All those newsletters that explain to parents and teachers both the counseling lessons, the teachers' lessons, when the test will be, lessons that you can use at home. That was just the embodiment of the relationship that we that talked about the goal two. Even though that was goal three, and goal four, thank you so much for mentioning comprehension interventions. Thank you so much because I mean, that is the answer to today. They have formal reading and math. It it it is. And and
048I loved the comment responsive to the student needs that you made because that's what we teachers have to do every day. Cuz every class is different, every day is different. So, thank you. I was just I had a lovely time. Thank you. Your goal class Yeah, they said everything, so it yeah, yeah, that's safe, but no, um super proud of what we're what you guys are with the staff and and leadership um interaction with the kids. It it's the best part, let me say. Um you guys did great, but sitting down with them, right, is is where it really is, and you see it, and you see the passion that they show us, right? And we're we're strangers sitting in front of them, right? To a point, so. And they share their heart, and they
049share their pain, and and the interaction that that we get is just that that's what this is all about. So, I just love what we're doing and seeing these knob scores and everything that that is getting better, right? Through and I think, you know, back to the team here, right? You guys are they're buying in, right? You guys are all on board. Let's do this. Let's improve. And yeah, now I'm And I think at the same time, all these students, they're all yours, right? They they might go home somewhere else, but those are my kids, right? So, yeah. And so, you're you're on you know, 100% Great job. I think the focus of each one of you, like being a team, like that's the most amazing thing because you can't be an individual. You have
050to be a team and you all talked about that, like, okay, we'll do this together. I love that. I also love how you talk to the kids. I think there's some great respect shown to that. Like, that I grew up a long time ago and it wasn't like that in my classroom. So, right? It was very structured. We didn't have a voice. We had to sit there and you know what I mean? And watching you guys give these kids their a voice and letting them be empowered to use their voice um was pretty amazing and they were all very comfortable with talking uh about what they're learning. I I'm like, wow, that's amazing. We didn't get that. So, every time I see that, it just excites me even more to think, like, these kids are
051being brought up in the world. They're going to kick their in. They're even going to be doing a great job, right? Um because you're empowering them to do that. So, thank you very much. I just I again, I'm going to say I was so impressed with what you talked to these kids. Like, that was amazing. And one of the kids over there said, "Yeah, and adults can learn from kids." Uh I wanted to honor and and thank you again. It takes a lot of prep and time getting ready for this meeting uh each year and we all just really appreciate it. We're able to take these stories back into the community. They're included in our conversations as we're discussing all the myriad of topics we always discuss. These are the meetings that I think we
052get some of the most out of um because we're able to hear your voice and the students' voices and your principals' and vice principals'. All of that comes together, so uh we recognize that it was a lot of work, but we're so grateful for the time you invested. Well done. Congratulations again on our progress so far this year. Um I just want to say a personal thank you because it was Autism Awareness Month and I just want I know some of these ladies from from my own family's experience, so um I just want to all make sure that thank you for including them. I would also like to say there was a comment made in there about how you can tell who's comfortable speaking in front of large groups and not everybody is and I
053have to say I've never been up in front of a classroom of kids. So, kudos to you. You were very eloquent. All right. Thank you so much. Uh we have last board comment. I think you said everything we wanted to say. So, thank you and I will adjourn tonight's meeting. and I will adjourn tonight's meeting.