6/24/26 School Board Meeting

001Please stand for the Pledge of Allegiance. Good evening everyone. Tonight, President Reiner is unavailable as well as Michelle O'Brien, our Vice President. At this time, according to policy, I am appointing Alyssa Riley to the temporary chair for tonight's proceedings. >> I did. And we did the pledge, so we're Good evening. Next on the agenda is the ask for a motion to approve the agenda. >> Um I so move. >> Agenda is approved. Are there any visitors signed in? Anyone online? Discussion items. School Improvement Plans 2026-2027. Proctor High School, Mr. Beason. >> So for those who are listening this evening as well as for the record, each principal is going to be doing their year in review about 2025-2026 and talking about their 2026-2027 um school improvement plan. And then, instead of doing an action after

002each one, we're going to do them collectively as one action item. Um Director Riley, the only thing you'll have to remember is that when we do the action item later on, we have to say the names of each school for the record. >> Very good. >> Thank you for having me. Um I just did this one page here for you guys that you could look over while I talk. Um at the top, I have the table that includes all of our goals that were included in our 25-26 school improvement plan and a plus or minus indicating whether we met that goal or we did not meet that meet that goal. Plus is met, minus is did not meet that goal. And then the ones with blanks, the information has not yet been released by the

003state, so we don't know. There are we can make some deductions and and best guesses and I'll go through those each with you right now. Our graduation rate Their goal is 90 90%. We met that last year. We will not meet that this year. We are at a 87% graduation rate. On track to graduate. Now, according to my 25-26 school improvement plan, I actually split that one into two different goals. We made a percentage of students that were on track to graduate and then a percentage of students that that the previous year were not on track. We wanted them to recover credits. So, really I should have split that for you. The 25-26 plan says 85% on track to graduate. According to the state numbers and the state's definition of on track to graduate, we

004had 67% of our freshman students on track to graduate. Which is pretty typical. We've been shooting for that 70% and getting back to that 70%. Some years we're closer than others, but 70% is generally where we're at. 67's a little bit lower. If we take I did change that a little bit this last year and look at our own definition of what on track to to graduate graduate means. In our district, obviously, it's 26 credits. We have a little bit of room in the trimester system and so students could in theory still fail a class and still be on track to graduate in four years. So, with a modified modified definition, which is also a national definition of on track to graduate according to our helpers at uh, through freshman success, we have the Washington

005uh, Washington Center for Student Success. They help us with our freshman success team and they use the national definition as well. Uh, but according to the national definition, it's we would be at 74%. Still not to our goal, so we still would have would have put a negative there. Um, but we are working towards that and you'll see uh, a number of things in the new school improvement plan. Um, our average daily attendance is uh, the goal was 95%. We did reach at 96%. We also had in there a 1% increase from trimester to trimester, uh, which we did not meet. We had an increase from uh, a decrease from trimester 1 to trimester 2 and then an increase from trimester 2 to trimester 3. So, we and then overall, we did increase from start

006to finish uh, from try 1 to try 3. Um, ELA proficiency, we have listed as 80. Now, these goals have been in our plan for some time. We are consistently we're we're trying to reach those goals. Um, Diana helped create this. Uh, it's been some years, but we don't we've been working towards these numbers. Um, those scores have not yet been released. Uh, we are should be sitting around 70% proficiency. Um, that means a three or four on the on the the test. Math is a little bit lower, quite a bit lower. Uh, we should be sitting at about 35% proficient, uh, which is in line with state averages, if I'm being honest. Um, but those will we can we can guess that we're going to have a negative in those two. EL growth, which

007also hasn't been released. Um, we have historically met that goal of students moving one one category, one number in the positive. Uh, I would guess that we're going to meet that again. Uh, dual credit, we have listed as 80% of our students uh, reaching um, 80% of our students taking at least one college in the high school course uh, or one college level course over the course of their four years. Um, this is a little bit harder to to track because when you're talking about those numbers, really I don't know those numbers until their senior year. This year's senior class was 68% 68% of students in the senior class took a at least one college course over the course of their four years. Uh there are a number of things that we're going to do.

008Mostly that is trying to remove barriers. We've talked about this in terms of audits and trying to uh decide, you know, why kids aren't succeeding or why kids aren't placed in certain classes. At our high school we use student-centered scheduling, so students are scheduling themselves basically, but there are still maybe some roadblocks. Um most of those are centered around perceptions and so I've been talking with the counseling team about trying to to break some of those perceptions um to get more of our student body that is interested in dual credit. Um and then the last goal is the AVID goal. 100% of our our teachers are using schoolwide strategies uh throughout the year, so uh pretty happy with that. Just as a reminder, um going back I've talked a little bit about these, but the

009primary focus of 2026 2025-26 was on PLC work. So even though we have these goals, we took a stance that if we could focus on PLC concepts, then that would be an improvement in a number of different areas. Um in our work with Chris Clem, we found and we we believe that having two we had too many goals on the school improvement plan and it was really hard to focus on any one of those. So we chose as the biggest bang for our buck was the PLCs. We shifted to a PLC plus model, which meant going away from content PLCs, not 100% away. We still met within our contents, but we also created PLC plus groups, which were a more focused and uh teacher-oriented, teacher-driven. Uh we had teachers decide what they felt were barriers

010to student learning and then we created seven different categories from that. Teachers then placed themselves in groups that they found most interesting and then that was where we began our our data dives and our data inquiry process. This was our attempt to try and match some of the things that the middle school was doing, um just to try and keep some fluidity to that work. Um we believe that I believe that that went very well. I had Chris Clement there. I had Molly Lawson, who is our freshman success helper, um help guide that work a little bit. And then uh they they began the process of learning how to dive into data. Mostly, it's about collecting data. And David Funk and I learned a lot in this process, leaning heavily on Chris Chris Clem as

011we did so. Uh I can't remember remember even when I last presented to you, but I brought in a Gantt chart, which is a you know, laying out our timeline and who was going to create what, who was responsible for what. Presented that last year. We're still using that. We did rework that Gantt chart. Um but we are going to continue to work, I believe, with Chris Chris Clem as well as Molly Lawson and the Center for High School Success uh with our freshman success team. All that to say, we made some adjustments in 2026-2027. So, the new 2026-2027 school improvement plan is very similar to the one that you always see. Um so, if you you know, take a look at that, go through it, pour through it. I've already made some changes to

012what I even gave to you guys. I saw some mistakes that I made in there. Uh so, as you're reading that, we did we are required um not by anything, but by personnel changes to change our key some of our key leaders in 2026-2027 due to movement and retirement. Um we did after working with Molly Lawson, we had a after after-school meeting. After school was completely out, sat down, talked through, and and game planned next year as far as our freshman success is concerned, which uh ties into our larger umbrella of student success. And so, the many of the concepts that we talked about are also just for general student success. We're going to name a freshman success chairperson. Uh that still has yet to be done. We do have the person in mind. I

013just haven't worked that out with them cuz I'm asking uh one of our teachers to step down from another position to solely focus on this. So, that hasn't taken place yet, but we will be trying to push some of the responsibility away from the administrative team and into the hands of the teachers. Trying to share that load a little bit and we think that that will be more successful with a teacher leading that charge. We're solidifying the team and and calendaring all those meetings. One of the challenges that we face is the number of Wednesdays that we have to work. We currently split all our Wednesday time between PLC's, teacher days, grading days, and district days. And so when you have that many things going on, it's hard to dedicate the amount of time that's

014necessary. So we're trying to calendar those out. We still want to maintain our focus on PLC plus because we felt that that was really powerful. It really pushed data. Made it more personal for our teachers and pushed it into the classrooms on on another level than was previously taken on. We did change some of our targets and I mentioned that earlier. So our on track to graduate number was 85%. I changed that to 80%. We're consist pretty consistently sitting at 70 around 70%. I don't So I bumped that down to 80% just to give us more of a of a chance at that and and feel like it's an attainable goal. Average daily attendance didn't change as seeing as how we met that goal. I did leave graduation rate. ELA proficiency and math proficiency I

015don't I don't really want to mess with those either. I feel like we're getting close in ELA. Math again still has a ways to go. ELA growth I didn't mess with at all. Dual credit I did I did think about changing that one, but I ended up leaving that one the same. As far as changes in targets, most of the targets that we changed are with student success and freshman success. One of the main things that I learned from PLC plus groups was that data data collection, data inquiry if it's too difficult and takes too much time then nobody will do it. And so we have sat down with both of our consultants and have come up with a number of different pathways for teachers to accomplish that that are easier. So we're we're creating

016a simpler tracking system for data. Uh we added some uh specific things to freshman success, that conference tracker. So when we identify students that are failing uh one of the plans is part of the plan is that we're going to send out the weekly F list to every teacher. Uh we're going to ask that they do specific things with that using the conference tracker. We're bringing back a system that we discontinued a while back called Mustang Alert, where every time we have a staff meeting we now have teacher time where we are alerted to kids that are struggling. We sit down specifically with another checklist and talk over exactly what our plan is for specific students. The goal being to cut down the number of and I'm going to say this, this is very um

017probably not uh as as cordial as I should be. Cut down on the number of stupid F's. There are a number of students who just they're not failing for any good reason. It's not because they don't understand it. It's not because it's not it's for really dumb things. Um and we want to we want to help provide them with a pathway to overcome those things. And uh and still find a way to pass those classes. Uh student tutorial, we've added in a student tutorial for math, specifically for our freshman students who failed math and were unable to recredit to recover a credit. As freshmen, they will now be in retaking Algebra 1 as well as being enrolled in a tutorial class specific to math. We will be doing the same thing for ELA, but rather

018than targeting students that are 10th graders, we are targeting students that have already been identified from the middle school as students that struggle with ELA and trying to preemptively tackle those kids. Um, and and the struggles that they that they see. We, more than anything else, want to maintain the momentum that we have in PLC plus groups. We did see some success. Uh, we did see growth from the beginning presentation of of one group to the last presentation of our seventh group. There was a lot of growth from our teachers just being comfortable with the process, being comfortable speaking about the process, being comfortable challenging each other within that process. And so, we're going to continue with that and find find ways to continue that as much as we can. Really trying to focus in

019on on freshmen first. And I will take questions at the end. >> Are there any questions for Mr. Davis? >> I you probably said this, I just missed it. Um, what was the graduation rate for this? >> 87%. >> Okay. >> Are you anticipating challenges with the graduation rate from going from trimester to semesters next year? >> We are. Yes, we are. So, uh, students are going to It's kind of hard to talk about and this is a one of those challenging things. I don't want to seem negative. I don't want to make it seem like it's this is a terrible thing. Um, when we were in a trimester system, and this is why I hate it cuz it sounds terrible. When you're in a trimester system, students can still fail eight classes and graduate.

020That's built into the system. Moving to semesters, we just knocked off four of those classes. So, there is still wiggle room, but that wiggle room just shrunk. And so, it is very, very important to focus on that freshman success. That freshman success is the indicator for for future graduation numbers. And so, we're aware of that. We are concerned about it, um, but we're doing the best we can to try and preemptively hit those those challenges. >> Do you have another question? Thank you. >> Thanks, Brian. >> Next, we'll have the student improvement plan from Hazel middle school presented by Mr. Dick. >> Brian will have me beat on overall time. I'm planning on being relatively brief tonight. The paper [clears throat] that we just gave you is a one-pager on the end-of-year SIP progress report.

021We had written a SIP plan as Brian had said. We've been working with Chris Clem, who is an implementation science um devotee. And in the past, we would have goals for tens of dozens of things, and we said we really need to focus it down on just a couple of things. Do those really well. Not be shooting for the shiny object. So, you'll see that there's it's kind of broke down just to two goals. The first one is uh, for English language arts. Um, we identified our students who were at the emergency level, which we um, defined as two or more years behind their current grade placement in their assessment results from the beginning of the year. Our goal for those was 75% of those students would meet their stretch growth, which is more than

022a year's growth in a year's time. Um, we had probably uh, I have to give you the specifics, but it's about 215 to 225 students that were emergency students. Um, the vast majority of those students were students with disabilities and uh, students who um, were multilingual learners. And those also happen to be the two areas that Hazel Miller School um, is on the WASSIP, the Washington State Instructional Framework, or Improvement Framework, excuse me, um, not meeting the um, state's expectation. We're in the bottom 5% in those two areas. So, our identification is also based on um, those students and their scores. So, our focus is really on our level one students, if you will. Um, we know that um, when you're 3 years, 4 years below grade level, um, in 1 year, you're not going

023to be back to grade level. So, we focused on the stretch growth, meeting more than 1 year's growth in 1 year's time. Those students didn't get to be two or more grade levels behind by meeting adequate annual progress. So, um, stretch growth would be uh, a change, an improvement for a vast majority of those students. Um, we identified those students at the beginning of the year um, using a a variety of assessments, including the ERLLA, which is part of our art curriculum. Um, and then at the end of the year, we identified um, whether they met that or not. Um, the the Smarter Balanced Assessment has um, level three scores for each of the grade levels. So, we looked at the difference from sixth grade level three to 7th grade level three and that growth

024over time was what we considered to be one year's growth. Um so anything above that score. So that's what we based our scores off of. Um we had never run those numbers before and we'd never looked at the SBA um stretch growth over time. So this is our baseline. So we weren't sure if 75 was higher or low. Um so in the area of English language arts, we were at 50.4% of our targeted emergency level students made stretch growth on the spring uh SBA. Uh math, I don't need to go through all that. Again, it's the same same identification process, same targeted student group um made up of very similar students. A lot of the students in the emergency level target group for ELA are also in our math target group. Um same goal of

02575% we were at 51.9% of our students met their stretch growth for the year. Um you'll see that I've written in there a discussion of factors. Um some of the growth that we saw came from our PLC process. We've invested for over three years into the PLC process um sending staff members to uh summer conferences, trainings, um work we do throughout the year and we were able to um get that process set up pretty well this year and it was effective where meeting at least once if not twice a week, which is the minimum that uh Smarter Balanced recommends for um PLCs to be effective. And so we are seeing the results of that. Um our instructional coach was really guiding a lot of that work using protocols um and it was really becoming an

026efficient process. Um I have staffing down. Our uh ELA resource room um has had three different teachers in three different years. So the continuity there, the work there um is hard to really create a system that builds on itself um and has consistency that we can see that growth over time when you have that many teachers in. We got uh great teacher this year. Uh Jackie Hickam is in there. She um did amazing work but as part of this year, she was even out the classroom for a period of time completing her student teaching. So, there were a few things in there that just the rapid change over the 3 years and then even the student teaching this year were factors that that played into those scores. Core instruction, we made sure that all students

027received core instruction and that was a bit of a change for us. So, in math this year all students received sixth grade core instruction and for many years they had not been receiving core instruction. They've been receiving differentiated instruction based on their level. So, we're able to do both of those this year. We're able to provide core instruction. And you think, "Well, those poor eighth graders didn't probably grow as much because that test was at an eighth grade level." But, they actually had the highest rate of growth out of the three resource rooms or the three grade levels and they were at over 50% of students in there met stretch growth which is is something that's pretty amazing for the time that we have in there. Interventions, we had some different interventions in place this

028year to support students. We had some gear up. We had some community in schools within the classroom. The art curriculum has a built-in toolkit intervention. So, we're able to provide those because of our blocking this year. Supports that we have as far as paraeducators and different department level supports was great. We're not different than any other school in the country, but some of the testing factors we had students that finished their testing in 10 minutes. So, we want everybody to be you know, invested and excited about that. Even with the work that we did this year, we still had students who were finished in in 10 minutes on their math and then a couple days later were finished with their math or with their ELA. Conversely to that, we had students that took 2 and

0291/2 3 weeks to complete their work. And so, Um, will continue to be um, situations that are in there. And then another factor that we have is attendance. Um, uh, attendance has been an issue that we're uh, that we've been focusing on and will continue to focus on. In our school improvement plan last year, we talked about the connection between, um, the Smarter Balanced Assessment and our, um, diagnostic that we have. We give the i-Ready three times a year. Um, and you can see when you look at it, um, the number of students improving their placement, um, so if they were three or more years behind, they might have improved to two or two years two years went to one year, one year went to on or nearly on, and then, um, so on and

030so forth. And so in sixth grade in reading, we had 48% of our students improving their placement. Uh, seventh grade had 47, and eighth grade had 57%. The number of students that were two or more grades below their current placement went from 64% to 47%. And the percentage of students, um, on or near grade level increased from 19 to 31%. Um, from the beginning of the year to the end of the year. Math, we had similar numbers. In sixth grade, it was 53% of students improved their placement. Seventh grade had 44, eighth grade had 49. And the percentage of students went from two or more grades below, um, to the next level up was went from 55% to 46%, and the students who were, um, on grade level increased from 16 to 31%. So, the

031results that we saw were similar to that. Um, we'll have to restart next year with LinkIt, um, to re-norm our our work that we did this year. But those were the two areas that we focused heavily on, um, using PLCs as Brian said. Um, so we'll kind of finish up with that, and we'll move into, um, next year's plan. And I didn't I didn't bring a one-pager for that, cuz again, the paper is is is near and dear to our heart. Um, but there's also a digital copy for it. Um, but real quick, the, um, the information that we have is we're going to keep the goals the same. We felt that there are a couple factors that we'll be able to mitigate going into next year that we hope to improve that 50 to

03251% up to 75% and so we're going to identify students in English language arts. We're going to identify those students that are in that emergency or target group. We're going to continue to use the art curriculum to provide core instruction to all students and provide individualized instruction through the tool kits. Our focus though, we broke the SBA scores from the previous years and some of this year's down. And one of the fundamental areas that we really were struggling with that we feel like is a is a key concept or a key skill that that holds students back is vocabulary. And this is a school wide. So this is a school wide tier one intervention is working on vocabulary, but it will really address our students who are furthest from educational equity. And that would be

033our multilingual learners and our students with disabilities. So we're going to really focus on a school wide instructional push to teach that vocabulary at the beginning of each unit that they'll have to have for that. But in the core early tool kits, we will be working on smart goals that target vocabulary. So that will be a big focus of ours this year. ELA continues to be blocked and we have teachers that teach There's more than one that teach at each grade level. So we'll be able to continue some of that PLC work. But instead of twice a week, it'll be twice a month, which will be one of the factors that we'll have to look at. We will use early data and link it mid-year assessment to monitor if we're on track with our interventions.

034If we are, we'll continue. If we're not, we'll adjust. And this year at the mid-year when we presented to you guys, we were on track. A little bit higher than what we finished out with. So that'll be our mid-year to see if we're on um and if we need to make any adjustments. Um and again, this supports all of our students, but our multilingual learners and our students with disabilities. Um math is going to be similar. We're on the same goal that we had last year, but we're going to um have a a little bit of a um struggle to provide some of the same supports that we had this year. We'll identify students who are in that um emergency cohort. Um our teachers are going to give the SBA interim assessment, so it's like

035a smaller version of the SBA, but it's unit by unit. Um and so before they start a unit, they're going to identify the assessments that match with that unit, the the standards that are within held within that unit. They're going to give a pretest, and that will give them information to identify what interventions they may need to put in, skills they may need to teach that are prerequisite um before they teach it. And then throughout time, they're going to be providing interventions to those students. Then they'll give a post assessment at the end. We'll use that SBA interim assessment along with the LinkIt um to find out um the progress and monitor the progress of our students. Um we don't have um we'll have one teacher at each grade level. Um so we don't have

036enough to be able to run PLCs as we have in the past. So we'll be running um as Brian said, a PLC plus or a critical friends group. Um and that is um a a term used for um a group of teachers that are looking at factors that might interfere with the student success, but it won't be like sixth grade math teachers working on sixth grade math. They'll be looking at bigger concepts, and that's what Brian had talked about his staff have taken on with the seven different areas. And so we'll be adjusting to that a little bit this year. With the blocks, we'll go from uh nearly an hour and a half of instruction to 40, I believe it's 42 or 44 minutes um a day, so there'll be less time for that targeted

037intervention within the classroom. So um that'll be uh time will be much more precious, so we'll have to use that time um to make sure that we have some strategies in place and protocols in place to be able to provide students with um on interventions. Um and this is just I just wanted to say that the improvement plan is a small fraction of the work that we do that comes in the course of the year. And so um if I present to you guys at the beginning middle of the year 20 minutes each time, that's an hour. Um there's 1,000 I think 280 hours in our school year. So that is roughly 800ths of a um 800ths of a percent of the year that that I get a chance to come in and present to

038you guys. So I know that there's going to be some information that you'll want, so please reach out. Um along the same line, I know that everybody has um tremendously busy schedules, um but feel free to stop by the building and and we'd be glad to share some of the information with you and you can see some of the work. What I did want to share um in looking at the um in looking at the um procedure, it talks about giving feedback on how students are doing in a in a variety of areas. So I just want to give an anecdotal story um real quick um to to kind of finish some of the work. This is a student that would show up as um one of 130 students that improved their score and met

039their stretch growth. But this is a student that I'm going to try as best I can to not have any identifying information. As a sixth grader, 43 behavior referrals. Student went online the last part of their sixth grade year because their behavior was so disruptive in the classroom. Was a level one in math, a level two in ELA. A lot of D's, couple C's um for their grades. Seventh grade year, there the full year, 19 behavior referrals. Um level one and level two, grades improved. Um and then this year as a as an eighth grader, um three behavior referrals, one of those was a cell phone that fell out of their pocket. Um, level four in math, level three in ELA. Um, three four A's and B and C. And so, those aren't the things

040that show up in the statistics that I've got here, the numbers crunched by grade level, whether or not they were in there. This is just one of a student that we have hundreds of these. And it's hard to to express that information here as we're we're looking at whether or not they met goals and stuff. So, um, if at any time there are any questions or you guys want to come by and and, um, do a quick walk-through, talk about any of this. I know that this information that we provide in the SIP plan is limited and it's on purpose. We're trying to be very, um, focused and front sight focused on what we're working on, um, but it's not all that we do. We're working on attendance, behavior, social emotional. We we meet weekly

041and and talk about our social emotional, um, behavior. We're we're meeting with students every day, obviously. Attendance, um, those are reports that we're running on the weekly and monthly basis. So, there's a lot more than what you see in here and so, um, I know that that may raise questions as well, but, um, the school improvement plan will be a continuation of the work we did last year, um, focusing on stretch growth for our reading and our, um, math scores on the SBA for our targeted students, but really we're looking for that stretch growth for all students, but, um, in particular, we're measuring and monitoring and adjusting based off of the um, scores for those identified students. Any questions? >> Um, I this might be more of a district question, um, but just kind of

042going through stuff quick last night, it's kind of the same theme for me. I mean, we talk a lot about stretch growth, um, which doesn't up doesn't necessarily mean that students going to be up to where they need to be. So, I guess my question is if if it's not at the district level, what where is this fight at? Because obviously we we identify students that are one, two, three grades below, but we just keep working through the system. And that this makes no sense being a school board member for 2 and 1/2 years because it's the same thing every year. So, where where is this fight? Cuz we keep just pushing kids down the line to the middle school, to the high school. I I don't understand this. It makes zero sense to me

043that we keep just kicking the can down the road. >> Are you asking So, I'm just like I can kind of do some clarifying. Like why we don't retain them till they're at grade level? What What are you Are you asking like how do we stop the gap? Are you What kind of are you I I mean >> Yeah, I mean we we have students that roll into the middle school that are two grades behind. They can't fix that. So, now we're going to roll them into the high school that they're three, four years behind. How do we fix that? That that that's been the frustrating part is that I mean we we have all these goals and stretch goals and but like honestly I I I don't it it it's frustrating just just to

044sit here year after year and it just seems like nothing changes. And I'm not saying that there's not a ton of hard work that's going in, but it's almost like we're handcuffing each building each year, each grade level. >> So, um I think I So, this was actually the only thing I was going to share in my board report. Um but we are making improvement. It's hard to tell because what has happened to us is we have kids in the middle school who didn't have quality curriculum at early on and we have quality curriculum now. I did a I finished a report today Kevin and I had worked on it's called the K-4 Literacy Report. We're required to report to the state how many students all of the students we have in several different areas

045by which programs are qualified etc. who are below grade level in grades kindergarten through fourth grade. We're required to report tell parents if their child is below grade level in reading. In night in 1819 before COVID and there was a year in there that we didn't even didn't report because kids were in school that 47% of our kindergarten through fourth graders were below grade level. COVID happened. So let's jump forward to 22-23. 92% of our kids were below grade level. 23-24 84% of our kids were below grade level. 25-26 33%. We are making improvement and it start with one you have to have quality curriculum you have to have training for teachers and the challenge for us in math is we don't have the same kind of curriculum that that provides the interventions so the

046expertise falls upon you know to to develop the materials and figure out how you're going to do the intervention and how you're going to assess the kids but our our curriculum is making a difference and so those kids we are now sending you know on to fifth grade at from 22-23 a third of the kids who are behind. So we're we've got to get the kids when they're young. The other thing is is we have to support early learning with the state legislature. They were going to pull TK and actually reduce TK. It's one of the best programs we've ever had because it's helping kids who don't have the same advantages at home to be prepared for school and I tell people kindergarten is not an absence snacks anymore and it hasn't been for a

047long time and um the academic expectation for kindergarten is way different than it was five years ago 10 years ago not even close to the same. So we you know, we also said it was more like getting used to school and those kinds of things. So, it is that work. Math is our biggest challenge because we are struggling with that and the challenge of that is big. Math overall tends to be less of a focus at home. People don't sit down and do math sometimes they count and do things like that to get ready for school, but they read. They read to their kids. Some kids don't get that. So, we are making progress, but it's there's an impact of all of those years where you know, 5 years ago the kids that are eighth

048graders didn't have a quality curriculum. So, there is catch-up that has to be done and for right now in reading we are catching up, but you're right and that's why Michael's talking about stretch growth. We can't it's great if kids grow year for year, but it doesn't do any good if you're an eighth grader and you're working at a sixth grade level cuz you're still going to be a a ninth grader working at a seventh grade level. So, there is progress but it is it is a challenge. There is not a there the retention of kids does have harm to it. There are kids that we do retain, but always has to be approved by the parent and some parents don't want to do that. I'm not saying I advocate for retention, but I am

049advocating for early learning and for quality instructional materials and training for teachers. >> So, some data that I'm going to be presenting now that we have these assessments wrapping up. Um I can speak a little bit about some WIDA scores and the number of kids that are going to be exiting um out of the bilingual program. Well, they'll be monitored for 2 years. Uh West Strand and I'm not I haven't talked to Jody yet, but her exiting rate is quite high as well, but West Strand's going to as far as I know set a new record for the number of kids exiting out of that program. Um our percentage for those kids in those program uh 6 years or more is quite high. Uh so this is encouraging to see that what we're implementing reading-wise

050is having an impact not only um in our regular classrooms like it has been presented by Michael and you'll you'll hear some um more data from the other schools but also also in our dual language programs where they're transitioning out of that dual language program. Uh not transitioning meaning leaving it, but >> They're exiting the need for required dual language testing. >> So they won't have to do the WIDA test anymore because they've exited. So there are small wins that are happening and like Diana said, having the viable curriculum, you're starting to see that change happen as these kids are moving forward. Math, we've dug into math this last year, analyzed uh different areas of instruction, looked at that, did some observations. Um we're going to continue that into this year and I also know

051that Chris has been talking to the building principals around math specifically. And you also notice this is also a change in SIP plans. Even from when I started and I was presenting SIP SIP plans, Michael brought up we had multiple goals all over the place. We didn't monitor them as well as we do now. It's very intentional. And it's to sort of select demographics as we know that if we move this the needle with this demographic, overall it's going to be better. Um that's why usually I would present growth rate which will end up presenting at to a not just I ready, but also the S SBA. Uh kids are growing. Are they meeting the the standard in that grade level at this time? Um not necessarily, not yet. But it does take time in

052a whole system. Especially it and you start to look at kids that Well, I can only really talk to Westlake because I knew the kids that were there compared to the new kids that are moving in. There is a difference between the kids that have been in the system compared to the ones that are moving in from out of district. And uh so what is what we're implementing around reading is working. It is small steps, which we're hoping will be bigger gains later on. >> One quick thing to add that to as far as assessment and this is only for ELA. Um there's a I mean a little bit of difference in math, but in the past historically and across the state with the um uh pass rate for SBA for uh students when they

053move from fifth grade to sixth grade, there's a change in the expectation and standards, we've always experienced a drop. Always. We did not this year. I mean the pub- results aren't published yet, but right now they held, which has never happened. Never. >> Brian, I'm going to try and address your specific question about what do we do about the gap or why? That's a system uh that's a system problem that is really bigger than Professor. It's a state, it's a federal, it's a uh a family. That's It's It's a systematic problem about I I know. I'm aging myself here, but I used to have to do flash cards of my times tables before I could go to bed at night. Now, I'm not saying flash cards and your dad threatening you that you didn't tell

054him is is necessarily the answer, but it is a whole systematic problem. Families that have to work two jobs don't have you know, I mean all of the things that are going on in our society are creating this educational cliff. And this educational cliff, what you're saying is how come we what are we going to do to stop the what's that saying um doing the same thing over and over is a sign of insanity or whatever the saying is. I think that's what you're saying and and like what are we doing? And I think what these two are trying to say is viable curriculum, arc, and small measures immediately making the difference is where we're going to see the change. And the next step, the other problem is is no one has an answer in

055math. And what I mean by no one, I mean the curriculum companies, I mean no one has fine-tuned the math enough to say this is what you do with a first grader who's behind. Here's the curriculum. No We don't even have a Somebody's not even dangling a big carrot out there saying this is the be-all end-all. Yeah. >> I just it's just frustrating. I I know that from day one somebody came walking and they're there talking I understand the whole thing. Never thought there would be uh doing nobody just It's just frustrating cuz you like I said But the longer these kids go, the worse this can get. Everything um It's tiring. Um The task is impossible. See. >> Are there any other questions for Mr. >> Uh not necessarily a question. Well, I guess

056this would be for everyone as they come up. I'm curious to see just how you guys and I think Brian had addressed it a little bit. The tri- or the trimester thing versus the semester. Is that going to set us back on the pro- any of the progress we're making? I just I'm just concerned about that and uh just would like to hear some input as you guys, you know, as maybe a part of what you're bringing to us. >> So, for the middle school, um the only difference that students, families, and and staff would see is we will have a change of electives twice a year instead of three times a year. Um PE is a year-long course. Math, history, science, ELA are all year-long courses. So, the only difference is when we report

057to parents um how the progress of their students are doing through report cards, um maybe when a uh summative um end of term assessment is, but for us um where we're not um a credit-bearing school, um the students will see the same number of days, the same number of courses, the same number of of everything um that they did in a trimester versus a semester. So, um they would just have one less Those that aren't in band, leadership, um uh uh choir um that are in the elective rotation will see two classes instead of three. So. >> You didn't Thank you, Mr. Gannon. >> Thank you. >> Next, we'll have the school improvement plan for Heights presented by Mrs. Miss Steep. >> We are all going to melt in for a little bit. The good

058news is sweating >> [laughter] >> All right. So, I'm going to start us off with just kind of a year in review. Have you guys ever heard the term glows and grows? My third grade teacher, um, Kaylee Haberman, if you know her, um, she's always like, "Let's talk about glows and grows." So, let's talk about some glows, okay? Our glows is going to start us off with our 25-26 smart goals. We, um, did two, and they're the exact same goal, one for ELA and one for math. And it was really talking about moving our tier one kids and our tier two kids based on the SBA. And I know that we all have opinions about the Smarter Balanced Assessment, but for grades 3 through 10, um, that's what we're judged on. We're in school improvement

059because of these grades, so we, or not grades, um, these scores, so, um, we are focused on those. Um, but they we are trying to move kids from level two, um, to up to a level three or four, or in a level one to a level two or three or four. And so, really it was 10% for each, um, section, and we made it we made it in both, um, ELA and for math. So, that is exciting. You can see the percentage of kids that we shifted, um, for fourth and fifth grade. We don't have third because they don't take the Smarter Balanced in second grade, so we couldn't see the shift, okay? So, if we move down, um, you'll see the Smarter Balanced, and I did, um, from 2020 to 20 that um, school

060year 2020-2021 because that was our first year um, full school year back from COVID, but also um, that was the start of when I started, too. So, you'll see that the third graders actually did not take it and you can see the trend um, and it is going up now. In 25 24-25 school year, our third graders in math actually scored higher than the state average. So, that was something to celebrate. They did dip this year. I'm not worried about I know that that's like ah, but that is it's not a worrisome. It truly isn't um, cuz I'll show you some different data in regards to that. Um, so that was super exciting. Um, you'll see fourth grade also we're continuing to trend up. And fifth grade, they've done um, they made the biggest gain

061and in fact they're and these are um, unofficial scores. So, just to let you know, these are unofficial, but they are at this point higher than the state average also for math. So, and we had um, six classrooms out of all the home rooms that scored their scores were higher than the state average. So, um, I know we just kind of got talked done talking about how math is kind of our weakness. Um, that was actually a lot of positives for math and um, at Heights. Okay? For Smart Balance, ELA our scores are not as high. Um, we still had five classrooms that scored higher than the state average, um, but you will continue to see, excuse me, um, that they go they're moving up. And again, third grade did take a dip. Again, we're

062I think that that's kind of an outlier outlier um, you'll see down below that that um, while concerning is not a like a moment to lose our mind kind of a thing. Um, they're continuing to go up and um, fifth grade again and did really well. They did made the highest jump. Okay? So, our I-Ready data, and this is where I say like third grade, yeah, we kind of we would dipped, but if you look, they had at risk at risk kids, which is two or more grade levels. We had 47% of our third graders in this um, fall were at the red. And they dropped it down to 4%. Okay? Um, the same type of in reading we're not as It wasn't as big, but we went from 43% to 14% and if you

063look at um, we had Excuse me, I'm going to go back to math in third grade, 8% to 57% on grade level. And if you look at reading, it went from 30% to 63% for third grade. So, that's another data point that you can um, look at. Fourth grade, um, for math we went from 39% for tier three to um, 16%. And then tier one, 16% to 46%. For math, um, for reading in fourth grade, we had 30 um, 8% and to 21% and then 18% on grade level to 33%. And in fifth grade, we had 42% were at tier three um, below grade level and they went to 16% and then we went from 24% to 54% in math. And then um, 20 or excuse me, in reading 56% to 39% for our This

064is fifth grade um, reading. So, and then tier one, our 23 to 36. So, those are two pieces of data that we like to look at. I just wanted to talk about If you look at that fifth grade reading, that was our COVID kinders. >> Mhm. >> Okay, I just wanted I'm just going to point that out on the reading piece. Okay. Yeah. I just wanted I just wanted to point that out. Yeah. Nope, you're okay. And then And they had masks. Yeah. No, you're totally okay. Um And for Arvada, yeah, at this point what we had was 21 students there exiting. If you want to see something impressive though or talk and I think Kevin will agree with me on this is talk to Jennifer Hartsfield or Jessica Perez. Like those two ladies and

065and I'm just using those two because not not trying to exclude Caribia. We they just work together because they're 3-5 is why I'm using those two as an example, but those two um are so excited. Like I'll I'll use Jen cuz she's in my building. She's so excited about the work that they're doing. And if you want to see some data I can guarantee you that she will have binders. >> [laughter] >> And she will be tracking she's tracking those kids. She's one of the most organized people that I've ever met. And she she knows her stuff. So, this is really exciting. >> And that's one change that we made switching and having bilingual interventions in all the buildings this year at all three buildings instead of just that Westridge. And I can tell you

066those two ladies are also very passionate about the kids and the gap. Very passionate about closing that gap. Um and the work that they put in this year they're reaping benefits. >> Yeah. They are fun to talk to and they're fun to look at their data. They're fun to I just and Kevin's right, the passion that comes behind they're they're excellent. So, those are kind of some of our glows, some of our grows for our next steps on what we're doing is I put in expand tiered supports. Now, below you'll see like little black marks. Those are I took out the teachers' names. One of the things that two out of the three PLCs did this year was they took time after they were looking at their data and after we're talking about their high

067um Oh goodness, what is the word? Um their high leverage um teaching strategy. Their high What am I thinking? What's the word? What was that? Instructional practice, but high leverage instructional practice. Um after they do that, they break down their um what they're going to do with their tier one kids that have already met the standard, their tier two kids, and then the tier three kids in that small groups. And um it has been a game changer for us. This is I will I'll share with you, this is fifth grade. They took out the teachers' names, but this is fifth grade, and fifth grade had higher than um and they did it for the longest, and they have higher than the state average for their math scores. And so, one of the things that we

068would like to do is go back the next week and say, "How did that work out for you?" We have it down, but we haven't followed back through with and they'll share out like this is what I've done or what I'm going to do, but we haven't gone back say, "Did it work?" I guess. It's kind of So, we're trying to get a little bit more of that follow-through. Um and then really aligning the instructional practices to improve student learning. So, what we're putting in, are we getting out? Kind of a thing. And so, we have been talking about the instructional routines. Um one of one of these guys talked about Chris Clem and talking about the math um math intervention and math routines. The elementary so I've been really working with her on that.

069And so the instructional routines, classroom management, uh, those clear expectations. I'm a big believer if you, um, don't have It doesn't matter how much you know if you don't can't control a classroom. Um, and then their grade level rigor, you know, um, really making sure that we're pushing kids and having that productive struggle instead of swooping in and, um, saving them, I guess, kind of a for lack of better terms. And this is just kind of our, um, evidence of our success. So, before I go on to my school improvement plan, do you have any questions about this? >> Any questions? Continue. >> You're awesome. >> Can I ask one? >> Yeah. >> Uh, what was what do you contribute to the success of of these increases? >> Of math or for everything? >> All

070of it. >> PLCs. PLCs. Um, PLCs. The fact I I am really like I'm going to tell you a story. This is like I'm going to tell you a story. My very first year at Heights, um, and Jesse can vouch for this cuz she was she just finished her internship so she was helping me out and my instructional coach was Laurel Arstead and we went into a PLC, what we would call a PLC, and I had asked for student work and I got yelled at. Like straight up yelled at. And, um, and we walked away going, "Huh, like they're not ready for that." And now they're putting in data before we meet for PLCs. When I'm telling them like, "Hey, we don't have to It's towards the end of the year. If you want to

071talk about next year, you don't have to bring data back." They're like, "We're bringing data back. Like why wouldn't we bring data back?" And they're, um, they are going through and they're presenting their grade level data to the entire school like on a Wednesday. Like the growth like it could give me chills. Like the growth that they have come through and that looking at that data and owning that data, and it's not like those are your kids. No, no, the the talk is now those are our kids. Like everyone is our kids, whether they are in some type of program, a dual language, special ed, intervention, they're our kids. Like how do we going to move these kids along? And so to really coming together in that PLC, like we had an opportunity to not

072have PLCs together, and they voted to have PLCs together. They want that together that time to talk to each other about instructional practices, to talk to each other about the data and what's working and what's not because it is personal. Those that test scores those test scores, you know, those are personal. Like And so um they want their kids to do well. And so I believe that PLCs and being able to come together and talking about what you're doing in classrooms. So Did that answer your question? Kind of kept All right. Um school improvement plan. So again, we're focusing on the same thing and what I found out, this is something for you. What I found out Chris Clem told me cuz I'm pulling it up because I didn't um what I didn't know and

073maybe you guys already knew this, maybe you didn't. Is that level twos, the state's going to come out that level twos kids that pass the SBA um are going to consider passing is what Chris Clem told me. Have you heard that? Okay, she told me that. Well, the only thing I do know about that and Brian, I'm looking at Brian now. The cut score for graduation requirement is about 1/3 way down the points in the two or like a two and a half is a graduation cut score. And I'm thinking that's what you're kind of hearing at all of the grade levels. At the all the grade levels. So she had me look at we looked at um how many of our students, if we took in level twos um students who scored level twos,

074level threes, and level fours, how many of that what percentage of that um, is considered passing or would be proficient. Does that make sense? So, we did um, for SBA and we did math. Math we're already at 70%. So, our goal for next year is going to be 80%. We're going to take those. Um, our ELA for our reading is not as high. I believe it's um, I missed a forgot that on this part. So, I'm going to have to fix that. It was at 56% and that will go up to we're going to try to hit 70 is our goal. But, one of the areas so Michael also talked about the WIDA. And I don't fully, I'll be honest with you, I don't fully understand. It's talking about growth and the trends and whatnot.

075And we have to hit a certain mark and we've hit that. At Heights we've hit that. So, Chris has already told us um, if they were to judge us right now, we'd be out of school improvement, but it's a cohort of 3 years and so we're still in it because of that cohort part. But, our lowest score is with students with disabilities. And so, we're really honing in on that and looking at what those percentages are um, and we've had a lot of um, obstacles for our resource room um, and our life skills room. We've had a lot of um, staff turnover. We've had different curriculums and so now we've kind of we've got a steady we've got some momentum going and I believe it will continue for this upcoming year. And so, for our

076ELA level um, we want to take for right now they're only at 22% that are demonstrating student or grade level. We want to bump it up to 35%. Um, for ELA. And for math um, we have 36% and we're going to use the same measure to bump them up to 46%. So, those are going to be our um So, while we already kind of I'm going to use the word out of school improvement, those are our That's our lowest WISIP score. And so, we're going to target those kids. And we have a plan. And it's I think it's a great plan. So, do you have any questions? >> You guys talk about the state making level two passing. Is that just saying that we're lowering the bar? >> Go. And that goes back to when

077I talked about the educational cliff and these things. At some point, something's going to give inside the educational system. Um, I don't know. Brian was probably a first or second-year principal when the SBA 15 or 16, when the SBA scores were supposed to be the only measure for a graduation requirement. And I have it in writing to the State Board of Ed and I said, "That'll be great until a legislator's student doesn't get a three on this test score." And I think that it was 44 days later it went from a three to that cut score in the twos. And that's the deal. Someone's making a decision that's not best for the system necessarily, but it's best for a particular situation. >> Thank you. >> All right. Yep. >> Next is Ms. Wilson for Riverview

078Elementary. >> This is our last one. >> So, you're going to ask her tons of questions, don't I'm teasing. >> [laughter] >> Hang on. Here we go. So, you have two documents in front of you um with a lovely KRVB the top of it. Um, if you push if you set both of them kind of side by side on the ELA side it says in bold ELA 25 26 and then 26 27. I'll kind of go over 25 26 ELA and then show you how we're moving forward for our school improvement plan for 26 27. So, last year we set a goal that we had made a shift from looking at achievement of students and kind of looking at what growth are students making. So, last year our school improvement plan was that 68% of

079students will meet their typical growth based on I-Ready. Um, at the end of the year we were at 52% for ELA. So, we did not get to the 68%. Um, but one of the exciting things is that we do have 61% of students who are on grade level. So, while our growth was a little less our students who are on grade level we started at 16% and raised that to 61%. So, I think that's great work that our students were doing. One of the things that we've reflected on a little bit with um, I-Ready first of all, we only use it the beginning of the year, the middle of the year and the end of year. And so, it's like yes, I understand that's our assessment that we're using and that's the data that we're

080looking at, but we are not using it um, in between to monitor monitor or do any of that work with. So, um, I think more importantly is our is our Erla and our Eneal data. So, if you look down in the bottom corner I kind of just added that on there. There's a way to track growth in Erla and Eneal which is what Chris Clem has been working with us on. Um, and so down there you'll see that 60% of students did reach that one year one year's growth based on their um, power goals and the work that the teachers were doing. So, a little bit closer to it. Um And there's the grade level breakdown right there. That has the students um for each grade level and then who's above on one below and

081two below. Kinder doesn't have any two belows cuz you can't go two below on in kindergarten. Or You can go one below because they call them like early kindergarten I think is the level. So, that's the one below kids. Um so, based on that information and some other data that we looked at for next year for EOY >> I just want to clarify this is all students. This is your life skills, your sped. This is all students. Yes, I want everybody to realize that this is all students. >> Yep. Yeah, every student is included. Um for next year, we are going to continue to look at growth of students, but we want to use the um Erla and Eneal data to monitor that and to track that progress. It just gives us better data. It's

082right there in time. Anytime I can go pull it. I don't have to wait till January to pull it um like our Iready. So, we shifted that to now using the ARC school place um Our goal is that 80% of students will achieve at least one year of growth um in the Erla and Eneal. I put in the 60% in where we were where we were at this year. So, we are only at 60%. We're wanting to get to 80. I don't see any problems with that because we learned a lot in the way that we're looking at kids, tracking their points, making sure that we're hitting all those little pieces in the ARC um in the ARC school piece piece. So, Some of the things that we want to focus in on is um

083implementing a vocabulary routine. So, in our i-Ready data, we uh noticed that our vocabulary section, so I think it breaks it down into five or six categories, domains. Our vocabulary section um was one of our low low sections. So, over here on the side it has 53%. So, 53% of students were on grade level for vocabulary. And so, um by implementing a vocabulary routine for our teachers that's tracked and monitored through our grade levels, um we believe that that will help increase students' comprehension skills. And that will help to move them um into their next levels in ARC and IRLA and show more growth for students. So, um that will be one of our works work that we do. And then the next piece is the work around PLCs. So, just using our PLCs to

084continue that work of looking at data, what are we doing about it, what are our next steps, and then how did those work? So, just continuing that work with our PLCs. Any questions on ELA? >> I have a question. >> Yeah. >> What do you see vocabulary routine? What What does that mean? >> Yeah, so that will be some of the work that we have to do for next year um to figure out what that looks like. Um we talked about we talked about it in leadership. So, my leadership team came up with this. There was lots of different things that came out like even just um like word wall or making sure that students are talking more, using academic vocabulary and different vocabulary, making sure that they're then using that vocabulary in their um

085like retells or some of the work that they do in their writing. So, just kind of bringing that into them. I think the routine itself is going to have to be like this is what we're doing. Um I don't know we even talked about like a a funny one but like for you know, one day everyone wears a vocabulary word on their shirt and then we talk about what that vocabulary word is, you know, something like that. But so just something that is like this is what we're doing and this is a daily routine that we're going to be doing to help increase that vocabulary. >> So when we talk about academic language, it's like the difference between saying subtraction takeaway. Right? We're using good academic vocabulary. That's I just want to know what she

086what she meant by when she said academic language. >> Yeah. Makes sense. I don't know exactly what it will look like but we when we set this, we were working with the elementaries. No, we didn't work on this with elementaries but we worked on with my leadership team and we were able to type in chat GPT. Hey, like good vocabulary routines that have high leverage, right? And it just like nailed them out. So just picking a few of those and trying to be consistent with them. If you turn to the back, the back is on math and we've had a lot of discussion around math. We only have I-Ready to really give us like this data, this type of data. And I've done a lot of work in the last few years working on math

087and increasing instructional practices with our teachers. And this year our teachers finally decided to to transition to illustrative math which is what a lot of the other buildings are using. So that will be a big transition next year for Riverview. But I know they can do it and hopefully it will help to have some more better coherence K-5. So K, K. So year 68% of students will meet their typical growth using I-Ready. Um we got to 63% so pretty close to where we were at. Last year we were at 64% so kind of right there in that typical growth area. Um we started at 6% of students on grade level at the beginning of the school year and bumped that up to 55% so some good growth there um for our students. And then I

088added that grade level breakdown. I see it cut off the two below the W on it on both sides. Um but you can see the grade level breakdown. Um I'll be honest in the years past this is these graphs in grade levels have looked very similar. This year they did not and there's some factors for why um our second grade is a little bit lower in in there but yeah. I'm sure that it will get right back up to where it needs to be at. Um so that was our growth. We got 63% so kind of close but not quite there and we that's our only measure that we have for math. Next year we're going to use the new district screening tool um for math and we're looking at 80% of students to make

089that one year's growth. Um similar to ELA we want to make sure that um when we looked at our data this year our numbers and operations and I-Ready uh domain was one of our lowest domains and it's also probably one of the most important domains. So that's when you're looking at number sense what are numbers how do we work with numbers and then operations. Um so bringing in that fluency piece and those types of things. So implementing uh consistent routine focusing in on numbers and operations. And then using the PLCs to analyze and look at that work and make decisions around it. So. And then I just put down there if you increase numbers and operations, students will have better number sense and fluency. In addition, they will have more flexibility in being able to

090attack um overall math problems. So, when you look at I-Ready like geometry, no, measurement and data was actually one of our lowest areas, but the way they typically do measurement and data if you don't have number sense or the operational piece of it, then you're probably not going to do very good on the measurement and data piece of it. Um so, that will just help with all the categories. Now, I'll take questions. >> [laughter] >> Question? >> Uh no question. I just um I just want to thank you and I I don't think you were here when I mentioned this last time, but truly Brock's favorite teacher. We were very disappointed when you were transitioned to the admin side of things, but thank you for all you've done for Brock. >> Yeah. He's a great

091kid and a great worker now. Um I do Can I just speak a little bit to your question earlier? Um as you guys know, I'm pretty passionate about our early learning and our TK kids, and I know that Kevin's going to present some of that, but it like you you hit it. Like you you bring these kindergarteners in and some are here and some are here and some are way down here, right? In all different aspects of it. And so, um one of the things that I have worked on and is getting like TK and early learning a piece. Like I want to find every kid and get them into a program, whether it's in our schools or at E-CAP or private preschool or something because it just gives them a better start to their

092kindergarten year, and then that helps to balance out that field. So, yeah. My new school does not have a TK and I'm kind of sad about it. >> Add on to that, we just kind of did some well, wrapped up some assessments at the kinder level. We took TK students into summer school. Um and they all know all the TK students that are part of summer school know their sounds and their letters. >> Yeah. We do um I don't I don't think it was Strandwood's kinder screening, but we bring in our our incoming kinders, anyone who's registered and do kinder screening just to help us get a little bit of an idea of who these kids are and help balance our classrooms a little bit. And our TK kids in those screenings tend to fall

093at the highest level, so yeah. It's a great great program and great opportunities for students. >> Thank you very much. >> Yes, thank you guys. >> Next will be Miss Cronk, both from Strandwood Elementary. Josie Cronk and Pete Delane is leaving. Everybody's like It's is over. We can share. Wait, it's like we got enough. >> So, we've been at this for an hour and 15 minutes now. So, I'll keep it really short. We didn't quite meet our goals and we're going to do better next year. So, >> [laughter] >> any questions? >> I appreciate the summary. >> Okay. >> The little details. >> The details on the first page it says a very brief overview. When I pulled this data it said we have 252 students. That fluctuates by about five. All year long we

094kind of go between 248 252 somewhere in there. 76% of the students out at West Turn are considered low income. And a big one that we need to keep in mind is 50.8% of the students are English language learners. So when we look at our SBAs we only have 113 students that take the SBA. So every student pretty much factors one point up or down for us for the SBA. The area that we are identified in is in special education. We have 13 special education students that take the SBA. So I mean it's a blessing and a curse cuz it can go either way really really quickly. Um For the English language learners I don't Out of the 113 students I was just running the numbers I think 58 of those students that take the

095SBA English is their second language. So the third graders that take it 70% of their instruction during the day is in Spanish. And for the fourth graders that's about 60%. By fifth grade they're still only getting 50% of their instruction in English. If we look at our overall growth using Erla um for reading our average growth is just a little over one year. For um the Anel which is the Spanish growth the average was 0.97 so very close to one year. For math out of the targeted students and that's what last year's SIP was based on was our targeted students. Those are the students that were in the bottom 25%. 71% of those students made a year's worth of growth. Our goal of course was to accelerate that. Our goal is for 35% of those

096to make accelerated growth so that at some point they can catch up and we don't keep kicking the can down the road like we were talking about. 37% of those students made accelerated growth. So, 37% of those in the bottom quartile are on track to catch up within the next 3 years. Um when we look at our for um our ARC data for our emergency students, 59% of them achieved annual growth, so we fell short of our 80% that we were searching for. 29% of those had accelerated growth. So, 29% of those in that bottom quartile are also on track to catch up at some point in the next couple of years. So, when we said that um if you go back to the the average growth for Arlo is 1.06 years, but yet 38.5%

097of the students are on target. So, even though our average growth was a year, we are still way below. But, they are growing, so they're making progress to get there. In the annual, 43.8% of our students are on target for where they should be. That's in the Spanish testing. Um the SBA, I know they were talking about the count level two, that's something that Chris Glenn also shared with me. We've always I mean, we're aiming for level three and four. So, level two is a foundational grade level knowledge, but level three and four means they've mastered that grade level, which by the end of the year, that's what we want to see. So, for SBA reading, these are the preliminary results. Foundational was 62%, grade level mastery was 21%. So, we have a lot of

098students that are in that foundational knowledge, but haven't yet mastered it, which kind of correlates with the other data that we're seeing. For math, we have 55% that were foundational, 27% grade level mastery. So, of course, our challenge is to move those kids from that foundational into the mastery level. So, what we learned this year that what we felt worked was our PLCs. Um we have a great instructional coach, and the PLCs are really a place where you can tell tell is comfortable coming back to and talking about what didn't work and making plans for how to fix it, how to try again, how to reach those students that didn't quite make it. And so, one of the goals we always set for the data that they bring back to PLCs is 80%. Like, 80%

099is our magic number. That's the goal that we always set for whatever it is that we're bringing back for next, you know, we always talk about what are we bringing back next week? Well, next week, let's look at this standard. And then that's always our our goal on the wall is always the 80% and how close can we get to that. Um instructional coaching, in the last 2 years, 97% of our staff members have went through a coaching cycle with our instructional coach. A lot of that work this year focused on vocabulary because we also see that the vocabulary is a low point, which we're going to see when half of our building is bilingual. So, that's one of the focuses that we've had. Mathematical discourse and reasoning and targeted interventions. And because of our

100numbers and us being identified in Sped, what I really want to do because obviously the goal is to get us out of this school improvement. We're always going to need a school improvement plan because you always need to improve, but to be out of this identified school of improvement, we really need to crack down and focus on those 13 students. So, what we're changing a little bit for next year is our intervention systems. So, right now our special education students are in their core classroom and then they go to their special education classroom. So, they're they're getting double dipped with their instruction. So, next year we're going to try the triple dip. We're going to have them see the interventionist as well. Not during the core instruction time. During um it's during a specialist block

101that they'll be seeing the interventionist and then they'll also be going to receive special education services. So, that's what kind of what our big focus is going to be for next year to see if we can get those 13 kids on track. And then the very last page and it's kind of a messy, a very busy page, but it's It's road to 80%. Yeah, I'd like to take credit, but you know, AI. I use my tools, yes. So, for this year, we hit our emergency level students like we talked about, 59% of them made that goal. Next year, we're going to try to get the rest of them there. We're going to try to get to that 80%. And the way we're doing that is by changing this the pathway of how to get there.

102It's by focusing on the interventions. Um and again, the accelerated growth, 29%. We want to get that up to 40%. So, 40% of those kids will be making progress. Our math goal, this year we have um 55% that's of all students in the building. Next year, we want to bump that to 65%. And then when we focus on our students with disabilities, this year we had 13% of those. Um next year, we want to bump that to 25%. And then we also threw in a building-wide growth goal just because that's always our target is that 80%. We want 80% of our students to achieve 1 year of growth in reading and in math. I think all the details are on there. So, do you have any questions about any of that? >> Any questions? Thank

103you very much. >> You're welcome. >> Thank you to all our principals for coming tonight presenting your student improvement plan. We will go to student representative report. Olivia Smedt. >> Doctor Really? >> I May I just do the the letter F, the small budget expense? >> I'm sorry. I checked that off earlier. >> It'll be a quick one. >> just to let you >> have a um um a letter from um Dr. Robb, but I'll just give it for the public record. When we finished our budget study session, we were tasked with 381 383,000 dollars that we needed to be fixed um to come to a zero budget. As of this afternoon we are still about 41 or 42,000 short from that goal and we have two pieces that we've just learned in the last

104couple days that we can work on. So um I'm hoping to be able to present at the next board board meeting a zero budget. I think that's a big big ticket. >> Yes. >> to you and to Drew. So. >> Now. >> Sorry. No. >> It's the heat. >> Yeah. It's very hot in here. >> um usual error. How about Miss Olivia Smith? >> Um I just have one thing today. But it's pretty important. Enoch placed in second at National History Day in the senior individual documentary and I just want to extend a huge congratulations to him and Mr. and Mrs. Smith. It's a big deal. >> Yeah, big deal. Congratulations. >> Thank you. >> Ezra? >> Um okay, so the basketball team is hosting a tournament today through Friday. It should be pretty exciting

105and then the girls soccer team is having a 5K run on the 4th of July. So if anyone's interested in on getting 5K in in the morning um we're having a yeah, we're hosting it. >> What time will your 5K run start? >> I believe it's 8:00 to 11:00 or 8:00 to 10:00. >> I don't know. Is there a way to sign up for that or do they just show up? >> Yeah, there's a QR code available somewhere and I also think you can register when you go. >> Okay. Thank you. >> Um I also just have one thing and that's HOSA went to the national competition. I believe it was like this past week and I think they did a good job there and had a lot of Very much. We'll go to the

106action item, vouchers. Are there any questions regarding the vouchers? Not, I'd make a motion to approve the vouchers. >> I second it. >> All in favor signify by saying I. >> I. >> Hearing none, motion carries. >> Director O'Brien, was that an I? >> Yes, it was. >> Thank you. >> Action item B is the interlocal agreement with the Sunnyside School District, presented by Dr. Allen. >> Hello, I've got two interlocal agreements to share um with Sunnyside School District. So, Sunnyside School District offers a deaf education program, um and we have two students next year that will need those services. Um one is a student that was recently identified, is turning three, and so is age-appropriate to be in their preschool program, and we're required to provide those services. We don't have a teacher of

107the deaf or the other supports that this student needs. Um Sunnyside does have a program for that grade level, and they are able to accept this student. And the other student is a student who we identified mid-year this year, went to their preschool program, is doing well, and will be in kindergarten for next year. So, that's why there's two agreements. One's kindergarten, so that's a full-day program. The other is preschool, it's less expensive, it's a half-day program. Are there any questions I can answer? >> My question is this procedural do we need to approve two separate agreements or just one? Okay. I would make a motion to approve the interlocal agreement with the Sunnyside School District. All in favor indicate by saying I. >> I. I was I see. I. Motion carries and I'll try

108to remember to ask our student representative. >> All right. Thank you. >> Thank you. Action Action item C is the approval of the 2026-2027 school improvement plans for Prosser High School, Haupt Middle School, Prosser Heights Elementary School, King Riverview Elementary School, and Whitstran Elementary School. I'd make a motion to approve the interlocal approve the school improvement plans for those schools. May I get a second, please? >> Yeah, I'll second it. >> All in favor indicate by saying I. >> I. >> Any opposed? Hearing none, motion carries. Action item D is the LinkIt contract and information. Mr. Johnson. >> Um so a decision was made to look for a new assessment tool and program um based on the the cost of i-Ready. Not only that um you heard from the principals today some comments um like

109the i-Ready benchmark. I I know that they were using that in their data, but um Jesse also mentioned not using the data between the benchmarks. Um they also talked about the early and the Neil and having that real-time data to make decisions on instruction. Which that's really what we're trying to mirror it now with with LinkIt. Although it it's $70,000 roughly cheaper than i-Ready, we feel like this we're at this place at this point especially with our PLC's. I attended most PLC's in in the elementary Well, actually several PLC's in all elementary buildings. And what I kept hearing is wanting better data. Which you get better data from better assessments. And then when you have those data points, you're able to make instructional decisions. Um and have a greater impact. And you heard the teachers

110kind of talking about this instead of creating their own assessments so the rigor was there. Um and designing those to to see if they meet standard, this program provides those item banks for them to select and create their own assessments. Um So That's it. Thank you. Sorry. >> Are there any questions for Mr. Gilman? If not, I'd make a motion to approve the LinkIt contract and information. Is there a second? All in favor signify by saying I. >> I also vote I. Any opposed? Hearing none. Motion carried. Consent and sent item. Is there a motion to approve the consent items? >> So moved. >> Is there a second? All in favor indicate by saying I. >> I. >> Any opposed? Hearing none. Consent items are approved. Reports. Director of Grants, Assessments, and Elementary Programs, Evan

111Gilman. >> The only thing I have tonight is that the summer school has started. Um we have implemented you It's actually perfect. When the principals were presenting you you were hearing vocabulary. That is our focus at the fourth and fifth grade. You had heard Jesse talk about comprehension at the younger grades, that's what the focus is. K K3 is on the comprehension. Um and then in math, you also heard Jesse talking about number sense and operations. And that is the the focus K uh through fifth grade is on operations. And so, but we're able to make those decisions because of the data that we're getting in. And um uh >> How many students? >> We're at 82 right now. We had 120 sign up. Uh and each day we've increased a little bit more. So,

112um uh I'm excited that, you know, as that goes along, hopefully that that number reaches the the 100 mark. That's kind of our goal. Um that's all I wanted to report on is that what we're focused on in summer school and um the areas match what the principals were talking about. >> Thank you, Mr. Kevin. Next report is director of finance and operations, Shawn. >> Shawn is with her father um at a medical procedure in Seattle. Um like I said, we just have been working really hard to figure out the pieces that to work on this budget piece. And she's learning a lot, but doing a great job. >> Thank you. Assistant Superintendent, Diana Flores. >> I said my piece, so I'll just speak mine. >> Thank you. And Superintendent report, Kim Case. >> Well,

113um first of all, I think this is Diana's official last meeting that she is required to sit at the table. She may come or choose to come and share something, but this is her official last time as going to a 50% Oh, no tears. >> [laughter] >> Yeah. Um so, she'll always be welcome at the table during her tenure right next year, but we do want to let her know that we appreciate her service and and so forth. And part of the I don't know, the positive part of of the half time is maybe not having to sit in here when it's 90 degrees. >> going to say, it's pretty hard to miss it when you're here tonight. It's pretty warm. >> Um a couple other things I want to bring the community and anyone

114who might be listening. Today, we had a team of eight to screen applicants for the KRV um principal position. We have selected three to interview. Those three will be interviewed tomorrow at 9:00, 10:00, and 11:00. That interview panel is made up of Oh, five KRV staff, a couple district office, a principal, and then um two parents. And so, that will happen. And then after those interviews at 4:00, we're doing a staff meet and greet with the top two candidates. Now, um we realize what some of the um financial decisions that we have to make on that on the savings that we need to do. Some of those things will come into play when we sit down and make our final decision. But, we have to um honor the staff and the people and everyone who's

115applied to make sure we're making the best decision because my job is not only a balanced budget, but as uh Director Wyman and I talked about it's about what's doing best for students also, and what's best for the KRV staff, and the educational community of KRV. So, we'll be working on those making a collective decision about what's best for the district as a whole. Um and then everything else pretty much is what we've talked about here. It's about wrapping up 25-26 and starting 26-27. And we um accepted an offer on our Park Avenue property. Um that was a big deal. Uh happened while I was in the car traveling to Wyoming and back, so some of our text messages and different things with um President Reiner and so forth, so we were able to do

116that. It will close, don't quote me on the date. Um it seems like it's the I think our board meeting is July 8th, so I think it we sign on the 10th or 14th after the resolution after that. Part, so that was good. Um we remember we were going to do some research into the laws, yeah, I choose these word laws. How about legislation about um if and when we go into binding conditions, [clears throat] and the um regulations are very clear. It is not one district or or making the request, it's one piece of property. And while this is not the largest piece of property that we own, we're going to go ahead and proceed with the sale. That money will go into our capital projects money. That really is um has a double-edged

117sword. It really does protect us. As we sit here in 90° if something This is under warranty by the way everybody, but if something was to happen with a unit or something in a building, we would have that capital money to be able to make those repairs. Does that make sense? So, it's like I said, it's kind of a double-edged sword. It doesn't help our basic end funding, but it does protect us in situations of catastrophe. That's the risk. Any questions for you? All right, board report. Michelle, do you have a report? >> Um I do not have anything tonight. No, um other than just to unfortunately I will unfortunately and fortunately I will also be uh missing our next board meeting on July the 8th. I will be chaperoning um my daughter actually as

118she competes for FCCLA at Nationals in Washington D.C. So, um I will not be here next next time either. Um but please wish wish her luck. >> Good luck to her. Thank you. >> Brian, do you have a report? >> Uh not much. Um just hopefully students and staff are enjoying their summer break. Um I did come across something that a couple of our principals left, but um just in having the school improvement stuff on the agenda, I found it kind of pretty interesting. "Train up a child in the way he should go, even when he is old, he will not depart from it." So, I think that's always just uh like Kim just mentioned, just trying to with all the outside noise that goes on with districts and everything that goes on is just

119trying to make sure these kids are That's all I got. >> Thank you. Thank you. >> Um I would just say, you know, that I know this is an ongoing battle with, you know, regulations and requirements and um I just want to thank all the principals for your hard work. And um you know, this yeah, it's just not These aren't easy times and then budget issues, too, are you know, cut cut us back even farther. Um but hopefully I really like to hear the that there's a lot of camaraderie going on and and you know, I that's just it's always a good to hear a good report, right? So, it's just it's good to see that people are excited and working together and just uh want to thank you guys for doing that. And that

120that is huge. That comes from the top down, you know, that's a that's a charge that uh that you as a leader, and me as a businessman, that is something that I have to keep keep that with with my employees and and um it's not an easy job all the time cuz sometimes you don't feel it, but uh thank you guys. And uh thank you Deanna for all the hard work that you've done and and what you've put into this district. >> I'll I'll kind of echo what we've heard. Looking looking at data, it's never fun. It's never sexy. It doesn't doesn't definitely doesn't show how much this community is thankful for our teachers, for our principals, for our staff, and how much it's so clear all the time you love these kids. And, I

121think we go to Brian's question, you know, if we can, you know, as teachers in your role and as community members, as students, you know, in everything we do, if we can find a way to be helpful, find a way to, you know, talk to kids, you know, maybe about a book or, you know, something cheesy. You don't need a book. Or, just try to be helpful, try to be encouraging, try to be good role models. I think that, you know, be a good neighbor, and that goes a long way to everything. But, I do appreciate so much what teachers are giving of their time and heart to their kids. And, I heard that phrase from several different schools, "our kids." And, I appreciate that. That being said, our next meeting will be in this

122board room, hopefully with a working HVAC system, on July the 8th, 2026 at 6:00 p.m. Meeting adjourned.