001just >> we're sorry to go through it. >> Even Sean happens >> happens terrible. It's almost there, guys. Sorry, >> Sean. Do you need me to wait for you? Sorry. >> We can wait a little. >> Actually, we're we're going right now. So, should be good as we're going to get be done. >> I'm okay. Sorry. Now, so I call this meeting to order. Thank you so much. We're going to look for the flag and do the pledge of allegiance. Great. I pledge algiance 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. >> Thank you. So, I'd like to open the floor for adoption of the agenda. >> I move to adopt the agenda. I second.
002>> So, all those in favor say I. >> I. oppose. Uh, so we do have a public comment and we invite Megan. I think I have a circle real quick. Sorry, that's not it. But I I'll pull up here. My internet's not bad. So fun. Well, if you could go on, mayor, I'll help him on. >> Okay. Do you want to read your thing or do I I won't be offensive. >> I've got three minutes. >> I've got it. I can read it. >> Uh, the next item on our agenda is public comment. Each speaker will have three minutes while the board welcomes public input. We ask that you model the respectful behavior we expect of our students. Please refrain from personally directed, discriminatory, or abusive language. Public comment period is not a time for
003dialogue with the board. in compliance with the open public meetings act. The board will not respond to statements or questions. Please know that the board silence signifies that we are listening thoughtfully. Please proceed. >> Okay. I'm Megan Higgins and this uh library is where I work. I'm the librarian here at Mountain View and this is like my board report, my public comment. So, I wanted to talk to you just about like the changes in the library. Uh I started here last year as a librarian and I have a bachelor's in uh English and a master's in secondary education. I was a teacher as many of you know I was in a school shooting so I'm not doing that anymore but um I came back and I am in the library and it's so wonderful I
004love it so much um uh our circulation the year before I was here the total circulation for the 300 students we have was 2800 and last year it was 577 um I do not incentivize checkout at all so I don't like bribe the kids or reward the kids for checking out books I don't require them to check out books that is up to them uh This year we are for at 4,400 about 500 more than we were uh at the end of third quarter last year which doesn't end until next week. So there's even more circulation this year. Um I removed 2600 books, weeded 2,600 books from the library. It was 8,000 when I came, but these are books that had not been checked out for some of them for 15 20 years. Um, so
005I went through the collection and got it down to what you see here, which it looks even more like even more books than were here when I came because when I came they're all stacked on shelves and you couldn't really see them, but I have done dynamic shelving in the library so the students can see all of the books. Um, most of the books I have a few in stacks back here, but for the most part they can see they're in genres. They're set up by categories that I know that the students are interested in. and I'll be honing that and re um redoing things uh in probably this spring. Uh changing some books that they don't check out that much. But it has been awesome. Last year we did a donation I did a
006donation drive um and I hit up like $120 local businesses and we were able to get almost $4,500 in donations for the library. So this year I was able to buy a lot more books um and they have just been flying off the shelves. So it has been wonderful. We still have books coming in. The students love being in here. And um we just did our literacy week last week, which was my first like big event that we planned. Uh one thing I was very happy with is I asked uh we had 32 people say they were going to come in and read to our students. And all 32 of them showed up. It was so great last Thursday afternoon. So there were two to three readers in every single classroom here. People that the
007students didn't know, firefighters, high school students, retired teachers, parents. It was amazing. We also had a local author come in and she read to the students. Every grade band got to meet with her and the kids just absolutely loved it. They were so surprised. You know an author. She's a teacher in our school district. I'm like, "Yes, and now you know an author as well." So, it has been an awesome experience being a librarian here and our kids love to read. They absolutely love it. So, when you're doing your budget, you over here take it and spend it. But it's really nice to be able to have students request books and me be able to bring those books to them. So I just wanted to share a little bit about the space that you're in.
008>> Thank you so much. >> It is a very dynamic and beautiful >> library. Can you turn that off? That was You were right on time. And seeing that there's no more public comment, we're going to go to agenda item three, four, >> four. >> So that's the consent agenda. >> I move to read the consent agenda. >> I'll second. Um, is discussion after the >> Yep. discussion >> now. Okay. Is there any questions? >> I don't have any. Nope. Okay. So, hearing none, I'll open the floor. Uh, all those in favor say I. I. >> I. >> Motion passes. The consent agenda is adopted. Um, now to reports, we invite Monol Ramos to talk about Mountain View. Thank you. All right. Well, welcome to Mountain View. Uh my name is Mon Ramos, principal elementary.
009Um just thank you, Megan, for sharing um about the library. This is one of our definitely one of our hot places that our kids will want to come to and hang out before school starts during recess. And I mean, they want to they come in all the time to try to check out some books with Megan. And and honestly, Megan uh has made lots of great relationship with with a lot of our students. So, they just love to come in and hang out with her. One thing that they love is that she can find their interest and really connect that to a book, which really brings them to life. So, it's really cool to see them making connections with her, making connections to books, and then seeing them read books out in the hallway. I
010mean, they're so happy carrying around these books. So, thanks again, Megan, for everything that you do. And it really gives it a like a bookstore vibe, you know, when you come in here. It's like, you know, you don't have to buy pay for these. You can check them out. And kids, honestly, they're on weight list. Some of those books are on weight list because kids are really trying to to um check those out. >> That's the book. >> Yeah. Yeah, it does. And um again that voice and choice kids will ask about certain books and again Miss Hagen school way to to to ensure that we have those available for kids. So um it's been great and it really ties a lot with what we do as a as a as a as a school
011here at Mountain View is that culture of safety and belonging. Um which is again making sure that our kids have trusted adults that they can go to and it's always nice to to know that they have someone in every area of our building. Um we always strive not just for academic growth but also obviously for for behavior, social, emotional. Um as a staff um I feel like we are very traumainformed. Uh we use restorative practices if there's ever any issues that our students have or or need to to to repair. It's just always a collaborative uh and it's a very supported and a safe place and safe environment for our students. Uh we truly believe that relationships are the foundation of everything we do here. Uh and we're all about making connections before making those
012corrections. So so that we are able to make those corrections in a positive way. So um again that's something we are really I really strive for. Uh and again every day matters as we learn together and celebrate each other's cultures. We all know that we all come from different different backgrounds. So that's something that we always try to celebrate as well. uh our demographics. Uh we do have roughly uh 300 kiddos in our building. Uh we do have about 21 certificated staff members here. Uh and I do want to highlight, you know, especially with this week, we're honoring our support uh classified staff. Uh and just we we have some of the most amazing pair of professionals and support staff in our building who really are the backbone of helping our students stay safe. And
013again, when I talk about making sure those relationships are in place, they are true representations of of folks that our kids can come to and they feel safe to go and and and again just check in and connect with. Uh our student population, we have 90 about 91% Latino kiddos, uh 84% free and reduced. uh we have about 50% of our students are multilingual learners um which is a pretty big number and about 13% of our students are students with disabilities. So with that um our school improvement plan really is what guides our work and we're really focusing on improving not just the academic growth but also like I mentioned before strengthening our school climate and culture and really supporting our students social emotional uh demands or needs. Um again we do monitor throughout the
014year. We have different systems that help us really analyze to see where our students needs are. Uh we use STAR as a quantitative metric to to see where our kiddos are uh throughout the year. We have a beginning, middle and end of year assessment there for the academic piece. uh PBIS Swiss data to look at behavior uh location um and just really get to know what what some of those patterns are so we can really you know dive in and make sure that we're supporting our kiddos there. Our climate survey panorama really gives us gives us that qualitative piece too to see how our students are feeling at school so that we can again support that as well. Um and really our PC and MTSS team data cycles. uh we're really uh we take pride
015in making sure that we're always connecting with their teachers and that they're connecting with each other with our interventionists and specialists to make sure that we're meeting again the needs of all of our students. Um again, our school improvement plan has three major goals. Uh and we're really focused on improving outcomes for our Latino students and our multilingual learners, which really while we're doing that is really strengthening the instruction of all of our kiddos. Um so um again our first goal is focused on math. Uh we have our math data up there as far as star goes. We had 63% of our students achieve typical to high growth and again that is in math as measured by the star data. So we are very proud of that number and again that's measured from the beginning
016of the year in the fall to this uh January. >> How's that compared to previous years? Uh we have done I mean we we struggled a little bit in the math piece this year. Our math numbers went up quite a bit because we were really focused on the math compared to last year. Um but it's it's something that you know again I I have some of the metric some of the key strategies that we that we focus on there but um it is significantly higher than than previous years. We do still have that 37% of kiddos that showed low growth. Um, again we are focusing on progress on that growth uh instead of that proficiency piece which is again something that we're really focusing on but again it's supporting and really collaborating with our with
017our teachers and our interventionist to make sure that we're meeting those needs. Um some of the key things that we do is really making sure that our classrooms um do facilitate those uh that academic discourse where kiddos have opportunities to to you know think uh you know that high order thinking skills uh collaborative work problem solving together. Um and really lots of glad lots of glass strategy lots of visuals lots of input charts uh color coding. Um, again, one of the big pieces that we do have is an intervention block and really making sure that we're being intentional in supporting the needs of all of our students during that time. Um, paras having paras available. We do have another block that we call acceleration block. So, it's really targeting our students and making sure that
018we're meeting those needs with the support of a pair of professional as well. Um, and again, I mentioned the collaboration piece between classroom TV and special education teachers. Every month, uh, every once in a while, we have a 2-hour PC or professional learning community for our teachers. Uh, we use that time where I have all of our interventionists in one room, including our counselor, and we rotate every single grade level to come in and have an opportunity to check in so that we get to see where our students are. So, we're looking at data, we're looking at work samples, what's working, what's not, do we need to maybe add an additional kiddo or a kiddo that may need that struggling, maybe needs to have some of those tier 2 supports. So it's having those conversations
019um you know constantly has been really beneficial as well for ELA same I mean our our data again from uh from the beginning of the year to to to the winter again 57% of our students again compared to last year that's pretty similar to what we had last year. Um but again really honing in on some of those key strategies where we're just having making sure that our kids are having those academic conversations in there. uh making sure that we offer scaffolds and differentiation for our students. We're really focusing on sentence frames again strategies. We've been working on those throughout the I mean for the last several years. Um but really making sure again that we're constantly collaborating and talking about what's working and what's not and what are those next steps for our students.
020The other goal that we have is all focused again on our social emotional efforts. Um, and really is just I mean we're focusing on the positive. So positive behavior interventions and supports that create a safe and predictable environment for our students. Um, a big focus for PBIS obviously is teaching and reinforcing expectations. We do that at the beginning of the year. Uh, we do that after long breaks. We do that as needed. I mean, just today, for example, we had some fourth grade students who have been having some trouble outside during recess, maybe during soccer. So, we go back in there and retach and retach as needed. So, um, that's been very, you know, and again, all of our staff is on board or making sure that we're hitting all those tier one expectations. Uh,
021recognizing positive behaviors. There's a picture up there where we have a class who earned a picnic up in the stage with Mr. Ramos. So there they are with me. So after they accumulate 30 big jack bucks, uh, and a big jack buck is something that the whole class earns as a whole for following one of our three personal standards. So again, we celebrate their successes. They have different things they can um get as they move up on that on that jack buck meter. Um, but they also get their own Jackbox on the side. So, they can use those to to buy items in our Jackbox store that we have every other month. Um, or they can buy things out of my Jackbook menu. Um, which is also a very popular one. This morning we had
022donuts uh with some of the kiddos that pay. I mean I mean these guys are collect I mean it's it's pretty awesome and it helps. It's a win-win because I get to have some donuts and and pizza every now and then. So, um, it's been it's been awesome. Uh, one of the other pieces there too is, you know, using trauma-informed and restorative practices. We all know that our students come with adverse childhood experiences and just really knowing what those are and it's all about getting to know our students. So, to really kind of know what, you know, what some of the background is uh to to help to ensure that we're supporting our students as needed. Um, the other piece too is monitoring behavior trends using PBIS. So today we met with our PBIS team
023and just looking at our data to see okay what are our highest you know uh you know what what's the what's the highest um area of concern and right now obviously the physical aggression what location recess during that time. So what do we need to do to make sure that we're supporting that? So it's just really looking at our data looking at what is ways of support. Uh today we realized that a lot of the behaviors are coming from some of our students with highest needs. So, it's really looking back, okay, how do we support these students? What plans do we have to put in place and just again setting them up for success? So, it's being proactive, being preventative. Um, and that's what our meetings with our teams like this really help us do.
024So, we make sure that we're very intentional. Um, if you go back to that that graph there, um, Mr. Fuller, September was busy busy month. So, we averaged about two and a half referrals per day. So um again we recess was our highest out in the playground was where we had the most uh issues arise. So uh we implemented soccer contracts where kiddos had to sign a contract b and we went over what you know what playing soccer looked like. Again they had them sign a contract not a professional contract but it was something hey if you're going to go out there and play these are the expectations. Yeah. And and the pros had to sign a contract and they have to follow with some of those things. So they really loved it. It actually
025opened up the space where other kiddos that didn't play soccer actually started playing soccer cuz they now felt like okay this is going to be a safe place. We know the rules and expectations and if they don't follow those again what we had uh you know they they stand on the side for a few minutes. They may not have soccer for the next couple of days depending on where they were at with that. So, uh, again, we also had equipment that was, uh, one of the big pieces where we had kiddos, you know, fighting over equipment. So, we went, uh, and purchased some some items. We have mesh bags. Every class gets one with the football, soccer, but all their equipment. They're responsible to take that out and bring it back in. So, added some
026accountability there. And it's it that that made a huge impact on that part. So again, this is really getting to see the data, what's what's happening, listening to kiddos, and then um again using that to to support the the school climate and culture in that aspect. Uh other pieces, uh we mentioned structured recess. I've talked about this in the past. Uh we we've noticed that after setting it up, we have our our our recess set up in zones. Um, and it really has made a huge difference in our students behavior. Uh, Monday, Tuesday, we have outdoor zones. Uh, we actually have Miss Higgins go out there and help us out with some of those zones. We have our PE teacher go out there, hang out with the kiddos, and usually watching some of those, the
027soccer zone. And then we have our paras out there helping us out. Uh, we used to have more pairs. Now that we have as many parents, it's harder to you be out there and monitor all those skids. It just helps to to manage, you know, the the large amount of kiddos out there when they're out there, you know, socializing or playing. Um, Wednesday, Thursday, and Friday, we've added an indoor recess zone as well. So, we limit the amount of kiddos outside. So, we have an indoor zone here in the library. We have one in the music room, we have one in PE, and we also have one for steam enrichment. So, we're able to pull more kids, and we do it on a rotation basis. So everybody gets to be part of every zone and
028the kids know where to go well almost all the time but you know we're still working on that piece but it's again it helps out with just making sure that we're we're helping out with the with the behavior out there and it's been a game changer for us. Um I added some other pieces there that we we do as part of that but it's always again building those positive pe relationships and and again problem solving together as a team. incidents uh happening outside. I mean we still get them here and now then but it's not we we've I mean the amount of referral I we have a fraction of what we used to get when it comes to head injuries or any other type of injury. So I think I believe the zones have really
029made a difference on that targeted student support. So that is for our kiddos who do get referrals who are you know we have you know offenders that you know are coming back with with similar situations. We have our counselor meet with them and we do these support groups where she has lessons with the kiddos on how to be a good friend. We talk about attendance. We talk about just how to self-regulate your emotions. And um and again it's based on behavior and and need based on where they're at. And she does this during their lunch. So they'll come in with another group of friends or peers that have the same, you know, concern that we're working with them on. and they'll just you know she has lessons that she works with them on and it's
030just again it's been another game changer that I truly believe has made a big difference when it comes to our our referrals or our students that you know usually have some of the same situations pop up. the attendance one has been a huge success uh where you know and a lot of times it's hard because it's not really the kiddos that it's it's the parents uh you know who who I guess we we have to do a better job educating and we're and we're doing some more work on that as well. Uh but again these are amazing support systems. we have our special ed teacher, our resource room teacher, Miss Manchini, who's also implementing her lunch bunch with students that she serves under her case load. So again, it's just making sure that we're continuing
031to support um our students when it comes to that social emotional support. Um I mentioned some of the social emotional learning going on. So again, we're we're implementing this in all areas of our students' day. Uh we're always setting goals. We're tracking their progress. I mean, ways to problem solve. Um just really developing that perseverance and and reflecting on their growth. You know, always sharing data with them. Uh I had a kiddo yesterday who was looking at her attendance. We met with the parent and the and the teacher. Uh and she had she was comparing we were looking at attendance in previous years to where she was at this year and the growth she's been making academically. and she was just amazed to and that really just motivated her to keep coming to school and
032getting better. So just giving them that feedback has really made a a huge difference and setting goals and tracking their progress. The other piece that we have up there and we had so much information it was hard for me to pick and choose what you know throw out there. Um but we do have we have our steam nights are very well attended. Uh we have staff that sticks around to to hang out with kids and families. We actually have a big event, a literacy steam night this Thursday. By the way, you guys are all invited uh from 5:00 to 6:30. We will have lots of great activities going on. Um but yeah, it's one of those things where our parents are always looking forward to to joining us for those um family engagement events. We
033do we are planning a big um um family festival at the end of the year in May. So, our parents, our PBC team is getting together to to really go out and and and promote this as well. >> Have a date on that memo? >> Yes, it's the 28th 29th, right? At the 29th of May, and we'll send more information out on that as well. Um, yeah, that's always a big it's it's been a big um event here for us. Um PVC I mentioned our our parent volunteer uh committee. They are uh we have a brand new uh committee this year. Uh and they are just ramping things up as far as getting people to come in. They they set up booths out there for for these events. And I mean it's it's been it's
034been great to see new families step up and and and help out with some of these events and participate in all the different things that we do. Um, one of the things that Megan talked about was, you know, we've had u guests come into the building last week, the read across America week. We had a guest um guest reader day and we had lots of high school students come in from CT. So, we're working closely with uh Miss uh April out there and we're getting lots of students to come in and participate. They will be here on Thursday as well to work with their kiddos. They're excited. I mean, we have some that come in and actually are are teaming up with their TK, kinder, and first grade teachers >> as part of their as
035part of their their learning through their their careers in ed. So, I mean, we're just trying to get as many people to come and just, you know, hopefully end up being teachers here pretty soon. But, um, it's been it's been amazing to see that whole cycle for some of these these kiddos. Um, and yeah, I feel like all these pieces just just make us who we are and and I mean, again, we're we're a pretty tight little community here and and um, yeah, like I said, there's just so much that we do and we're so proud of. And I think I have I mean, I have one principal here from two, but yeah, I think we have the best staff in >> Yeah. >> You're recorded. Yes. >> Oh, gone without any. >> All right,
036that's that's all I have. Uh, any questions for me? >> Your lunch bunch groups, are they the kids aware that they have lunch with a counselor that day? I mean, they know to sit together. >> Yes. So, we have >> with me. They have a so we have a rotation system set up for them. Um they will come in oops right here. So and again it's based off so we do hope scales where we'll have a they'll have a self assessment to see where they're at as far as their attendance. They'll rate themselves and all of that. The teacher will do the same. Um and once we have all that set up then we do have uh we have a schedule for them. So Tuesday, Wednesday and Thursday. So Tuesdays and Wednesdays it's the friendship
037schedule, the friendship group and for first lunch we have the students that are part of that. So they all know when they come and our counselor will go in and just will we'll just gather all their kiddos in there and then they'll take them in so they know what days they're going to have that lunch bunch with them >> and a lot of them have lunch bunch or they'll have lunch with their teachers too. if they've earned they had a good week and if they got to that point or we're just working on building some of those relationships with the teacher uh they too will take them in for lunch bunch with the was with a few peers of their own. But yes, we do and it's all based on where we're at with data
038when it comes to friendship, the zones of regulation, attendance. We even have a bully busters um lunch bunch group. So >> oh what >> bully busters. So yeah, so we talk about what bullying is, what it looks like, and they're just kind of looking at different little scenarios, recognizing what and it's really just to recognize, report it if they see it, and it's just helping us, you know, may or may not >> that may or may not have been involved in some of these situations. Yes. >> Good. >> Yeah, >> I'm impressed. Thank you. >> Thank you so much. >> Yeah. Can I ask some definition questions? And it's kind of a group question. Um, back to my first year here. Um, acronyms PLC and MTSS. >> What are so >> professional learning community? >>
039Okay. >> So, we do in our Monday collaborations, we usually have um teachers have a first hour to either meet with us as a building and then the second hour to meet in PLC's. There are Mondays where they get two hours to to collaborate and work on looking at data. Uh they do their plan and study adjust meetings where they just kind of look at to see what's working, what's not. Uh they do some action planning, some backwards unit planning. I mean they're just constantly working together. The MTSS is multi-tiered systems and supports. So we are really looking at um you know making sure tier one universal uh systems are are in place. any kind of intervention that they need. They're they're working at tier one. Uh tier two is more with our interventionists, you
040know, our lab teacher maybe, you know, enrichment uh not enrichment, but more TVIP, for example, or multilingual learners. Uh and then your tier three would be more intensive supports for some of our students. It could be our students with IEPs. Uh and again so it it's a team where if we have students of concern we obviously meet through those PC's when we meet as a team and we could determine whether we want to refer a kiddo to an MTSS meeting where we're now bringing in some data using some of the interventions that were tried didn't see any changes and now what other supports can we offer with that team two or tier 2 team in place to support. We send them out with some ideas tier two strategies. They do it for a few weeks.
041come back and see where they're at, see if it's working or not. >> And then we just again, it's just making sure that we're tracking and and and looking at progress >> throughout, you know, that time. >> And then I guess this may be a bigger picture Allison question, but we track growth versus you mentioned proficiency. >> I think all of the reports have had goals of of growth, which is great, but isn't the overall goal proficiency? So that you're at a academic proficiency level. Isn't that what we grade out at? Not a growth level. Is that what >> we look at both proficiency? >> And I guess my question is how do we define the difference between the two? >> Repeatable versus um based on um how you did with the same test comparatively
042to uh students who scored similarly to you on the same test. Yeah. Okay. So that's your growth uh three growth percentile and then efficiency obviously is you know just one based on level or scales. >> Just just curious >> and I want to you know kind of highlight uh Mr. Ramos and I think a lot of our principles do this but I just met with Mr. Ramos about three weeks ago and just he's kind of walked me through the data set that he goes through and meets with every single teacher after the star data comes out. B sits and meets with every teacher goes over their proficiency data percent of students proficient in their class student by student and growth uh student by student um and then what's the data action planning around that to
043make improvements on both growth and proficiency. So just really impressed us with the level of that intentionality of bringing them in and going student by student and the report you have proficiency in one you know where how the percentage of students proficient the percentage of students growth and we both want high percentages in both levels but for some students depending where they're at in their academic journey you know that real proficiency it might take you know nine years or eight years some three years some two years but really it's just focusing on that student working towards that proficiency mark And man has been really intentional on that. >> You can't have one without the other. I totally understand. I just wanted to get the definitions out there. >> Yeah. >> Something interesting too that we've
044had is we've had students who proficient. I mean they're way up there. >> Really high >> low growth though. They're they got the but they haven't made it. So what are we doing to expand on that? What are we doing to challenge those kids that are there? And that's why it's good to see that that low and high growth piece too. >> Yeah. When you focus on growth, everybody just like >> Yeah. >> Very cool. not specific to Manol, but in general the board reports. I know I would appreciate um revisiting how we showcase data at the building level. >> That way we could compare year to year. I think it'd be very interesting to compare growth versus proficiencies. >> Sure. >> Um but >> trend lines. >> Yeah. Trend lines. >> Yeah. Although I
045do appreciation on that >> below growth numbers as well. >> Yeah. Absolutely. Man, what would you say one of your your biggest challenges you have right now and how are you adjusting that? You know, making plans around that >> biggest challenge. >> What's one of your biggest challenges you're facing right now? >> Um, I think let's see. I know we're doing a lot, like I mentioned, attendance. A lot of the stuff that, you know, we try to support our kiddos with, I feel like is out of our control, but at the same time, not really. So, um I think yeah, I think just just getting more parents to be involved. I have parents that are they do come in, they want to know more about how their kiddos are doing. Um and I feel like
046even dur PBC yesterday, I mean, I had eight parents, but still, you know, went over some of our SIP work. I try to get more. How do I how can I get more parents to come in? Um I think it's my biggest thing. We've talked about doing some workshops where we'll do maybe like an attendance piece where I get to explain what is attendance. How do we and not necessarily about the Becca bill and if you don't come in this but just just the you know if you don't come to school your your kids aren't going to make progress and when they do show up look at the difference you know I mean so I think that part educating our parents on that and showing you know the big I'm sure parents know a lot
047of stuff as well is out of their control uh especially if the kids are sick quite a bit but I think it's just getting our parents to understand um you know why we're reaching Now, when it comes to some of those pieces with the tenants, with behavior, >> um, uh, yeah, just just I mean, STAR assessments and what that looks like and and just reading some of those reports with them because a lot of times they get them, they have no idea what it really means. I know we have our parent teacher conferences time is limited to really dive in and to and to find out that >> yeah I think more time to discuss that and because I parents want to know I mean a lot of parents want to know how can I
048support my kid to get to that next level so they're at grade level or or meet the stands that they need to know um and I am also working with teachers I think that's another big challenge to to communicate with families and and meet regularly with them um the other piece is you know with discipline when it's it's not just the principal's job to to it's how do we work together to to support the kiddos's needs um and just reaching out to families. I mean, we got to reach out to families. We got to reach out and that's one of the things where I always try to put them in that situation. If this was your child, what would as a parent, what would you want to get from the teacher or from the building?
049And that usually changes some of that that perspective, too. Um, but I think yeah, that bridge between the home and the school, continue to work on that. I think that's the the biggest piece. >> Thank you. >> Yeah, >> that question might be >> way bigger. Way bigger. Um, so you don't have to fully answer it, but I I I know with the de the incentivization of like failing students, especially probably in the elementary school, are you guys holding back kids from going up to the next grade? So, I'm just thinking about like parents and their involvement if they know they're going to keep on moving on. >> Does does the school really have anything to negotiate with? >> I So, I mean, it's in a case by case. I I have, you know, when
050it comes to retention, um there there's lots of of data out there, lots of studies about, you know, the the effect size of that. And it's it's not recommended that you hold students back unless really it's it's a it's it's a last resort really. Um, we've had students who have gone through lots of trauma. We've we've done we've really sat down as a team, MTSS team, and determined what the best piece is when it comes to certain situations. We had a kiddo, for example, who was foster child was going through all kinds of trauma. Uh, kindergartener missed lots of school. We talked to the parents, teachers, and we we made the recommendation and we kept the kiddo. and this year has made so much growth. Um it's it's it's been insane how much growth this
051person has made. Uh we've also uh we've held other students back for a year and we've monitored closely uh because retention is is an intervention uh because if you decide to go that route then you have to kind of limit everything else and just base it on that but you still have to continue to monitor and support. Uh but based on uh again I think it's just it can be one of those things where especially like the fourth fifth grade level to keep a I think it's more detrimental to the kiddo to to hold them back. Uh, but I don't I haven't seen, you know, and mo most of the time teachers or parents will, we've had parents that want their kids held back, you know, because they're not ready for that. And and again,
052we don't we don't um unless we feel like it's it's something that is really needed and will make a difference in the kids is Yeah. And again, based on >> on on just studies, it's not it doesn't have a very big effect size when we look at that. Nick at a district level if we have like those rates that we could see >> a retention rate how many students are retained >> um yeah we could probably pull that data it's a very small percent very small but when we do it's >> very thoughtful decision you know I was the elementary principal for eight years and we did have a a group of students where we probably retained four or five in one year and then we we tracked their data and they were kinders really
053the idea is K1 or two and you look at birthdays um that time sometimes the impacts and we looked at the data by the time these guys and they made some gains out of first grade made a little bit more gains second started to slow down a little bit by the time they were in third we saw it taper off and the progress we we had made they were kind of right back to where they we we were conserved again >> um so it is one of those things the conditions really have to be right for to retain so I would say on average you know it's probably three or four kids at most per building. But I could check into that and get back to you guys. >> Yeah. And it's a process, too.
054I mean, early on in the year, you can't just decide at the end of the day, oh, you know what? We're going to hold this kid. It doesn't work that way. Usually by the first conference, but you met with the parent, you've talked about some concerns and maybe had a conversation, but it's usually at the early age like kindergarten. >> Maybe first, but I Yeah, there have to be some extending ring. Yeah, for sure. Any other questions? Okay. >> No, thank you. >> Thank you so much for hosting us here today. >> Um, we'll move on to the superintendent report. >> Sure. So, first off, I do want to say congratulations to Mountain View. Their destination imagination team is burst down in uh the Tri Cities. So, they're off to state. So, it's a really
055big deal. It's a really big competition. It's very, very competitive. So to get first at DI is a really big deal. So just says a lot about you and your enrichment program and just the the culture of academic excellence that you have here at Mountain View. So congratulations to you, your enrichment teacher and your kids. It's a big deal. It's awesome. Um also want to thank the Quincy community and Rita. Uh thank you for serving at the spaghetti feed. We raised uh $25,000 total. >> I couldn't believe the craft. It was pretty incredible. >> Did you get them all served? >> Huh? >> Did you get them all served? >> I stayed till six o'clock and I had to eat. The line was horrendous and they had to wait for spaghetti. I'll go home. >>
056I gave them my ticket. Give it to somebody that needs it. >> It's pretty incredible. This is We had some debate internally. Is this the 40th, 60th? And we did some research. I even asked uh Quincy Valley Historical Society if they could like put a pinpoint um and it's all anecdotal stories, but I think we've nailed it down to this is the 50th year of the spaghetti feed here in Quincy. So, we are going to be doing a feature in the communicator that highlights just the amount of >> told me the 49th and next year is supposed to be year. >> Well, Quincy Historical Society would would say different. So, I I I'm going to track down whoever said that to you, but it's kind of fun, too. Like, Manuel, Laura, uh Whitney, >> and
057Alicia, all the principles working have all gone on their trip, too. So, it's it's a really fun deal, and it's just such a a time to celebrate um and come together to support our >> Well, and they have every year posted on the wall. That was amazing to go through. And >> Sean's been digitizing those, too, so we have them. >> We have those perpetuity. >> Yeah. you'll ship those over to Harriet. She'll be really thankful. Uh so last night I had the privilege of sitting with the 98848 project and it's a group of businesses and uh Brent was there uh really trying to coales our community not just in Quincy but George Winchester Sunland Crescent Bar and what are some what is that vision for us as a whole community? What are some things
058that we want um uh to everyone to benefit from? what are some areas that we need to improve in as a community? What are some things that we want to hold on to as a community because we are changing. So, um it was a really interesting great conversation. There's probably about 20 people there. It would have been nice to have a little more. What's that? >> 37. >> Oh, there's 37. Thank you. I guess there's 37. They want to short change them. Um but there is going to be another time to come meet and it's April 13th at 5:30. So, board members want to come. Um it'd be great to have you there and engage in that. I'll put it in my weekly update for you guys. Um, >> and then, uh, we're gearing up
059for conferences. It's hard to believe third quarter is almost over. So, we'll be starting our fourth quarter here at the very, uh, end of the month. So, we're working hard on getting ready for conferences at the end of this month. And then, loose, I just want to congratulate the high school, uh, the cast, the parents, everybody, all the hard blood, sweat, and tears that went into production. It was incredible. Um they broke I think 350 people in attendance on Friday night and then Saturday they had 250 people come and it was such an ambitious performance. Uh it was inspiring. Uh uh Haley Weber did a really really great job directing and then Kylie Younren uh conducted the band. They had a live band um of people came from Moses Lake, Soap Lake, Quincy with you
060know Quincy people in this live band and it was outstanding. So just big congratulations to them. It was a really really fun thing to be a part of and see. So that is all I have for the board. Oh and then also I guess I do have one more thing. Sorry. Uh tonight again uh just congratulations to the board taking the step to refinance our bonds. That is a really big decision right now. The savings is anticipated. It was over 6%. Um it's dropped down to about 5.9% which is well above the board parameter of 4.5. So now, uh, Corey and our attorney Lee will get to work in getting everything lined up, um, uh, working with Moody's to make sure, you know, to analyze our credit score, which is AAA. Um, but that they
061do a thorough investigation, um, of our district financial health, I'm sure it will be just fine. Um, and speaking of district financial health, I want to congratulate Tia, all the directors that had to go and principles that had to go through our recent audit and our admin assistants. They went all the way down to the admin assistant level. Um, in this last audit, um, looking at our ASB fundraisers, uh, the way we do our credit card receipts, the way we do payroll, it was a really extensive audit and it was completely clean. Not even a management letter or recommendation. So big congratulations to TF and all the work. >> Thank you for keeping us on the straight and narrow. So that's all I have. >> Thank you. There's no students to give their reports today,
062but for board leadership um hopefully you guys all have saved the date for April 13th in the morning for us to do our board retreat. Um yeah, April 17th. Um, other than that, hopefully you guys referenced uh the minutes. Nick did a great job reflecting what we want to talk about and just some changes um that were shared there. Anything else? >> Nothing wrong. >> Yeah. Okay. So, moving on on the agenda, uh there's no policies to review. There's no unfinished business or new business. Um any board requests for future topics? No. >> Okay. So, hopefully you guys all get the chance to sign your official documents. We're going to transition to a work session about our instructional and supplemental material overview. >> All right. If you want, >> thank you so much. >> And
063she's already I did not. Sorry. >> Well, you said healthy animal. >> Okay, good to know. Okay, I will default to default uh chicken wings from the gas station. Wait, >> do they >> That's the one restaurant I not restaurant one place like I live here for years and I've never had like anything from there. Like even we had a friend of ours bring one of our kids just so they can get mosquitoes. might help with the techn but >> I'm interviewing today for the role >> better than testifying. >> Yes, exactly. Hey, I testified for the Washington State Senate a couple months ago and it was actually really fun. >> Yeah, we were pretty good. Excited to be back. So, >> well, thank you. Um, >> this wasn't that long of a meeting, so
064we probably can just get >> Let's stretch it out. >> Yeah, let's just go. No, it's kind of nice because I don't even think you need a break before we get started. So, are you gonna >> if if you want to jump in for the meeting and share from there or I can you can just tell me next. >> Well, I'm thinking so I don't have to look awkwardly back there that I'll just have it pulled up here and then you can I'll tell you next maybe. That work >> perfect. Yeah. >> Okay. So, um we are going to talk about um just the instructional materials process here in Quincy. Uh there was a question about um uh the board's role in reviewing and adopting um instructional materials. So we're going to talk about that.
065You can go to the next slide. >> I'm going to try to keep up. >> Oh yeah. Can you see mine and then you can see mine go slow. >> Let's see how fast you Yeah. Okay. So, our main objectives are to clarify and discuss um the multi-year commitment when we do adopt um and implement a core program as a guaranteed and viable curriculum. It's a lengthy process and um the core program is uh what you um adopt and the part of the process that that you is really important that you're a part of. So, we're going to talk about why that is um and also some examples of the different types of instructional materials that are in our um uh board policy. So, um the core instructional materials which it is what the board
066um is a part of adopting are a critical critical element of what we do in teaching and learning. Um, essentially when we are looking at new core instructional programs, we're looking for the primary resource that we're going to use in our main programs. And so we will look at our math curriculum, our ELA curriculum, our social studies science, that those sort of programs. And then we determine within the K5 elementary schools, we're going to do the same curriculum across all schools um or middle school, high school. So in order to do that, we really have a lot of pre-work that we do with teams. We this is the OSPI process that we follow and it starts at the top with the idea of that we identify parameters and goals. Where do we really want to
067go? we look at our standards um for the curriculum and we'll talk about uh the new standards updates of Washington state and how that impacts us but we really study those and then we identify do our existing curriculum um meet that need of um the the goals and the standards and if they do then we don't actually have to adopt a new program but if they don't we have to identify as this a really big gap that we have to look for different instructional materials or is this something little that we can just make minor adjustments? Uh if it's something big, we review and select instructional materials through a committee. Um and then if we decided to purchase something new, it's usually a multi-year very large contract that then needs the board approval because there's
068a lot of um time and effort that goes into the process after it's approved. Um so if you go to the next slide. So essentially the um process for core instructional materials once the team really identifies hey these are the materials we want to adopt based on a lengthy process. We do that through a curriculum study team um which includes teachers and um we uh try to include parents on that as well. and we always update the board along the way in that process. Um, after that particular team makes a recommendation on what kind of core curriculum we want to adopt, then we take it to what's called the instructional materials uh committee and we walk through all the specifics of um uh the processes that we made to make that that uh recommendation from
069the curricular study team, the instructional materials committee. Um and there's parameters um on who needs to be on that team and it's it's external from the team that was doing the instructional you know the curriculum study. The instructional materials committee looks at all the parameters and they say yes you have followed the guidelines for adopting you know curriculum and then the instructional materials committee makes a recommendation to the school board for you to adopt or not the recommended program. So, it's a very lengthy process just to get to that for you to be able to say, "Yes, we would like to adopt this program." >> Um, the next part, >> I'm sure you have this in there too, but there's a lot of touch points along the way of adoption cycle and >> we'll have,
070you know, if board members interested, they can participate along committee >> and then we do regular updates to the board so you know what direction, you know, it it's so there's just no surprises. You want to just come to the end and say, "Well, here's what the committee selected." Because it is a really big decision. >> Yes. Very big decision. >> I think I know the answer to this, but does OSBI do any of the sifting for you? Like, are there pre like we know that this group of curriculums fit in our guidelines or meet our required standards? Or is it a fishing expedition for you to find things that need a good question? >> It's mostly a fishing expedition. >> That's what I assume. But >> yeah, but there are some um u recognized
071um leaders and there's a um I don't an organization called ED reports that does a lot of reviews of programs that we can review as a team and say okay we only want to even bring to the curriculum study team uh programs that have been evaluated by ED reports as very high quality. >> Right? So then that's a filter for us before we bring it to the team to look at. So that's how >> amount of data I can't imagine if you didn't have a screener. >> Yes. But that's why the work ahead to identify what our goals are is so important because we really have to say based on our priorities here in Quincy, you know, always it's really important that they um you know, have good supports for multilingual learners, for example, because
072that really meets our needs. uh Washington state is updating all of the standards one content at a time and we'll talk about that here in a little bit but when they're doing that they are for the first time um ever they're actually identifying priority standards within the standards. So they're saying hey these are all the standards in Washington state that we uh need you to teach and these are the ones that are most priority. >> They've never done that before. they've always let left left it to districts to identify their own priority. Um, which has made the process a little bit more complicated because they first have to identify what's our priority. >> Well, and and that's, you know, part of the trick too. You try to adopt a curriculum that is aligned as tightly
073with the standards as possible, but then hits the priority standards that our kids need the most because if you do all the standards in math, what is it? It it takes, you know, till their the kids 20 to hit them all. I mean there's just it is it is kind of the amount of standards that you have. So you really got to get clear about what are those key priority standards that our kids just absolutely have to have within our system in that adoption. >> Is this reviewed every year? So every time the state puts out new standards, we then have to review to make sure that our programs meets the new standards and even more so that that we're assessing those standards to make sure that we're meeting progress towards those standards. So it's
074a very >> Well, the reason I'm asking is is that I was absolutely in shock about the high school math. I thought, "Oh my god, it's not working. Something's wrong." >> So, if you aren't going back and going through that kind of data to try and make some changes, we're in trouble. >> Yeah. So, the even though this is a very lengthy process, the actual materials is far less important than how the teachers are implementing the materials and how you're monitoring along the way. So we have many systems to monitor that. So the PLC conversation that is at the elementary it's grade level teams that teach the same grade level that meet to have those conversations around what we're >> teaching and and assessing. At the middle school and high school level it's common coursebased
075um where they come and say, "Hey, this is what we're teaching that's coming up. This is how our students are doing. How can we monitor and adjust? What we're learning through our math curriculum study is, and I can go into great detail about this. Um, >> do it. >> Yeah. So, um, and in fact, no, don't comment here. Um, we the math standards were, um, put out the new math standards in December of this last year. So immediately when that team when that was released, we brought the high school team together and we started analyzing the standards. We said okay based on the new priorities which were different than the old priorities does our current program actually first of all teach these and where and then how do we assess those particular standards? >> At
076the same time we were doing that we did a really deep analysis. We have math instructional coaches which I wouldn't be able to function with this the process without and their expertise but taking the priority standards and then looking at there's documents called um in the past an organization called achieve the core had indicated okay there are common core state standards but these are the standards that are really important in order for students to get to mastery in algebra one the new Washington state standards are a little bit different than that. So we've identified hey what are those really key things and then from the state and then we compared decades of research from achieve the core that has said okay these are the priorities based on these Washington state priorities. What does achieve the
077core say are the important prerequisite priorities that you have to learn before you can access the grade level priorities if that makes sense. So We started with algebra 1. We said, "Okay, these are our high school priorities. This is what what we say is important. So, how do we get our K8 curriculum aligned?" So, we are >> they're prepared >> teaching every single priority. And what we have done is looked at the data of the what we're calling our priority prerequisites now. So not there's all the standards and then there's the priority standards and then there's the standards that we're saying are priority prerequisites because if they don't have them mastered say in third grade they're not going to be successful with fourth grade standards and then fifth grade. So we started looking at the
078data of how our students are doing with the priority prerequisite math standards and they're not doing well. So what happens and you'll see it in our data and we can I I don't >> we have another what we're going to do is you know we've talked about doing a specific just in math how we're going to tack on this. Yeah, >> two. >> And we've been working with teams. So, we started with the high school, eighth grade, seventh grade, sixth grades, actually tomorrow. I've been working with the math teams directly with their teachers and admin and pulling that. >> Um, and then fourth K5's after spring break. But we're really looking at the priority prerequisites. How are we assessing them? How are we building on? the the key point with ELA versus math, and it's
079hard to imagine, but in ELA, we have we start in kindergarten and first grade with pretty large gaps according to the proficiency standards. Mhm. >> And looking at our large multilingual learner population, it makes sense that if a student is learning English and Spanish or English, you know, that they might not do so hot on the English test when they first take it. Um, but what we found is over time as students are learning English and you know, we do have very effective programming and and and we've been working on it very hard for ELA, but the the number of students who are not meeting standard is going down over time. In ELA, that's the same standards every year for the most part, except they get more complex, more complex text. In math, it's very,
080very different. In math, kindergarten standards are counting cardality. Can students count >> one to one? >> Yeah. One to one. If you can imagine, by sixth grade, that is no longer a standard, >> right? >> You know, and so by third grade, it's fractions and really understand fractions. By sixth grade, it's ratios and proportions. By eighth grades, it's linear equations to be able to do what you need to do for high school. If they don't have fractions in third grade, a high school teacher can't mind like make up for that gap in their classroom instruction. It's literally impossible. >> So, what right? >> It's a compounding issue. So instead of, you know, ELA where it's getting better over time, math gets way worse. And in fact, if we're not really um addressing the standards, about
081fourth or fifth grade, it becomes a real problem. When they get to middle school, it's really almost impossible for them to make up the, you know, third grade skills that they really needed every year. And then by the time they're in high school, it's really a losing scenario. So if you look at data, high school data across the state with populations that have high multilingual learners, our high school is doing at least as well as the as the rest of the state. I'm not okay with that because it's not doing well. >> But what we are doing is saying pinpointing, okay, in third grade if you cannot compare equivalent fractions, there is no way in fourth grade you're going to be able to. So we are going to assess early and intervene early in third
082grade so we know that we're hitting the priority prerequisites for fourth grade >> and we're doing that for every year. So then we actually into intervening on the really third grade and up skills that the kids are missing and won't be able to really catch up until they have. >> Are there enough resources for that where the you know the teacher in the classroom isn't having to slow down lessons? That's the hard part >> and you know keep every you know keep the rest of the class from falling behind because of >> the answer in year one as we're doing this is definitely no. You know if you look and you say wow 80% of the kids in a particular grade level like sixth grade are needing these key skills from third, fourth, fifth grade.
083We're probably going to have to slow things down a little bit. But the key is if we can catch them early in sixth grade and start building that awareness. Um then we can maybe start teaching some because there's two different types of priority prerequisites that we're learning in math. Uh there's prior grade level skills that you should have in order to access your current grade level, but there's two different types. One is that you can actually learn the math standard of a prior grade level while you're teaching the current one. So, um what would be a good example? Um you know, if if you don't have some like computational fluency, but you're learning um some multiplication facts, you could use calculator, you know what I mean? There's like some tools that that or you can
084just teach them just in time right before you teach the lesson and it it's okay. But there are other priorities that the kids really can't access the grade level content unless they have the prior years. And so they'd have to stop and say we got to teach this first before we can even start teaching the grade level. So what we're prioritizing in the intervention that we're planning which is not built yet but we're focusing the spring we've got you know great start on now >> is what are the things that we absolutely have to fill the gaps before they start the instruction and then planning the year the beginning of the year with what are those things that we can actually get started if they don't already have the things in place >> right >>
085so we're being very strategic about our pacing uh to be able to accommodate as best we can. So, what do you do then by the time they're in high school and they're where they're at now? >> Yeah. >> How do you get them in ready for graduation which have high graduation numbers, but I don't see how that's done. So, the the criteria for graduation are um three things. you um you need to be able to pass the 24 credits for you know the the certain amount of credits for graduation you know high school courses you have to be able to pass the the right amount of courses to get the credits the second is a high school and beyond planning which we'll talk about I think it's next >> yeah uh to make sure that
086they've got a plan but the third is called um is a like a pathway and there are multiple pathways from the state in order to graduate so the for your for all high school students. I thought that was pretty much for like uh the academy all high school student >> all high school students how can do a CT can do a CTE pathway >> huh >> can do they can do a CTE pathway through CT so career and technical learning pathway >> so in Quincy we have an incredible CTE program and lots of options for pathways >> um students as long as they take a a a specific sequence of CTE courses they will meet the pathway way and not have to pass the math test. >> What's the the top end priority standard for
087math? And I'm guessing there's so many because it's tiered. Like is there a all the way to AP math and then what's the minimum qualifying standard? >> So the way that the new Washington state standards are written, you have K8, you know, standards by grade level and then you have high school standards that are by course. So you have a geomet you have a set of geometry standards, algebra 1 standards, algebra 2 standards, and they also have a different set of standards with their it's they have like a what they're calling an integrated math which >> which has complicated. >> Yeah, it's it's complicated, but every one of those courses has identified priority standards. So, I'm not sure if I answered your question, but >> I'm just curious to to get kind of point like
088I I made it to algebra 2 and I think I there was a lot of pencil whipping to give me that B minus, but >> and then I deferred to the the basic math. >> No, on my teacher's part, she had a slide rule hanging from the ceiling and there wasn't a lot of going on in the room. But um the then I I diverted to the the like you know math for living your real life >> Yeah. >> track and that was the end of my math career. >> Yeah. >> And so like you've got to have both options and still consider people proficient enough to be successful. >> And Chad, that's I mean the point that you're making. If you pass SBA, you qualify for English 101. >> Yeah. >> You know, it
089is equivalent of an AP. So if you pass AP, that counts as passing the SBA. It's equivalent. So the whole gear up when Smarter Balance came out, it was pushing college really hard. That's what the Common Core came from. So if you pass your English or your math, you qualify. You it's a prerequisite to math 101 or English 101. And again, we know not everyone is is on that college track. Um there's a lot of states again that has has have dumped the SBA um because they are moving towards a career trade focus. Um, and there's only 12 states that use SBA now and Washington's one of them. Uh, if I had my my way, every kid would take the ACT or SAT because at least there's some use you can apply it to. You
090can apply it to merit-based scholarships. You can, you know, there's a national norm within SAT. It's really I mean, is it really national anymore when only 12 states are doing it, you know? Um, so there's there's a host of issues, but just because a kid doesn't pass SBA, that doesn't mean that they don't know how to do math. I we're still concerned. we're not happy with those those results. But um >> for a lot of our kids, that personal finance option is a really good option. And that personal finance that counts as a graduation computer science. If you passed our ticket, >> if you pass our AP computer science, that's a that is that also is a dual credit for algebra 2. >> Um because there's so much math involved in computer science. In running
091start, do you still have to test into the 100 levels to to lead for running start? >> Um, not to get into running start. No, but >> when I applied, you had to test into >> they've really dropped the standard, which is another big problem with running start to be honest because, you know, we have kids that will go there that that aren't running start ready and then they come back to us and then we have to repair the damage of two quarters of not passing classes. So there's a certain amount of credits that you have to earn in math in order to graduate the credits. And so those don't have to be in the pathway that's the same as getting passing the math test. >> Yeah, >> I think math is unique. So like
092you were talking about making sure you hit those core. Is there everybody loves more testing, but is there assessment before you start the next level to see how much building block review the class needs before you can continue forward? >> Yes, that is actually the key. So the the idea bei behind what a guaranteed and viable curriculum I know we've talked about this before but a guaranteed and viable curriculum is the school saying okay we purchase this curriculum but any purchasable curriculum is usually like a nationwide curriculum and they have all the standards kind of covered equally. Mhm. >> So then the teams have to go actually this is what we're going to prioritize and then these assessments are what we're going to prioritize and we're going to teach this part of this unit and
093then this assessment and the idea is that what the PLC does is they look at the assessment together and say hey how' our kids do we have to make any adjustments right >> and the big work that I'm working on with teams through this adoption is okay we know the priorities are outlined for us we know what our priority prerequisites are let's make sure that the assessments are early and often to be able to then communicate with the next grade levels before. So it should never be a surprise that the kids are behind. >> Is this where adaptive AI learning too really >> well that's a whole other >> why we're doing where we're looking at AI at the same time as we're looking at programs. Um it is there's so it's so evolving the
094capabilities of AI. Uh it's pretty mind-boggling and impressive what you can do and um it's definitely going to make us re-evaluate a little bit when before we purchase a very big program like >> the the c that's where I would see the catchup coming from right like so say you have kids that are left behind >> then you their supplementary material over the summer with the Chromebook they take home anyway >> yes >> if you can get them to stare at a screen for and I don't not encouraging kids to stare at a screen more often than they too. But that would be the supplemental catch up time, I would think. >> And even kids who are advanced using AI, I mean, I know a child who she is very honest. She doesn't use AI
095to cheat. Um, that, you know, she will take pictures of all of her written work and say, "Can you give me any feedback on the problems? Where am I, you know, which ones did I miss and what feedback do you have?" And boom, it will tell her. And it like step by step, it will why she was right. It will give her feedback why she was right >> and it will give her feedback why she was wrong. >> So not and not every kid you know responds to computers but you know gone are the days where you know the way I was taught math was I'm going to lecture for 20 minutes. I'm going to sit my desk and do do all the odds >> um and look at the answer to the back to
096check your work. Right? And if you teach like that your days are over. Mhm. >> Uh because there's no longer the the the sage on the stage or the teachers are no longer the the the only sole proprietor of content knowledge. You have to be a really good teacher though still you have to facilitate learning. Uh you got to get really good at that, but some of the antiquated instructional methods are going to go wayside. Um and I don't think that's a bad thing. Um and I think this is a way to like what your question is or Casey asked, do we have to slow down? I think with some adaptive AI features, you know, it can really be tailored towards what the kid needs. But, you know, putting a kid on a computer AI
097program, that's not good either. That, you know, we should not be replacing humans. >> But if it could help, >> but it could help the teacher identify and supplement. Correct. >> Without the hours absolutely of time >> like printing out repetitive >> like solution like equations that led to learning. I think that could be >> in several different levels. >> Yeah, absolutely. >> Help us step through. >> I can see that. >> So, it's going to be really interesting this timing because a curriculum purchase is is a serious consideration for a board. You're you're talking it's a >> million plus if it's a 12 um if it's a 12 uh K12 adoption, it will be over most likely a million dollars. Um, and then you know, you want to make sure that it's not just
098a one-year investment, it's a 7 to 10 year investment. Though with AI, >> I don't think it'll be seven or 10 years >> ever evolving. You know, it's one of those things you got to make sure that's the right choice. >> Yeah, we're doing the deep analysis of the standards work. At the same time, we're piloting some AI tools that are specialized in math specifically >> um and giving feedback to students in math. But I will say we we have we have systems or programs and that we have purchased that have what they call a computer adaptive software. Just putting a student on a computer and saying you do it, we know that doesn't work. So making sure that the teacher is really guiding and understands the priorities. You just said it was >> I've
099read a lot about conversational >> math. Make them speak out. >> Do we do that? >> Yeah. It's really critical part of our work. Yeah. Because if they're not able to explain the reasoning, then it's, >> you know, they might memorize a particular thing that a teacher taught them. But if they don't know why the math works, >> then it they don't really Yeah. >> And we've been working with teachers this year with a group of teachers and admin math especially, it's really easy to just copy and mimic what the teacher's doing. Yes. >> And not really. So we've been really intentional about, you know, when we go and observe kids learning in math, are they really engaging learning activities? Are they mimicking or faking? Are they completely disengaged? You know, what's the level of
100of true engagement math? Because it's a little bit easier to to call it in on math sometimes than it is ELA. >> Yeah. >> I know elementary there's a lot of word problems and some of them are like >> the kid gets it faster than parents. >> My daughter, my dad's an account. >> What is this? They got different types of columns and everything. >> Yeah, but I mean it's a lot of I see a lot of word problems. >> Um, >> sorry, we've hijacked your real things I'm working on right now. Truly. Um, so >> you're going to save a report, you know, three weeks from now, maybe. >> Yeah, if you can tell, I have it ready to go. Yeah, I I could have pulled up some slide that I'm doing tomorrow with
101the middle school team and probably show me some more better visuals. But um anyway, the the core instructional materials we spend a huge amount of effort not just, you know, making sure we have the right ones, but then implementing them. It takes quite a while to implement them really effectively because you have to create the assessments and make sure that students are doing well. And there's there's just every time you get a new program, there's a lot of work in professional learning to understand it. So when I came on board in the 1920 school year, we were in year two of a seven-year adoption already. We had already adopted our math programs and um I took over a 612 ELA adoption that was started um during the pandemic and we were able to complete that
102which was good, but we're already at the end of that six-year adoption. Um K5 we adopted a program in 22 23 um and we're in year six four of six on that. Social studies and science we adopted in 2324 and we are in year three of those. >> Why does why did that have a long hurricane selection period? >> Yeah. So the ELA adoption is a huge adoption for K5 and we decided as a K5 committee that we weren't ready to make a move from the old program to a new one. We thought maybe we could fill gaps because there was an upgraded version of what the Wonders program at that time. They had a 2020 Wonders version. So we said, "Hey, as a committee, we think maybe the gaps aren't that extreme. maybe we
103can just use the 2020 version. But after we piloted that, we were like, "No, we got to go and review more." So we that ELA adoption needed to be completed before we could do the social studies one >> because the social studies it was something that we we needed to because we weren't ready to make the commitment on the ELA. We had to postpone the social studies because elementary teachers teach both social studies and ela >> concurrently and we couldn't do both at the same time brand new >> and and we were really making sure that we want to be intentional about integrating writing and reading into social studies. Yeah. >> You know history is reading and writing. It's not true or false multiple choice. It's it's critical thinking around you know historical events and
104then >> being critical about it and writing about it. So, we wanted to make sure that, you know, there's a clear connection to our ELA that we could integrate our history and and writing into as well. >> Before being really intentional about finding a good social studies program, we had to be have enough of a base in our ELA program to go how can we incorporate and make the right choice. So, I did extend the social studies adoption until we were ready to do that. >> And there is there a problem? I mean, was that a tough adoption having the social studies and the science at the same time? >> Yes. >> Yeah. those that plan to like extend science out like buff that out. Poor Alison. >> So you notice that how it says
105um the three of five and three of six when we adopted the social studies because it was the same year and I had foresight that I would never do that again. >> Said let's stagger this a little bit and make the science a six-year adoption and the social studies a fiveyear adoption so then we don't have that problem again. >> Yeah, that was I'm glad Alison came back the next year. It was a lot of work, but we >> you did great. >> We did great. >> Um, so now, I mean, long story short, now is the time I'm finally getting to math. What, you know, it's up for Ryu. The timing is great kind of because if you go to the next slide um the state has been working through the standards to um
106produce new priority standards as we talked about and again every time they produce new priority standards we have to go back and look do does our curriculum match and we have to update all of our standard all of our assessments and that's a huge amount of work. We kind of got lucky in that they prioritized math first. I think they did that. Initially, it was going to be ELA before math, but they moved the timeline up a little bit on math. Uh, I'm glad because clearly math is the biggest problem statewide. It's not just us. Um, and so the math standards were released in December, as we talked about now, and we're reviewing those this year. Next year, the state is going to be doing professional learning on the new standards. all next year. So,
107we should benefit greatly from that as we're identifying if the gaps that we have can be addressed with our current program or we really need to go externally. Uh I don't know it'll be the same answer from elementary to middle school to high school. We may say for example that one of the programs is is okay but another program's just not. But I would anticipate that next year, but probably by about October, November, we'll bring that team back together and make concrete decision. Hey, is the gap too big to fill? And then we'll start making the very long lengthy process if it's too big to fill on addressing programs that or evaluating programs that actually will meet that gap. So that's going to be all next year. And then 2728 that kind of yellow or
108orange or whatever color that is. Um, I should have made it green for Jacks instead of >> Oh, there's orange. I can't even let that get on there. Oh my gosh. Alison, we'll note that on the evaluation. >> Um, the state is requiring that we fully implement the new state standards by the 2728 school year. So, if our timing is right, which it will be because we're doing it intentionally, we will have a new program the 27th 28th school year or at least reup whatever we've decided. Uh, and then the new state test, if they do a new state test, it the earliest one earliest possibility for that will be the 28 29th school year from now. So, that's our current seventh graders that would if our current seventh graders may get a new high
109school. What's the current take from the math group on the current cur thumbs up, thumbs down? >> It's lukewarm about it. >> Yeah, I imagine. So, I met with our grade level leads for um our third through fifth grade uh teams last night actually and the the initial feeling in the room from who spoke up was we can't use our parent program, >> but we haven't done the deep work yet and I know there are other teachers in the district who we are saying we can't move from our grant program. So, we'll be looking I'm really going to be looking at that very closely. um the middle school I would say maybe similar reactions that you know this isn't working but or maybe it is >> but I I think that team needs a little
110bit more time too especially looking at other things on the market um and reassessing I mean it's complicated you have to go through the work and do it the high school team the initial was like you know actually maybe there are maybe only small gaps that our program doesn't actually address we just need to really make sure that the kids are ready for it before we get into it. So >> that might we might end up using the same program which you know if you look at our results you'd be like that's the program that works least. Well when you really drill it out in the data I don't think it's the program's fault. It's the really intentionality of addressing those priorities. >> Do the publishers of the programs offer like professional support? >> Yes.
111>> Like do they teach you how to teach their program? My experience with curriculum studies is the publisher will come in and talk about how amazing it is, right? And then they will do a very general program like this is how you use it. Uh and then offer some followup that isn't all that effective. >> Is it the peers that are using the same for >> access to peer >> like other groups? Yeah. Yeah. >> And they include that professional development as part of part of you purchase it. This is this is the professional development, but you got to be kind of careful there too because they'll sell you, like you said, it's expensive and they'll sell you often times oversell you on the PD that you might not really need. And you know, Allison's
112really sharp about, you know, kind of reading between the lines on that, you know, and sometimes we've had great trainers, but more often than not, what you just need to get in, you need to have time, you know, luckily we have a 2-hour PLC time. get in, dig into the curriculum, and then teach it and then make adjustments. And a lot of times the the first year of implementing the a curriculum, you'll see kind of a a a dip in scores even um because it's really hard to adjust to the new curriculum and then you'll see the next year a pretty good bump because now we kind of got a handle on it. And um you we saw that with ELA the first time we adopted wonders and then >> yeah, they have a name
113for it. It's the implementation dip. Yeah, >> they expect first year you're going to have a dip because it's hard to learn it. >> Um, >> and I've had teachers that, you know, screaming for a new curriculum and then they finally get it and then >> I've had them in tears. Can we go back, you know, because and know we're going to stay the course and we're going to learn and we're going to improve and get better. But it's it's challenging. >> It's hard to learn a new curriculum. It's a really big decision. >> Oh, it would be to really invest in that. So that's where the board comes in and why it's so important that you're part of the um core curriculum adoption because um you know it's a multi-year commitment not only the
114review process but after the adoption training coaching and roll out building the guaranteed viable curriculum um it's just a long-term investment that really does need your attention and and and oversight as yes that this this is important to invest in um and it will be the primary instructional resource we use for multiple years. The other uh instructional types um we'll go through the last slide. Um the other instructional types, this is more about day-to-day instruction that's really addressing the immediate needs in the classroom. So we wouldn't want you to have oversight of that because the teachers need flexibility in addressing the needs that they see >> and that would greatly slow down the process if we had you know if the it had to be brought to the board every time. >> So um the
115different the different types of non-core instructional materials alternative core. So, a great example here in Quincy is um egeneuity courses that students use um to make up for um credit retrieval or QIA some intervention materials. So, we're using a program called really great reading right now um at all levels and that's having really an effective effect. Um and sub our supplemental materials like um in math it would be maybe something to supplement our core programs. they'd use the pacing and assessments for a core program, but maybe there'd be an extra task or something, you know, that would really engage the students. Um, uh, science, social studies, you know, if there's something like going on in current events that they can pull, you know, local article or something that's this teachers needs, you know, flexibility to
116be able to do that, but it would again be within the core program. Um, and then other content that really helps scaffolds for learners. So they might, you know, have sentence frames or um a specific, you know, support for a student that they would need that wouldn't always be in the program and that's um sometimes done in consultation with, you know, students. Uh and then just really temporary supplemental supports that would be like really shortterm kind of thing like I I remember, you know, when I was in the classroom and that was the Olympics and I was like, "Hey, you know, we're doing a closet and you know, we're talking about decibels." So, I'm gonna, you know, show a score from the, you know, like just a short term kind of connection for kids. >>
117Russian judge. >> What? >> A Russian judge. >> I But anyway, um the other thing that isn't necessarily exactly on this list, but has an entire another board policy is called um our our CTE course frameworks. Uh we're going to have Liz Averil um at the May 12th board meeting and she'll give you a little bit more detail about what exactly that is. that it is an OSPI approved process to in order to get a framework approved and in addition to that there's an advisory board that is for all the content areas that reviews those course frameworks for very specialized course offerings and oftent times they would they don't fit in the core because it's um it's so it's it's so evolving to industry needs that there probably isn't even a program that's actually made
118right so like yeah so more fits in one of these categories typically um because there just aren't available resources filled off for that. So, it's got its own separate >> process. >> So, that um hopefully answered your question. >> Um any any questions for me? Appreciate the other questions that you have. >> Good discussion. >> Yeah, really good discussion. really good >> the time and we'll definitely be talking a lot more about math because that's going to be our core work next year and of course we're starting on it this year uh really identifying and uh looking at our standards and starting to see is this going to be a gap that we can fill with a different program and then that will be the work that you'll get regular routinely >> updates from me
119on >> the hardest part's got to be teaching the teachers >> oh I totally agree >> we we changed change lesson plans all the time and there's guys that are cashing a paycheck and so they'll show up and will do the exact script >> verbatim and no learning occurs because they just they never repeated anything. They never made sure proficiency. They never like there's a standard set at the beginning of the lesson >> and then if you don't understand the intention and how to teach it then it's just paper. >> Yes. That's >> and that's that's the trick. You know, you want to adopt a a curriculum that's really good that's responsive to the standards like you know and the the the pre prerequisite standards. That's really critical and you really want to understand it
120so you can make adjustments in the future, right? Like you don't you don't what we we don't want as teachers turn page curriculum >> just going through it robotically. We need the curriculum is just a the standards are are the goal. Mhm. >> The curriculum is a tool to reach the standards. So, it's it's a it's very complex and I think that's another thing. Um, you know, we have pretty tight and you saw the process. We have very tight guaranteed v viable curriculum in all of our core content areas and our principles are monitoring that, our coaches are monitoring that, our teachers are really conscientious about it. Um, because they're, you know, they they care and they care about their students being proficient and there's pride there and they have to come together and share
121their data and where they're at and their pacing. So, um, and there are, and I like to say that this is how it is in every district, but it really isn't. There's some districts that just kind of teach what you feel like teaching. Um, and that's where you get some, >> the PLC. See, PLC thing is that's incredible. >> It's pretty important. >> Yeah. >> The what? >> The PLC days working together as a group. >> Yeah. >> And that time's really critical, especially when we do adopting a new curriculum. What's PLC? >> Professional learning community teams. >> Is that like the instructional material uh review committee? No, it's the Monday collaboration teams that come together on Monday and they teach the same content and so they have to collaborate together on what they're going
122to teach and then look at their data together and >> all get to talk about how are you teaching this, how are you handling >> that's where all of our adaptive learning happens from the instructor side. >> Yep. >> Yes, >> guys. It used to be sitting around the fire pit having a beer after a long day of teaching and being like how did you handle this and we >> that's your PLC. all that was our PLC but it's not that was our time and the company we the problem for us and I know between the union and the school districts this isn't a problem but the problem for us was the company determined that they could pump out a new instructor in five days >> oh >> so to the wolves >> so we
123had to learn on our own so >> I think in relation to this topic my question is related to board governance and >> um the adoption of instructional materials is like how you define the different categories like supplementary >> um the core instructional alternative core like all that I think that's where I get confused cuz the committee will make that recommendation of what they select they've gone through years um their standards and stuff like that but I'm like what's core obviously what we hear from the community where they get interested in what we're adopting is obviously controversial topics like sexual uh curriculum which after looking it up that's considered core. So I'm like okay I guess I don't understand the definition of what's core since it includes things beyond just now. So the core instructional
124materials are the instructional materials that that are for a specific course. So um you know we have many courses that span many kinds of content areas. So that's why we attack it kind of one content at a time uh and look at um you know you know the math standards all together. So we're making sure that all the courses align at his time. But uh in social studies for example it was a lot it was a little bit more complicated because we had all the social studies K8 but in seventh grade there was Washington state history. In uh high school, there's civics and US history and world history, >> psychology. We looked at all of those content areas and made a we updated all them >> and that comes to the board. >> And that
125came to the board. >> So like that graph that you showed us of the status of the different core instructional materials, even though it says K12 social studies history, it's there's subcategories within that. >> Yes. But your timing is for that section to all happen at the same time for the review. >> Yes. And that's one of the reasons why the review is so long. So I can pull for you an example of the different committees we have meeting at the same time like during the same time frame to come to different decisions. Um uh and then bring and every time I mean we were we would have status updates to the board about where those different committees were. So, when we're doing like a real curriculum adoption where we know that we're going to
126be replacing our core curriculum, I mean, how often would you say that I've been in front of the board like every month? >> Every other month. Every other month. It is really It's about every other month. >> Yeah. >> Um, so, >> and if a board, you know, if the board wants to, if the board wants to, >> you know, designate a board member to sit on and see the process in action, we've had that, too. So, it it's one of those things you kind of have to be committed to. Um, and I know you would be uh because if you miss out one meeting, you really miss kind of the connection and the learning um because it really builds it continually builds upon itself. >> Um I guess where I was originally confused is
127in that picture of the status of the core instructional materials is that you don't include like the sexual health. >> So it it there is a little Oh, was it not in this one? >> Uh there is. So the Oh, you're not >> I'm wondering are there other topics that are on this uh thing that you are monitoring >> we could and should be aware. So we also know our timing of it. >> It was at the very bottom of the >> Yes. Slide seven. >> So slide seven, the Congress of Sexual Health were adopted. Yeah. 10 years ago. >> Um >> one of the Yeah. In fact, I've got another slide that has more in depth of the different um all the different programs that uh the timeline >> 2016 see if I can
128>> find it really quick about this. >> It's taking like two minutes. >> Um >> is it all the same? >> No, I didn't include it. Um >> I guess sexual health is the only one missing right from like the core instruction. Okay. >> Um because we have art and computer science and um I have a a detailed like map of all the curriculum studies we've done and there's many more than this. These are the main ones that you'd be interested in. I mean like I thought you'd be interested in today but no uh we've yeah done like most music art computer science are not also on let's see >> in most cases when you say core content materials your it's your math ELA science social studies that's kind >> but but all those other
129ones I've updated the board along the way too. >> Yeah. So um >> I guess it's just helpful to know when it comes to that category of core instructional materials the board will be voting on those. So, it's good for us to know that it's going to eventually come up. >> And if you can't get to it, Alison, I can include that in my weekly update to the board, too. >> Just you want to cast it. >> It's all yours. >> Uh, sticks >> picking you slightly more. >> Come on. Maybe it's connecting us very slowly. Come on. You can do it. You can do it. >> Why? But >> yeah, so this is Oops. >> But yeah, so the these are just the ones that I've done since I've been here. So I music
130was something that was being looked at prior to me coming and so we I finished that adoption. Like I said, the ELA or the 612 was was started, but this was pandemic time, so it was challenging. We also did right after the pandemic and um coming back for reconfiguration. There were things that weren't addressed in PE and different types of equipment. Like for example, Monument had only like fourth and fifth grade, sixth grade like sizes equipment. They needed like K3. So, we did a massive rehaul, overhaul of um of PE curriculum and then the K5 ELA and then the science, social studies, and then science, computer science. We completely revamped all of our uh robotics equipment with a grant that we had applied for and gotten and the visual arts. Um we started a really
131deep analysis of that ended up um piloting a supplemental art of ed curriculum but the ultimate decision from that team was that the CTE department would actually take over the framework for art. So now all those classes are CTE classes in art. So there's much much more work with all the teams that we do. >> Yeah. Thank you for letting us see under the hood. >> Yeah. I mean, it's not under the hood when I'm actually working with the team like, you know, we this is this type of regular report I typically do during a a cycle. But the it this 25 26 year I in the state had promised, not really, but they had on their timeline that the ELA standards were going to be out a year ago. >> And so I had
132intended that we'd be starting that in the math, but they weren't available in the time frame. So it pushed me back quite a bit. So this last year I was actually able to start. >> So the music you're just renewing. >> Yeah. So it's not a new purchase. We seems to be working well. So >> I'll include this too or update to an updated one. >> One final question. So this is a list because I know in the policy or procedures there's a curriculum library that uh parents or community could go and see a list of all these curriculums. So all of the ones that are um paper available I have in my office. So you can kind of see I don't I don't have robotics equipment in my office but that would be nice.
133That' be fun if I had a minute. But um but I have all of the things that are >> Thank you for asking that. Oh, thank you. That was great. I learned some things real quick. >> Uh, how does this timeline line up? I know you guys talked about the elevate grant and your AI >> programming going forward and how that's going to be integrated. >> Are y'all going to have time to develop that plan before you have to close the deal on what the new math looks like? Yeah. So that's actually a huge part about our math curriculum study roadmap is ident we we are currently um looking at a program three different programs that are very math specific with the math curriculum study team that are part of the elevate grant as well.
134So it's aligned. We intentionally did that. >> Awesome. >> Yeah. because our firm belief is that math is our biggest problem of practice academically and that math is the hardest for an AI tool to be able to really tutor well. So, if they have the math component down, they'll probably be able to support in other content areas in a way that's okay. So, we're prioritizing that. >> We talk about math a lot. >> We've been talking about math a lot. Uh we're working with our administrators quite a bit. So they understand like what does a highly effectively engaging math classroom look like? >> Feel like >> it's you know it doesn't matter what the curriculum is like what does it look like to walk into a classroom where kids are thinking and have high levels
135of discourse you know program. >> Um and then on the back side really getting to the root of the problem which is addressing the priorities along the way so kids aren't uh just having gaps can't be open. >> Thank you. Yeah. >> All right. >> Hey, that concludes the order of business. Thank you all so much. Have a great day. It's good to see you.