001Okay, it's 7:00. Um so, I will call the meeting to order, and please rise if you're able for the flag salute. Uh good morning, everyone. Item two is suggestion of comments from the audience. I'm just double-checking with Jennifer. We don't have any written, and we don't have any oral comments from the audience. Our next item on the agenda is administration. We have two resolutions. One is number 2026-4, construction contract award, and the second is resolution number 2026-5, intent to construct. And we are being uh handed some documents here. Thank you, Kevin. All right. So, first resolution here is 2026-4, and this is recommending the construction Oh. Okay, so s- In front of you, um you have the bid tab from our bid opening last Thursday. We opened bids on the CTE addition project. Um we
002received six bids. You can see the the base bid there, and then there's a one alternate alternate bid, which is for the the lighting up there at the stadium. So, low bid uh was $3,630,000 uh on the base bid and 24,000 on the alternate. Um Game Inc., Goodman and M- uh uh uh How do you say it? Mallenbacker Enterprises so is the low bid. Uh we've done our due diligence with our architect uh in referencing and and looking at history and um everything came out just fine. This contractor is a reputable contractor and so therefore um we're bringing this to you, but I want to let you know that the the estimates are the our architectural estimates for this project are 154,942 uh less than what the bid is. So all bids that we received,
003all six bids were over the estimates. And so uh the low bid is 154,000 over uh the estimate. So the process that we go through once this contract is authorized is we go through what they call value engineering. We work with the contractor and our architect and we get go back through the different uh components of the project and look for savings. And that's what we had to do um on our last project as well. So it's a process that works pretty well. So we feel confident that we can get the the the project done within the estimated amount. Anything, Kevin, that you want to add on that? Just a little bit more on on the the over budget part of that. Uh 150,000 is not excessive amount over. We should be able to find
004savings. Uh within projects, construction projects, there's contingency built in for escalation sometimes or for unknown. Uh so even if we wouldn't be able to find all of the savings within value engineering, there is dollars set aside for uh things that may happen during construction. Now we we don't want to obviously spend all that cuz then we'd have to worry about what if something happens during construction. But there is other pots of money within the budget to help cover uh situations like this. But we'll do our due diligence with the contractor, with the architect and engineers to try to find some savings within it. And we've been successful at doing that in the before. Yes, we do. The transportation uh Yeah, transportation model was it seemed fairly painless actually the amount. Yeah. No problem there. So
005the second page of the handout that you have is is the summary of the actual estimates for the project and then I just put a little documentation there at the bottom showing the difference between estimates versus actual low bid. Any questions on this document? We're we vote on these separately I'm guessing. Yes. We need to vote on these separately. Any questions on 20 26-4? Is it illegal and/or unethical to go back to these companies and share the other bids? Oh no, actually this is public information. So they and all the companies that submitted a bid were there and so they actually documented during the meeting as we opened bids they documented the amounts. But we get a lot of requests outside of that process for for the bids and so yes, this is all public
006information we can share it. I was just curious cuz we have we've used Sherwin in the past, right? >> Mhm. Yeah. And they were the second lowest. Right, that's what I was asking about. I wonder if you Yeah. Being a local guy. So that the RCWs require the lowest responsible bidder. So that's why we do our due diligence before authorizing contract with them to make sure that they are a reputable bidder and that we haven't had issues with it. We've never used this contractor so obviously we haven't had any any issues. But the other option the district has is you know, if we needed to let's say the bids were way over the estimates, we could just throw the bids out, go back to the table, look at the project, re- refine it, and then
007go back out for bid. But, that we don't feel that that's necessary. After doing a study of the contractor and finding the other projects the contractor has done, although most of them were municipalities and other type of private entities, they did have some school construction experience. They want to get back in the school construction business. Some of their employees though worked for other companies, construction companies, and now work for this company that we're familiar with and feel confident in. And they are based out of Kennewick. As you can see. All right, resolution 26-4 is recommending construction contract award in the amount that's listed there. The low bid to this company. Great. I'll make a motion that we approve resolution 2026-4 construction contract award. Is there a Second. I'll second. Great. Any other comments or questions?
008All right, all those in favor of approving 2026-4 signify with an I. I. All those opposed? And abstentions? Excellent. Oh, that's exciting. Very cool. That's I mean, for the Rep family, for our kids, for the city of Selah, this is great great progress. All right, number B. How do you like that? And We go right there. Number B. It's It's so early still. Resolution number 2026-5 intend to construct. Yes. Second half of this recommendation, it uh describes the funding from the estate, from Wilbur Rep, the bequest that we received, and just getting the board's approval to proceed with the project. Great. I'll move that we adopt resolution number 2026-5 or resolution number 2026-5 intend to construct. Is there a second? Excellent. And uh any comments or questions? All right. All those in favor of approving
009resolution 2026-5 signify with an I. I. All those opposed? Any abstentions? Great. Those two resolutions passed and we're ready to move on to uh the next item, I believe, Chris. I think that's that's it. >> Okay. Kevin's up. Great. All right. We'll move on now to the study session, which today is um I think I think of this is one of the big ones of the year is our principal round table. Uh and we have today with us the principals from um John Campbell Oops, excuse me, Robert Lentz Sis and we have a designated hitter for John Campbell this morning. And I'll let uh Kevin uh continue from there. Yeah, and just a little bit history, the board's been been using this type of format to have the principals present. It's probably over the years
010gone in different types of formats. Larry, a little bit, this is more for you. Um but we've over the last kind of I guess 4 years, we've we've kind of kept the same consistency of what what is ex- what do we want to hear what we want to what you as a board want to hear and that is what's going well, what are your challenges, what what can we expect if anything for next year, and then kind of what would be your your wants. Uh and and that has been uh I think positive and productive. It's led to a lot of questions. It's led to I know it's led to a lot of follow-up conversations. It's led to some visits to the schools to see what's what maybe the the good things and the challenges
011are. But it I all in all, it's turned out positive. I know at one time, I think the board uh told me I it was Jeff Hardwick said, "We don't No more dog and pony shows. Okay? We don't we don't want to be entertained for an hour. We want to know really what's going on." And and hopefully you will see that today. That's been the takeaway I know that the that I've got feedback on is that although it's a presentation to you, it's a lot of useful and beneficial information that you're going to get. So, that's why we're doing this. We start with our elementary and fortunately obviously Amanda is not here. She is not feeling very well at this time. Um she did or husband contacted me last night kind of disappoint for on
012her behalf disappointed that she would not be here but I think we do have a good substitute in Hunter to be able to share the information. He spends a lot of time as well as the other two principals and I think you'll be able to see that the the connection between the three of them is is pretty relevant as they go through their presentation. So, with that Hunter, I'll turn it over to you. Yeah, so um this this team has been working for knowing this was coming and really just to come up with a presentation that in previous years it was building by building kind of sharing out and there was a lot of redundancies. Our work this year has been really trying to align since we have so many transitions especially within elementary to
013make sure we're aligned in all of our practices. So, we did a little bit different. We did it kind of by by topic. One person talking about all three schools and then going through each topic. So, I'll be presenting Amanda's part which is around student experience and how that that new pillar has been playing out. Sarah will talk about um kind of our our systems that are in place before intervention specifically highlighting behavior and and more specifically highlighting our behavior systems that assist and some of the data with that with that cohort that we've all that you all know. And then Irena will talk more about some of our academic data presenting that within our within elementary and then ending with our challenges. Anything I I miss team? Nope. Okay. So, our our intentions today
014are just to demonstrate how our elementary schools are meeting the Viking promise, um share the areas of strength and growth in our district uh focus areas at each of our elementary schools. And then uh hopefully you'll be able to articulate the ways our our elementaries are meeting the Viking promise and articulate this the areas of strength and growth in our district uh focus areas for each elementary school. So, you guys have seen this visual before, but this is a lot of what we'll be talking about within the our different tiers. This is how we visualize MTSS within CUSD. So, tier one, as you all know, is all what we do for all students. We know that that works for for it should be working for about 80% of our students. Tier two is our students
015that need additional support, uh what whether that be extension or uh intervention uh for groups of students. And then tier three is our intensely uh our students that need individualized support. Again, both for extension or for for intervention. So, you should see that kind of as a through line through all the things we're talking about. Uh and this is how we visualized uh our PLC process. So, how we've tried to align specifically within our academics to make sure we're ending up with common assessments and rubrics that lead to the four questions of a PLC. What do we want students to know? Uh how do we know if they've learned it? How do we respond if they haven't learned? And what do we do if they've already mastered it? So, the those are not anything to
016really discuss right now, but more just you should see elements of that through all that we're talking about. So, uh Amanda was going to talk about student experience and how that's playing out uh in our elementary schools and how we've kind of codified it uh and operationalized it. Um so, we we really want a positive school environment with sense of belonging for all of our students. And so, some of the ways we've uh done this we've some of this we've done for a while, but we as we've tried to align well, leadership is something that we've really built uh tried to build more within our elementary students, which is a little easier to do at the secondary level, right? We have school board leaders, we have ASB leaders. Uh elementary, what like what are the
017developmental leadership opportunities we can get that make sense for a kindergartner, for a second grader, or for a fifth grader. Um attendance has is going to be is has been a push this year and it's going to be a bigger push moving forward as you guys have known and I've presented on our attendance data and how that's something so we'll talk about that. Um we really aligned all our assemblies around the ones that are that are federally recognized and and and as a state requirement. So Veterans Day, uh we've done kindness campaign kickoffs which is a tier one practice for for all of our schools. Uh our cultural celebrations around Hispanic Heritage Month, Native Indigenous uh Peoples Month, and then Black History Month. And then what we'll talk about student recognition. Uh all of our
018last year both last couple years bullying really kind of came to a head. Uh so we've done some um some proactive work and some anti-bullying tier one practices, uh pledge, and kindness campaign to address that and our data that Sarah presented on will will show that that has had a positive impact. Uh our spirit weeks, I think that's something that's really cool about our community is we can really align all of our spirit weeks and kids get really excited about having the same spirit days that they get to do with their uh with their older elementary siblings or even their their high school siblings. So that's something that all our elementary have have worked really hard to make sure that um we're in and also for parents that we're not having five different spirit weeks
019back to back to back and that they're all the similar things. Um our Viking store items, so these are these are things that kids can earn which I'll talk about in just a second, but these are just some of the the highlighted ones that you can see up there. Uh our family engagement nights, a couple years ago we switched from doing them by build by building by building to doing all them all together as an a K-5 elementary band and each each building hosts one per year. So we have three per year. That has worked really well uh I think for families and and for our our staff. Uh and for our students. Um let's see what else. What one of the cool things with our our CTE program and having at the high school
020having kind of specialized interest within their pathways is we're we're able to to use use those students to come down and share their expertise with some of our elementary students and get them excited for what's to come and different options. For example, our FFA club has come down to kindergarten and brought down animals and it's built like a little mini farm out on the the grass area for students to experience for like career day and different things like that. Um, I know that our our high school students that were in just a few weeks ago we had our first HiCap camp who are in FCCLA. They came down and kind of helped supervise and run our HiCap camp for our students that are designated highly capable in first through fifth. Um, our our middle school
021partners with JCP and Weekly has a club that comes across and does some reading buddies with some JCP students. So those are all things we've tried to just build more of the student experience not just within our schools but kind of across all of our schools too and and the to truly live out the Viking promise. Um, all right, I'm going to go on to the next one. So student experience, this is in regards to recognition. This is our our tier one. You guys have heard this probably you should have heard of pride tickets, Viking victories in some regard. That's our tier one recognition system for when students are doing what what's expected of them. They should be earning something tangible and that's what those pride tickets are. They're a little bit of a different
022flavor at each building developmentally. So in K through two band, they're they're they're reinforced, rewarded for being being kind, being safe, and working hard. And in sixth and above, it's the expectations are turned out they're called PRIDE. So positive, respectful, in control, dependable, and engaged. They earn those tickets and they can then turn them into all of our buildings have a pride store that they can earn tangible things, they can earn experiences like announcements with the being able to go on announcements with the principals, extra recess, earn Viking swag, lunch with the principal. Those are all things that we've gotten feedback from students. What do you want to earn if you're doing what's expected of you? And so that kind of changes as kids interest change, but that is something that is aligned throughout all
023of our buildings. The thing that's been really cool in the last this year is that we've really tried to build leadership into our student experience and developmentally that plays out at Robert Lentz. They're classroom helpers. Like kids get excited. I'm the door holder today. I'm the line leader. And so those jobs rotate and kids get a chance to be a leader in a really controlled way, but they are really proud to be have their classroom job or their classroom helper for for the week or for the day. At JC JC P specifically, they have started what's called Viking leaders. So they have 57 students, a couple students per classroom that they are uh and they rotate that so that way every student gets a chance to to experience leadership. They they attend scheduled meetings. It
024kind of runs like a ASB for like a first and second grade. And they they get some decisions on some really low level things. They have a chance to feel like they're making an impact in the school, which has been a really positive experience. And and they I guess they rotate that every about every quarter. So so more so students get a chance to be a Viking leader. At SIS, they have a few different leadership opportunities. It's a little easier to do as kids get older. They have self managers. So is that current? We have 400 We have 429 self managers at SIS. And so self managers are for students they have to show that they they follow expectations at all time on a on a chart for 2 weeks consistently with no mistakes. And
025then they have to go around and get signatures from outside of their classroom to show that yeah, in other areas of the school I I'm a a and I should I follow all the expectations of the school as well. With that they then earn a badge, a self-manager badge, and they get some additional privileges for that. And so over half our school at SIS are currently self-managers. New this year at SIS, Pride Patrol. I think one of the positives of doing the mixed hallway grade levels is now we have fifth graders that are can be their fifth grade leaders that help out at recess within the hallways before and after school to help kind of peer mediation and that type of thing for some of the younger uh grade levels. And then also new this
026year at SIS is our our students our Pride Store employees. So as students turn in their tickets, the employees of the Pride Store students then fill those orders and get to deliver those to all the different classrooms once a week. So recognition, so this year like I said, attendance has been is going to continue to be a push and and making that recognizing students who are do have stellar attendance. So Robert Lentz, they have a few different recognition systems both for attendance, for academic growth, and then what was their third one? And and for and for showing yeah, positive behavior. I don't know if this is more animated. No. JCP, they do school school-wide recognitions at assemblies and I can't remember the specific name what they're called. And then at the the far right at
027SIS, they have self-manager parties monthly that students are self-managers they get recognized for continuing to show a positive expectations. The other kind of focus within school experience is goal setting both academic specifically for academics. So you can see at the top that all of our students in all of our buildings K through 5 should should and do know what they're working on within the reading what their reading goals are within Erla and what in Neil and what they what they what they are currently at and what they're what skills they are working towards. We also have had them starting to set goals within math so you can see on the bottom left of like number fluency counting within 100 by ones and then by tens and so on and so forth. Um, let me see.
028I can't quite see all the way up there. In the middle picture that's a punch card for scale for academic skills that students are working towards within their reading and as they've accomplished a skill and show that they are proficient in it they get a punch card and then it's a way for them to continue to set goals. And on the far right is with the SBA this year we've tried to have a focus on putting your best effort in for the SBA. That's something we have seen a drop in students taking the test and or giving their best effort. So SIS this year is really trying to encourage and support students to to do their best effort on the SBA. So with that students can they're being reinforced for students who are present for
029the for the scheduled test and they'll get they'll get points for that. If they are not distracting others, if they're they're engaged and they're actually showing expectations for taking the test and then students who are just sustaining and actually giving their best effort. So they they have opportunity to earn points throughout the testing season and then depending on how many tickets they have there's different levels for prizes they they can win. What we found is that they really get excited for like raffles for larger items. So some of the items they have this year What are some of the items they have this year for the raffles? You got to press harder. There you go. Um, so this year they we have a hoverboard, a scooter, a Bluetooth speaker, a Kindle. I think there's five
030different prizes but they really go after those big prizes and they're incentivized by it. So they get to earn those tickets and then at the end of the testing season then what they'll do is turn in those tickets to be able to buy those prizes or put their name in the raffle for the prizes. They also have different levels of depending on how many tickets they earn of prizes that they can choose if they don't want a raffle as well. Um but they really gravitate towards those bigger ones this year. They've they're incentivized by for sure. Yeah, I think that was the end of Amanda's kind of part of how student experiences how we kind of operationalize that hope. in all of our buildings. Uh so any questions on student experience specifically for the elementary's
031before I pass it over to Sarah? >> got a quick question. So the student experience has been this kind of umbrella term where we folded some of the other things that used to be part of the Viking promise into it. What as a result of that, what is increased in emphasis and what's decreased in emphasis? If if that is a what's been added, what's been dropped, that kind of thing. I think uh increased moving how we're going to measure is going to be around our our students sense of belonging and but specifically more around attendance. So our theory is that if students feel like they belong uh they're going to want to come to school, right? And attendance has our attendance has not been good. So that's how that's going to be our end measure.
032Um some of the other things that we're working on currently are what are the different measures to that we are going to monitor to get to that point. Um so I I would say attendance is something that we are uh we are going to focus on specifically through the student experience pillar. And for for belonging in addition to the metric attendance, there is there also a survey that the students take at the elementary level? I know that at the middle and high school level, it's not Panorama anymore, but it's some it's our own in-house thing. >> Yeah, so we have our own um through what was through Qualtrics that and it's some of the questions were pulled from Panorama we pulled from different um and made our some of our own around um around sense
033of belonging. That goes out to three different it goes out to parents, it goes to our staff and to our students. Our K through two band we don't have those students take the the climate survey is what it's called just because that what's been found research is that K through two students don't necessarily accurately understand how to how to respond to that those type of surveys. Yeah. Got you. >> So so for K through two we would lean more heavily on the parents and the teachers perspectives around the the climate within the schools. And that part isn't new. That's just been continued from previous Viking promise kind of Correct. uh language. >> Yep. Okay, great. Thank you. I would say just to add on to that just thinking about that student experience when we're talking
034about academics our students are able to understand where they're at, where they're going and then really feel that engagement. So that's a part of it, too. We want them to be excited to come to school, excited to learn and to really be able to apply those skills. So that's that's just a continuation of being able to build that experience for them at school. And that feels like you have it well defined now the student experience in the elementary levels. I'd say so. >> That makes sense. >> think our work now is what are the we have our outcome measures with attendance which are year to year that we're going to see we want to see improvement in, but what are the different steps that we're going to measure in between? We're not just going to
035do nothing and not monitor anything until when we pull our attendance data at the end of the year. So what are the things we're going to monitor throughout the year that that will have an impact on our attendance. Would you say that's like next steps for it or that you're you're at that point? >> We're in that right now. So each month we meet with our admin all of our admin all of our buildings and we've been setting goals for each pillar and the student experience one is one where we've landed on attendance as being our outcome goal, but the different steps within now is what we're going to be doing through through the end of this year. Great. Okay. currently in right now. Thank you. Excellent. I I just have a couple of questions.
036Um the emphasis you're placing on the testing now is is that new this year or is that something that you've done in the past as well? I would Oh, go ahead. Oh, yeah. I mean, we we definitely have placed an emphasis on it and we've incentivized it and really encouraged kids to track their progress throughout the year. I think SBA can have kids get very nervous. I think just going and doing an online test that they haven't really practiced all year long. There's some anxiety that comes with that. And it takes time and it's learning how to navigate not just the platform, but then feeling the pressure of like this is the one test that they prepare for. So, we try to, you know, make sure that they feel calm about it them and make
037sure that they understand that they can do hard things. So, we do pump them up for that, but it's also a way for them to say we also know that some kids just don't always care or they don't try their hardest. And so, this is a way for us to say, how can we really incentivize them trying when we know that some of them just don't, but really kind of give them some a way for them to be excited about a test that might be more anxiety ridden. So, the uh I'm back to I think back to Larry's question, but the emphasis that you're placing on that, getting the kids to try, getting them confident is is more of an emphasis this year than it has been in the past. Is that fair to say?
038>> an intense emphasis and more formalized and like systematic than before. I think we've always encouraged them to do their best, but this is more of a rocking the test is what they're calling it. Um, is a intentional system that's new this year. It's more of a targeted effort. >> Correct. Yeah. Yeah. >> Okay. Um, and going back to attendance, um, is acceptance far and away the biggest piece or is there other barriers to getting the kids to come to school? That, uh, I would say depends on We have We have a We have a group that has some really high needs like outside of school that I think, um, it's not not that they're not being expe- like their their their life circumstances outside of school that prevents their attendance uh but a majority
039of our students who are missing just haphazardly are uh what we found is their their data around um their sense of belonging is lower at school. So, we're we're providing opportunities for them to get to school. They're just not taking advantage of >> Correct. Yeah. Correct. >> Okay. I guess that was my point that I wanted to bring up. Yeah. Thank you. Yeah, we do have targeted students that we know that in in a lot of cases the students do want to come to school, but there's barriers that are established in many cases when we're talking about the elementary kids, uh they're dependent in many cases on their parents or guardians to support them in getting to school. So, there's a disconnect there from what the actual student wants to go to school, but the
040parent or guardian is has barriers in their life that's not being able to support that need to get them to school. So, we've got a system that we have to work with that that's a parent-based system. And then there are students that they don't feel like they belong, and so we've got to work through that system as well. Thank you. Okay, I'm going to pass it over to Sarah. I got one question real quick. Yeah, Audrey. Um along going along I think this fits right in with the belonging part, and there's things that obviously we can't handle outside the outside the walls. Could you um or maybe the principals expand upon the anti-bullying pledge? Yeah, why don't you you guys you I know you have done a lot of work with that one. >> slides
041there? I can we can wait, too, but I was just curious on like what that entails, what some of the successes we've seen from that. Yeah, so I'm going to go into it just a little bit. I'll show you some data in just a minute, but um yeah, we've put a big emphasis on especially it started last year. We had a parent night. We had a um the ESD came to our building specifically um just because we saw such an increase last year. Uh but we we wanted to make sure that um and then our teachers also did some teaching, and they did some teaching in the classroom. So, they came and pumped it up during um lunches and recess and really tried to make them aware of what bullying was and how to be
042an advocate for stopping it. Um so, it was we saw a lot of benefits from it. We continued that this year. Um what we added this year was making sure that we had some extra materials for our teachers so that way we expanded it to this during the week. They had specific teaching um and materials that they used in order to support that learning for anti-bullying. So, that was um and it it's great curriculum. Um it's just a supplemental that we we found that the ESD bought for us and it worked really well. So, we'll continue that next year, but we saw a lot of benefits from it and we've definitely seen a decrease in um those behaviors. And at JCP specifically, they saw uh s- doing it. So, this year they did an uh
043an anti-bullying campaign. Really, what it was was a kindness campaign. If you're kind, you can't be a bully. So, there was a lot of uh intense uh intentional uh lessons taught around what does it mean to be kind? How can you be kind? And then school-wide kind of um projects that they did that they posted around the school around kindness. So, that was the the focus for JCP and it was for a couple weeks where they just it was all everything was focused around kindness. Yeah, and we'll continue doing that, having the assemblies, having the anti-bullying learning within their classrooms. It's something that we've seen a lot of benefit and we'll we'll continue. Mhm. Yeah. So, with um that, in order to have that really strong student experience, it's really important that you have predictable
044and consistent systems um for behavior. So, one of our big areas of growth this year, and things that we've been working on, is working on that common language and practices, having those shared tools and experiences not just at one building, but making sure that we have them in each building. So, that way it carries through. Um we've worked a lot with the district office too um align that those systems and so we feel um we're in a really good spot and feel confident going forward. But what it means is no matter if they're moving from Robert Lentz to JCP or from JCP to SIS that they have um they're not starting over. They know exactly what those expectations are and the common language that really does help with um being able to focus on the
045learning for students too. Um when you have consistency it does create the safety for students. So that's something that we've been focusing on we have seen that um in our in our behavior data. So here the the main focus when you're looking at a tiered system like this, I know earlier we showed you the rhombus and that's really how our tier how Ciela has defined MTSS, but here you just see it in a different um format and that's just in that triangle. It's still the green is um teaching to most and that's where we want most of our students to fall is in within that tier one. You want to see most of your kids in the green. Um about 80% and then you're going to look at tier two should be about 15% of
046your students and then uh tier three is going to be about five. And so we provide supports to make sure that we have things in place to support students within those tiers. So what you're going to see here is some data from each of our buildings um and when you look at the green you're going to see what we're doing and the tier one supports that we have in place are working. And so at Robert Lentz a majority of the students are falling within that green level. Uh they are falling within those numbers for the tier one and tier two. Um tier three is a little bit higher but um not out of the range that they should be so. Sarah, would you talk about Swiss? What Swiss is? Yeah, Swiss is a reporting data.
047So it's where we put into all of our referrals into a system and that is common across um all of our buildings as well. So when we look at the data um when students are having behaviors teachers, anybody in the school puts they put those behaviors or the the referrals into the system and so that way we can track the behaviors as they go along. So we can identify where students are having the most behaviors, whether that's in the classroom, um cafeteria, outside, and then even down to what type of behaviors we're seeing. So we can track if it's physical or defiance and so forth. And I'll just the this chart it's a little hard for you guys to see it's far away. That that the top row that says all 83% of students at
048Robert Landers had zero one referrals for the whole year. Um between two and five referrals there was 7% of students that had two between two and five referrals and then and then in the red so what would be tier three there was uh 35 students that had six or more referrals. And referrals are defined in two two ways a minor and a major. Can you talk about the difference between the what those mean? Yeah, so a minor is something that's um I would a major is going to be something like it's going to be more physical contact. It's going to be something that maybe they've um it could be in a few different ways but I I well let me just start with minor I guess. Um that could just be um not following expectations
049that they should be in the classroom. Maybe they're being disruptive with their peers. Maybe they got into an argument and said some unexpected um language. So those kind of things when we do the reteaching for those things that would be a minor where it's not um as physical or aggressive. The majors are going to be um more of that but then also it could be repeated offenses as well. So um they do transfer to a major if they've had them over and over. Um so when we look at JCP, you're going to see the same thing. Do you mind reading off the numbers for that as well? >> uh zero one referrals for JCP is 83.9 so 84%. Two to five referrals is 8.3% and then six or more referrals would be 7%. Yeah, so
050again a majority of our students are falling within that green. Um we do have some that are falling out with that tier three again, but um there are some things I think some other changes that we've are implementing that are really going to help with that as well. So again with those foundations, you're going to see at SIS um still you're going to see that the the numbers increased just a little bit for our tier two and tier three. Yeah, so for tier one it's at 70 uh 70% uh tier two is at 17% and tier three is 12%. Um at that level, I mean we naturally see some increase in behaviors whether that's developmentally, um but also we do have that fourth grade cohort and so you're going to see a little bit there's
051um our biggest numbers are within the fourth grade currently right now. So um a lot of repeated behaviors, a lot of those repeated things come from that fourth grade. So um however, we still have a majority of them in the green. I'm going to be able to talk about some of the challenges that we've had in the upcoming slides just about with our behavior the the changes that we've made and then you'll be able to see um the data that shows what's been working. For the 100 of that data right there, that was up that's current compared started at the beginning of this Correct. whole year to compare for whole school year. Yeah. And that was just for the school year. It's Sarah's going to go a little bit over around SIS is specific from
052last year to this year. Same same date range. Great. Yeah, so what we've done um the first thing that we did is we this year um many of you know that we did a hallway reconfiguration where we now have grades three, four, five in every single hallway. It really did allow us to split up our grade levels so that kids weren't just learning um uh inappropriate behaviors from one another, but it also allowed us to have mentors from our older kids being able to show what those expected behaviors should look like. Um created more flexibility with our kids being able to separate them. So that's been a real big benefit. Um if you look at our referrals, our minors and um on the left, you'll see 2024 and 25, that's from last year versus this
053year on the right. Um our minors did go down, so did our majors. Um one thing that we were seeing was when we were right before break, we were noticing that some of our referrals were off. And so, it was really skewing our data. And people were putting things into the system saying it was either a minor or major and it wasn't. And so, what we had to do is bring our staff back together um and really kind of have a PD around um the calibration around what should be turned in and what shouldn't. So, that way we can have accurate readings of what's working and what's not. And then we could focus our attention on the areas that we needed to support the most. So, once we had that PD, when we came back
054from break um from just from break until now, from winter break until now, we've seen a decrease of 29%. So, it doesn't mean that behaviors aren't happening or that we don't want them to put them in. Um it just means that they were putting in things that probably shouldn't have that could have been handled at a very low level. So, um I think even though our numbers have decreased, I think that they accurately have probably gone down even more than that this year just because of what we are seeing being put into the system. We also increase >> Sorry, Sarah. That HIBs is harassment, intimidation, and bullying. Is that what that number is? Okay. Yep. Yep. So, the increase in our anti-bullying campaign really did help. I think it also was helping with the separation
055of being able to separate students from one another. So, since we've really increased the campaign and the things that we've done, we decreased by 10 this year already. So, last year we had 12. We've only had two HIBs for the whole year. So, when we've had to do investigations around the bullying, um that is significantly decreased. Um and then our last thing um our safety plans have gone down as well. So last year we had 23 safety plans. What we do is sometimes if we needed to make sure that students were separated because they couldn't be around each other because of bullying or any other reason like maybe they've had repeated um physical attempts like, you know, interactions with one another. We put safety plans in place where we have to separate them whether that's
056in the in the classroom or in um the hallway or even just outside. Uh we make sure that students can still come to school and feel safe and want to be here. So we've decreased that as well from 23 to 10. Um our top location of most of our behaviors are still occurring in the classroom. It just looks different this year, which is really good. Uh last year it was more based on physical aggression and that was really all over whether it was in the classroom or outside or anywhere. Um but this year it's really turned into defiance. And so as we look at behavior and the progression of the learning of that, we've really been able to eliminate the physical aggression. They are still defiant um but that is our biggest um area of
057growth right now for them. Uh the last thing I'm going to talk about is the that we added was our reset program. So I'm going to um just kind of explain how that's helped and what that looks like as well. So there are essentially three different levels within reset. And what we were realizing is that we needed to provide more opportunities for students to learn in more of an intensive environment where we can um intensify their um SEL instruction, teach expectations, make them um get them to practice, really understand what tools to use when they are frustrated, but we didn't have a space to really do that. Um we know that, you know, um school suspensions aren't going to be helpful if we can't teach them what that should look like in the classroom. And
058so what we did is the first um column you'll see it just says reset. That's really for more for discipline. So, if we've seen more physical aggression or the students that are are repeat offenders, we wanted to make sure that we could provide a space for them so it could be anywhere from two to five days, but it is a temporary fix where we can give them some small group intervention, but it is a an alternate learning environment outside of their classroom that they can get the support that they need in order for them to push back in. Um this is but we do a lot of teaching around those SEL skills. They are still getting their regular academics and so their teachers will provide all of the work that they're getting or missing within
059their day and they will provide that so that way they can still go back into classroom and not have missed the academics that their classroom was getting. The middle column, we were finding that some kids were going into reset a little bit more often than we wanted and then going right back into the classroom wasn't necessarily changing the behavior that we were wanting to see. So, we then kind of expanded to what we call extended reset. And this could be more around discipline, but it could it's it's more of that intensified SEL instruction that is created with a fade-in plan. And what that means is we have about a 6-8 week time frame where students each week students have to earn 80% of their day for that week before they get to move on to
060the next week where each week they're earning more time in class. So, they are in an alternate learning location and then again get getting to been to class a little bit more where they can find the success and they can practice the skills that they need to to be successful so that way they can fully enter back into class again. Um and the last one is our Pride Academy. This is really just for students it's determined by an IEP team, but these are students who really struggle to be able to be in a gen ed setting. It's not necessarily safe for them or other students. So, we there's a program that we have where they we can go and they spend a majority of their time in reset. We do still encourage and we we
061do the slow fade in with them as well because we want kids to be able to be in class, but they have a little bit of a harder time, so they're they're considered to be in program. Any questions around that so far? I I I just want to comment that I appreciate you showing me this this layout when I went around and and you know, had that conversation saw your building and and I I love this concept. I like this idea. Thanks. Yeah, we were so far within the number of students served. I think just in reset alone. We've had 23 students that have gone in that. And as you can see third grade, we've had five, but fourth grade, we've had 17, which is about 6% of our fourth graders. And then fifth grade,
062we've had three. So, in extended reset, we've had seven, Pride Academy five, we're down to four for that. But currently, we only have seven kids who are in reset. So, as they rotate sometimes, right? We get them in, we teach them the skills, we get them out, we see a decrease in those behaviors, but we're really talking only about 1% of our kids. I would say this is just an extension This is a lot of what we did through our Pride Room. This is the same similar system. This has just been intensified and stretched out because we've had just higher needs. So, it's not something necessarily new. We've just had to be a little more intentional around some students who have higher needs in making that process of reentering and reteaching a little bit longer
063cuz our kids have we've noticed our kids just have that need. Some of our kids have that need. I I see the term MDT. Is that who determines when the student is in need of a reset? Where do you see that? Uh where if beyond 6 weeks refer back to MDT. Is that multi disciplinary Yeah. Yeah, that's Yes. I'm sorry. Yeah. So, that's a team of people at your school that uh are in conversation about student behavior and Yeah. Okay. We have weekly behavior meetings. So, we have data that we pull from the SIS reporting system that we have. So, we're constantly checking behaviors, where they falling within either our tier two or tier three threshold, what supports are we going to be putting in place proactively, so that way we can get ahead of
064it. But, and hopefully avoid. We don't want to kids to go to reset if we don't have to. So, there's there's a lot of those proactive measures that are put into place. And when a kid completes this program and goes back to their regular classroom Do you still have the MDTs? Cuz I'm I'm just curious as if their actual grades come up as a result if they're able to focus and they're learning better or learning more. Yeah, I mean, we've seen So, we when they go back into the classroom, we still make sure that they have the tier three supports that we know if they're if they're going into reset, we know that they need some support outside of reset in order to make sure that they can function in class. So, as a team,
065we do get together and talk about when they reenter, what does that look like for them? And we put things into place. We communicate that with not just our team, but the anybody that's involved with the student as well as families. So, they have the and the families have daily communication on how their days are going, so that way they can reinforce that at at home, too. I would say it's a range of academic success. Some of the reset does is a quick reset. They get recalibrated, they go back in the classroom and they can perform better academically. Um Some it's going to take a lot longer Mhm. for that to happen. So, it's all over the place. But, I the thing that I appreciate this program is because the alternative to doing what we're
066doing here is for a lot of kids is to send them home and to take them out of school. And this keeps them in in school And it keeps them attached to their classroom. That that's one of the biggest struggle that that parents have is they don't want their child out of that classroom. And so this this program is made on the idea is that we're going to take them out, we're going to re-teach them, we're going to help them with skills that are going to enable them to be more successful in the classroom. And it also it also helps the student, but there's also another group of students and that's the students in the classroom that in certain cases their learning was being disrupted by the presence of a student. And so it's got
067benefits for both ways as well. It This is because it's new, because it's a change, I I would say that there are some and many of them are the parents who of children who have been in the reset program is that um I think there's various levels of support. Is that uh correct stating that there are some who do not want this and would in some cases rather have their children be at home with them. And then there are others that said no, this is not the program for me. And then there are others that simply don't like the location of it, which I know Sarah is going to hopefully address as space opens up within the building and not in the portables, so all in all from where it was started to where we
068are right now, I think I would say and then we're seeing the data that it is being successful. Yeah. Yeah, our goal is not to keep them in the portable. I think that was our only space at the time and I think that it was what was available. We've done some work in our building to create different areas where we could transition that into the building and that is the ultimate goal. I really appreciate the intentionality of the program. Um it's also no secret that we are facing staff reductions. So how do we staff this? Good question. Um I I think we have a pretty good plan. So, we have right now I have two certificated staff members that run our PBIS Pride program. So, um I think just looking at that I I think
069morphing them to be into one system, we can do that. I It's just a matter of making sure that the right people are in the right places and the looking at next year having one certificated can manage both of them. I think that we've built our program pretty well and people know their roles. Um we have a certificated, but then we also have uh six Pride classified staff members. That's not going to go away next year, especially with the need with this cohort with fourth graders, but we are seeing that um as the grades are coming up, behaviors are getting less, and so I think that we will be able to sustain that at with less people. Mhm. We're building >> district level commitment and a and a and we have we have to put
070the resources where they're best going to be where they're most needed. And so, the district from Chris and I's position are very involved in this because it does it does require additional staffing, but that's where the resources need to be. We've we've committed to believing that we want to keep our students at the elementary for we want to keep them in school. We want the service they need because if we don't if we don't attempt to get on top of this at this age, if we start trying to do this after and being reactive when they get into middle school and high school, we're in real trouble. So, we were going to put the resources to it here. It is it is it is a staffing program. You have to have the people in order
071to support it. And if you were to look at Sarah's staffing sheet, she's had some challenges because of the need of this. And so, as it Chris and I and the others of cabinet have said, this is a commitment we're going to make to to add more resources to SIS to support them as they as they build this system to support the students. And because of what we've seen, it's not going to go away. I mean, we know that this program has worked. We're able to support kids in such a positive way that they learn the skills better for academics. They're not out of school. It's been really positive, so we'll continue with it. Can I ask Carter a quick question and this is about our next round table, I guess. If I get to
072the middle school and I have tier three level needs be in a different environment, maybe because I've used some unexpected language. Sarah, I love that phrase right there. And what happens at the middle school? As Kevin said, you know, we want to try and get to it before that and I'm thinking about shared tools and expectations. Are we going to start moving this to the middle school maybe as this cohort moves or just in general? That's a great question. So, as a base for our behavior systems, we have we have the same foundational response system in place in all of our buildings. Looks a little bit different developmentally, but we have generally a PBS interventionist with some classified staff who respond to behaviors and then there is a re-teaching that happens if it continues to
073happen over time. We our belief is that I'd rather have a kid have an in-school suspension where we can control what they're doing during that time and re-teach them and have them re-enter than sending them home and then playing beyond TikTok all day and and that back should be reinforcing for them. So, that's that's kind of our base. We've had discussions this year around this this cohort that come to the middle school. Middle school doesn't have a system to do a like a more of a self-contained program yet. We had discussions, do we move this up a year early to get this fifth grade cohort acclimated to the middle school over the next year to middle school. We decided not to do that, but really next year will be our planning of like how do
074we build a similar system as this cohort goes into middle school in a little over a year, what that looks like. They already have the base system. This reset extend reset and pride academy was just an extension of it. So it's just really fine we have all the tools and everything kind of built out that we could just transition it up I think is the plan to just transition it so way that this cohort has the similar structure in place. Great. Okay, perfect. Thank you. Yeah. All right, so this and I'm not going to go through all of them, but this just kind of highlights all the proactive pieces of supports that we have in place for tier one, two, and three. So there's a lot of things that we do making sure that we
075teach, reteach, and this is for all you know, students all day every day, but these are the things that we do to help support students and things that we have in place. And then I'm going to hand it off to Irena. All right, good morning everybody. I want to introduce myself for those of you that don't know me. I'm Irena. I'm the principal at Robert Lentz and this is my admin intern. This is Sarah. So she's here with us today as well. I get the fun part. I get the data part. So this is going to be super exciting. Um So first I'm going to start I like to stand. I'm sorry cuz I'm going to Oh, so important. And so I want to start with that. Also, we know from research that uh number
076sense data and letter sound data is the biggest um indicator for kids having success in the later grades, also for meeting end of the year standards. So, those are big uh items that we want to look at. And then we also know that growth is also another huge indicator of success over time. So, if kids are making growth, you know that as they progress through the grade levels, uh they're going to continue that success. So, when we look at our 4-year-old letter sound data, um the green uh these are standards for end of the year on all of the assessments that we're going to be looking at. So, this is where we expect our kids to be at the end of the year for grade level standards. So, right now we have 72% of our
077preschool students meeting end of the year letter sound standards. And as you can see, they've made huge growth cuz you've gone from 31% to 72%. Now, when we go to our kinder data, and by the way, our dual students are included in this, and they are tested in their language of instruction. So, when you are seeing the letter sound data included for kinder for dual here, they're being tested in Spanish. And Mr. Peters, last time you asked me, you know, how does does uh the letter sound data from Spanish translate to English? Well, about 13 or 15 of the letter sounds in Spanish are cognates to English, right? So, they make the same sounds. So, you know that if they do well on the letter sound in Spanish, they also do well on English. But
078also, alongside, our teachers are taking the data in English as well because they're doing English language development instruction uh for about 20 minutes throughout the day where they are teaching in English in dual, and they're giving them the literacy skills in English. So, as you can see, um Sorry. Ah, how do I go back? Here Here go. Nope. Oh, you're pressing. That's why I was like somebody's playing a trick on me right here. Um, so you can see uh back in October, we started at 15% uh of our kids meeting uh benchmark for letter sounds per kinder and then 73% were in the red. They were not. And now we're at 91% with only 6% of our kids uh who are in the red. Uh that 6% accounts for about 13 students for kindergarten that
079are not meeting end of the year letter sound data. Out of the those 13%, eight of those kids are in our supported learning classroom. So that's our most intensive uh classroom that we have in our building and they are including they are included in all of our data because first and foremost they are general students, they're all of our students. So you would see that data presented here. And so it's about 13 students that we still have in the red and we still have about 37 days of school left. So we are pretty confident we can get our kids where we need to. Then you go into the number sense data which I told you is also as important as your letter sound data and your foundational skills uh for kindergarten. So you see uh
080we have our kids going from 11% to 71% for counting by ones. So 1 2 3 4 5. And so this is an end of the year standard for them to be able to count to 100. Uh then we go into recognizing numbers. They went from 17% to 19% sorry 79% and so that's basically showing them a picture card of the number 20 and then being able to say, "Hey, that's a 20." All right, so i-Ready data. So we start with kindergarten and um up top is our reading data. Down below is going to be our math data and only our kindergarten students take it. Our preschool students do not take it because the I-Ready does not go into preschool standards. And so, when you're looking at this, the green it's basically again testing end
081of the year standards. So, the green is saying we have about 48% of our students on grade level or they're going to meet grade level. And then the 52% means these are our kids who are approaching grade level. And again, we still have time, so we can get them there. And then down below is our math data. And remember, math for our dual students, they do take it in Spanish. Um literacy, they do not because they don't have it this year where it can What's that word? Um Like dynamic? No, where it puts them at their level. >> Yeah, it's dynamic dynamic assessment. Type of So, right now our dual students are still taking it in English. So, that's where we're at right now for that. And uh we took this in the winter for
082our first time. Then we go into first grade data and second grade data for reading and math at John Calvin. So, when you look at this data, you're probably thinking, "Irena, uh you guys are going from like 98% or 70% on math and reading skills in kindergarten and now we're going down to 27%." Well, you got to think one, these are end of the year standards. Two, the skills get more complex as the kids progress through the grade levels. So, the tests are going to be harder. At our grade level kindergarten, the gap is really tiny to close and really easy to close. Um as you progress through the grade levels because it gets more complex especially when you get to math. And I went in and I took some of these tests. Um you're
083doing two-step problems where you got to read the problem, you have do the first part, and then you got to do the second part. Because if you don't don't do the second part, and if you don't get the second part right, it's going to give you a lower score. So, at our level, we're learning the skills as they progress through the grade levels, and you're going to see that with SIS as well. Now, they're applying the skills, but they're also more complex. So, you're going to see the data um a little bit lower in achievement of where where they're at. So, this is uh third, fourth, and fifth grade for reading, third, fourth, fifth grade for math. And um we know that these data uh points in i-Ready do correlate with our SBA data. And
084so, we know that a lot of times when we look at this data, it's probably what we're going to see reflected on the SBA. Absolutely. Yeah, so it's just again, this is towards end of the year standards and where they're at. So, it is looking at where students are at. So, when you look at the green, it's students who are either um two or more grade levels above uh no, it's above grade level. >> Oh, I think Kevin, you're asking like so, the fall benchmark says 34%. So, that's that was that was from the test taken in September. That's uh 34% were uh at grade level, 20% were within a year, and then we had 46% that were two or more grade levels below. Uh so, but that's that's the fall the one above that,
08557% are at grade level uh within the spring, uh 22% were or within a year, and 21% are two or more grade levels below. Is that Is that Is that what you're asking? Mhm. >> Correct. Yeah, I I think one thing I've I've highlighted I think at the start of the year for whatever reason we have a we have a larger summer slide than the other districts. I don't know why that is. Um if you go back to like John John Campbell, where's the clicker at? Oh, that was John Campbell's. Yeah, so you can see our kindergarteners at the end of the year when they take I ready last year, I think we were at close to 70% were on grade level within reading. They were first graders this year, 11% were at grade level.
086Now granted, this is the next There are There are more complex standards there in first grade, but it's still not something that's still a larger slide that we we expect we would expect to see and uh still have not really necessarily figured that out why. Generally a math and this is across the state math is is lower than than reading. Math is going to be a push from OSPI. It's already been something that we have been working on. I think Sarah Krosin is going to come and talk at one of our coming board meetings around the work we're doing to provide PD and increase our math achievement. Look at SIS though, the growth in math you're killing it in the math Yeah. Yeah. Yeah, we are seeing a lot of growth. There's a lot of
087things that we have in place with our tier two systems and the way that we're intervening with students. It's not where we want to be and so we're just continually looking at ways that we can support the learning and support our teachers to really kind of gain make some big gains. So. So growth is a big piece that we like to see because if you have a kid who's high and is proficient but they don't show a lot of growth over time, they're going to stay stagnant over time. But if you have a kid who's showing a lot of growth which you see with a lot of our data, a lot of our kids are showing growth. That means our interventions are working. That means our tier two, tier three systems are working which is
088really great. So I'm going to go over some challenges, but these are challenges we have across the buildings. These are challenges we probably have across the district and even other schools have them. So assessments, when we talk about assessments, some of the challenges are kids don't have the stamina to take these tests. I like I said, I took two of the assessment and it took me an hour and a half just to click through mindlessly. I wasn't really taking it, but it was about an hour and a half. So when you think about our kindergarten, first grade and second grade students who are taking these assessments, it's hard for them to have that stamina. So that's one of the challenges when you think about assessments. Sarah talked about test anxiety that some of our older
089kids have. Um uh the platform, it's not user-friendly. If you go on there, um whether it's the SBA, I-Ready, they're not user-friendly. And so, there's a lot of skills that you have to teach kids uh for that. Um so, it's not that kids don't necessarily know the skills, it's sometimes they uh don't have the opportunity to show us those skills because they're being assessed uh through these assessments. Um the other thing that we talk a lot about is uh professional development, which goes right along with curriculum and resources. Uh so, for example, uh all of us, we use ARC, which is our primary curri- curriculum for literacy. But when you come down to uh kindergarten, first, and second grade, well, ARC collects is uh the foundational skills of phonemic awareness, phonics, fluency. And so, we
090supplemented that. We brought in Saxon and Heggerty. But when you supplement a curriculum like that, when you're teaching those skills, you're no longer teaching them cohesively. And uh even with those supplements, we're still, for example, like uh our kindergarten level, when our kids you're seeing uh 80%, 90% are meeting their literacy skills, well, the next step would be for them to go into fluency. None of those three curriculums that I just mentioned do fluency. So, what we've had to do is go grab outside resources that are outside of our scope and sequence of our curriculum, so that way we have those instructional resources to teach our kids fluency, which would be your next step in the progression of skills. So, uh that's another challenge for us is our ELA curriculum. Um ma- uh professional development.
091In my building specifically, we do have a lot of new teachers, and so, they haven't had the professional development for the new curriculums that we've brought in like Arc, and Saxon, and Heggerty. And so, we're doing a lot of in-house things, but with people who don't have a lot of experience cuz I don't have a lot of experience with those curriculums as well. So, getting our teachers the professional development with which research research shows that, you know, if you give them the professional development, then they can implement it. Um the other big thing that is a challenge is the transition between buildings. They're coming from a preschool building to a kinder building, kinder building to a one-two building, one-two building to three-four-five building. Now, you saw that we do a lot of alignment between the
092buildings. We work really hard and really closely to have that alignment. So, that way when the transition does happen, it's not as hard for the kids, but that doesn't take away from kids having to rebuild relationships and connections when they move from the kinder building to the first grade and second building, learning a new building layout, which is really hard for our kinder students going from kinder to first and second grade. So, those are some of the challenges that we have seen. Is there anything else you guys would like to add? >> just add with with PD, we've had to reduce our our budget for professional development. We prioritized keeping class sizes smaller, prioritized not having to reduce staff as much. With that, there's the we had to give somewhere, and then a lot a
093lot of that has been around professional development. So, we've had our principals and admin be the primarily delivered people who deliver professional development. Within our literacy, I think I've mentioned before, it we have new ELA standards. It's been about 9 years since we've done a curriculum review for ELA within elementary. It's it's time or getting really close to time to to be doing a curriculum review for our our literacy curriculum within our elementary band cuz Arc has been great, but it has definitely missing those foundational literacy pieces. And with the new standards coming out, it lines up really well to be doing a curriculum review and adoption. So, that's something that we are actually tomorrow pulling K through teachers to to look at the new standards, to start to figure out what is our plan
094to implement those, and what are what are the curriculums that would be best fit with the new standards. Yeah, and actually on the next week next Thursday is you're going to hear from Sarah and Hunter, Sarah Croston and Hunter about the new standards. Not only in ELA, but in math, and then how we're how we're going to tackle those, which part of this will be the adoption of a new curriculum at some point in time in the near future, but the professional development that she is she and Hunter are going to be leading for our staff, and then the other things that are going to be happening. She'll be presenting to that next week. So, then when we present the challenges, it's not to say um they're there, but what are we doing with them?
095And so, they're another piece of data when we look at our challenges, when we look at our data, those are things that we can learn learn from, so that way we can move our buildings forward and move student learning forward. So, when we look at how do we impact student learning? When you see this triangle, basically what it's saying is that curriculum it's not enough. It's not enough for us to just take a curriculum, hand it to teachers, and say, "Here you go, teach it, and now you're going to have student learning, and you're going to have these amazing scores." Um in order for us to create that robust student experience that Hunter started talking about, you need to have all of these pieces. So, you need to have instructional strategies, you need to have
096instructional focus, you need to have a vision for student learning, and create all those student experiences that Hunter talked about, so that way you address the whole child. They want to be here. They have a sense of belonging. They have that good environment, so that way when it trickles all the way down even with the curriculum, now they're learning and you're going to see that growth. So, keeping this in mind, and this is what we keep in mind when we do our work and we look at how do we move forward, these are the pieces we're targeting with our PD and some of the things that we do. So, for example, all of us do classroom walk-throughs and we've all created a classroom walk-through form that we use when we go into the classrooms to
097look for effective instruction. And all of the indicators that we've put on this form go back to this triangle, which would be instructional strategies, instructional practices, and vision for student learning. So, that way when we go into the classroom, we see these things and we say, "Are we seeing these across the building? Are we calibrated? And then if not, what PD do we need?" Is it PD, if we go back, is it on instructional strategies? Are we seeing the turn and talks that we need so that way we can hear the student voice. So, if we're seeing that, great. If not, what's the PD that needs to happen? So, we look at that data from that. Um and we get into classrooms a lot. The other thing that we do that we all started this
098year, they're called targeted feedback cycles, and these are observations that we do with teachers one-on-one. We go in, work with the teacher, pick a focus area, and then we talk about their current state based on that focus area. So, let's say it's turn and talk, and the teacher says, "You know what, Irena, I don't really do turn and talk, but I want to do more turn and talk because I want to uh, have more student voice." So, that's their current state. I don't do it. And then we talk about what their ideal state is, which is a best practice, and how do we get there? And so, they pick their ideals. Uh, we talk about what best practices are for the ideal state. And then we work together where we go in, we observe, we
099give them a small actionable step that they can implement right away, uh, the next day basically. Then we talk about it, uh, give them a next piece of step where they go in, implement it right away, so that way hopefully we see that growth and they get to their ideal state. The other thing that we've worked hard this year as principals to calibrate is giving teachers effective feedback. Just like we do with students in the classroom, it's the same with, uh, teachers, but making sure that our feedback impact student achievement and we don't just say, "Hey, good job with the turn and talk." More of, "When you did turn and talk, uh, three students were able to share their opinion and this resulted in X, Y, and Z." So, that's where we're trying to get
100at with our feedback so that it does impact instruction. The other things that we're doing that you're probably familiar with, we all do building PDs, uh, every 2 weeks at our staff meetings. Uh, we provide PD in-house based on the data that we see, whether it's from the classroom observations or from the feedback cycles that we do. Uh, we also align with each other with vertical PDs. We've done some math PDs together with Sarah Claussen across the building so that way we, uh, have all of the pieces the same when we teach math. Um, we, uh, all have go times for our tier one, tier two, and tier three for reading and math. Uh, we do CSL where we address the four questions around student learning and then we also do vertical CSLs where our
101teachers get together and talk about the four questions about student learning. Um for assessments, we all use uh incentives and many celebrations like uh you saw Hunter talked about earlier. Um cuz not only do we want to push hard, which we do, but we also want to celebrate all the hard work that the teachers and the students do. Uh and then we do make sure that our systems are aligned across uh the buildings in our vocabulary, in our interventions, and all the things we do. And then I'm going to let Sarah talk about the fifth grade pilot. Yeah, so I think just one question that we always have is what are we going to do that's different? And what are we going to try that might change the learning experience for students? And our ultimate
102goal when we go back to that pyramid and we're looking at um creating a true student experience for um for kids when they come to school to want to be there. We want to know how we're going to improve things that are sometimes out of our control. Um but one thing that we're going to look at is I'm going to take just a small group of um our fifth grade teachers and next year they're going to we're going to try a pilot where students are still going to get their learning that they do with all the other peers. So they're still going to get their core instruction for math and for reading in the morning, but the afternoon's going to look a little different and they're going to be able to apply that learning in
103a different way. So it'll be a continuation of what they're learning in the morning, but they're going to do more of like a project-based type um implementation in the afternoon. So we're kind of that's that's going to be we'll see how that goes, but we have really excited um we are going to try it with this fourth grade cohort. Um that was kind of intentional just because um I think trying something different with them, giving them more hands-on opportunities, allowing them to to apply their learning in a different way. I love we want to see if that works and what that looks like. And Sarah, when we met with you, you talked about it being sort of modeled on something called two-hour school or something like that. Is that Is that If we wanted to
104look up information about it, would that give us some idea about what you're planning for next year? Yeah, that's kind of where it came from. I I think there's a two hour learning model that is out there. Um they're based out of the the original platform is based out of Texas. That's where we I first learned about it. But um it it is more of like that two hour learning in the morning, in the afternoon they do application they do more of kind of like the CTE learning, so kids get to choose their pathways and different projects that they would like to to learn about and apply their knowledge that way. Uh they whether it's entrepreneurship or um going into education or whatever that might be. There's ways that they can apply that learning. This
105we're going to definitely scale it down cuz we just want to see what the what the system looks like and the um model of it could look like, but um it's going to start very small. We'll see how it goes, but yeah, it is based off of doing the the same academics. We're not changing it. They're still using the same curriculum, same materials as um that every other fifth grader in the in the building. So, they're just going to apply it differently in the afternoon. Great. Thank you. Yeah. So, basically all of these go back to that triangle where we're trying to create that uh student experience for students and of course impact their academics. Any questions? I I had a couple of quick questions. First of all, I um one of the questions I
106came in with was a question that a teacher um um asked me about when in terms of the student experience. What got What happens to culturally responsive and trauma informed teaching? And and how does that show up? And I think I saw good evidence especially of the culturally responsive um teaching. And I know when I go walk through the schools, I see that everywhere too for sure. So, I'm very reassured by um those continued uh efforts. Uh one thing we've been talking about as a board um and I know they're talking about at the middle school as well as trying to find ways to pivot away from screen time. Uh, and maybe one-to-one computing is a way of talking about it as well. Are is Do you feel that trend moving in the elementary uh,
107grade levels as well that there's there's a reduced emphasis on screen time in your classrooms or and how how do you feel about that as a as a academic trend? Um, I I I think there's a time and a place for screen time, but it definitely getting away from like the gaming kind of things or, you know, sometimes there are some games that they can play in order to reinforce the skills that they're learning within math um, and or ELA. And sometimes even using, you know, i-Ready as a tool that we use to support um, our interventions and and data that we use for for students. Um, but yes, I think even just emphasizing the fifth grade pilot is a great way of thinking outside the box of how do we get more hands-on experiences
108for kids. And generally in elementary, there's not everything is done on the Chromebook in secondary. Chromebook is used in elementary, uh, but not for every any everything. There's There's definitely >> And they're all cows, right? They're not taking them home. >> correct. And that that's building throughout like in middle school, not all grade levels are some of them have the the the laptop carts, yeah. Same with kindergarten and preschool. We only do about 15 minutes of iPad time during literacy intervention and or math intervention. Just to get them that exposure because they do take the i-Ready and they do need to learn those skills for technology. But at our level, we it's more of a push than uh, usually we don't do it, but we push it just so that they can have that experience
109with computers. Great. Did our student representatives have a Isn't it First of all, it's probably different than when you were a JCP and SIS. I was thinking about how different it was when I was a parapro at Wilson Middle School. Our in-school suspension was you sit in a closet and copy dictionary pages. Yeah. So, it's gotten a lot better since 1993 or whatever it is. >> Simpson treatment. >> Yeah, right. I won't say anything about Principal But he may have been involved in that at some point. Any any questions for the the principals from our our student board reps? Or any comments? I don't have any questions. It was just very informative to learn about like the new PBS PBIS structure and like the new like methods of in-school suspension, which was really interesting to
110learn about cuz like I've also seen like the change of like the high school with that. So, that was very interesting to learn about. Um I also have a comment. I really love like the intentionality of all these programs. I think that they're going to be really beneficial, especially cuz like I have a little cousin that's growing up in that system. Um so, it's really cool just to see the intentionality of the systems that you guys are putting in place and the care and the heart that's behind it. I do have a question about um most of the disciplinary problems right now are with the fourth graders. Is it mainly always the fourth graders or just that class? Yeah, no. It's No, yeah. It's this class. So, since this cohort that's in fourth grade has
111been for whatever reason has higher like higher behavioral needs than any any other cohort we have in our system and it has been since kindergarten. Actually, their kindergarten year I was kind of uh extra principal there for a few months helping out. And they have grown a lot. So, it's been really cool to see where they started in kindergarten, where they were just all over the place to now. Like they still struggle, but it's not to the level they used to. And so, but yeah. It's a really good question that it's the cohort is not just fourth grade every year. Okay. Yeah. Any other questions from the board? Well, I'll I'll just pass along our appreciation for all the I wrote so much work was my note from halfway through the presentation and it only
112got more impressive as we went. So I I really appreciate the effort that you put in as you said the care and the thought that you put into this into our into our students and into our community. So on from me and I think on behalf of the board I can say a thank you so much for being here this morning and sharing your successes and your challenges and the plans that you have for the future. It's exciting to to hear it and um yeah, keep up the great work. Yeah. Thank you. All right, I think we have no need for an executive session. We're just about right on time. So we will adjourn the meeting.