MCSD Board Meeting

001are excited to have some money set aside um not only to pay our teachers for the time for those evenings but also include some planning time so that we make sure that it's well done and our parents are really benefiting from that. We are also using a significant uh chunk of our money to continue with our pair professionals. We know how important our paras are to um help support especially our early literacy. And so each of our grade levels K through three have 50 minutes um where they are doing um reading intervention groups and pushing into those classrooms and we have just seen those scores continue to rise. So, we want to continue to support our teachers and our students with our paras and that um and we are increasing our math para money um

002because we want to increase that especially for our upper grades in math. Um like Paul mentioned uh for that behavior goal. Um we are excited to purchase the PBIS reward schoolwide. It's going to digitalize um our Eagle tickets as well as allow us to be able to track trends in behavior and specifics and what we can do to reinforce those on the spot. Leah, may I just ask could I'm sorry, Principal Smith, may I just ask could you maybe tell us a little bit more about how that looks that digital system looks in an elementary? Yes. So, um, we're not totally sure yet, but, um, what we do know though is Horizon has been using it for the last couple of years just for the positives. So, each kid has a badge, it has a

003QR code, and so when the kids are doing something, they're meeting expectations. Um, you can scan the badge and give the kid their reward. You can also do it very quickly, like whole class. Um, a lot of specialists teachers will use it like, "Hey, your class was really awesome in PE. Thank you for listening to all of your instructions. Everybody's getting three points." And then it also um really helps with like your store or buying things because I mean I know my third grader at Horizon, her favorite thing to buy is a showand tell day and we're running out of things for her to bring to showandell day. But that's okay. She keeps buying it. It's motivating her. I'm happy. Um, and so we're hoping that it allows some teachers uh an easier opportunity to

004kind of have some in-class things, but then also support our PTA who's running the Eagle store without having to like physically have these little pieces of paper. Um, for the behavior side of it, um, we link the behaviors to our school rules, which are take care of yourself, take care of each other, take care of our school. And so when a teacher needs to log a behavior incident, like right now we have a Google form and they have to kind of go through and pick the behavior that they feel like meets what's closest. This one will kind of give an overview. So they'll go in, they'll click, um, so say the kid was, I don't know, drawing on his desk, right? Um, they would click taking care of your school. They would click, you know,

005graffiti or whatever we choose to go in there. they would click um in the classroom. And then we on the other side, we're hoping to use our student advocates to help pull those reports and say, "Hey, we're having um a lot of behaviors on Wednesday afternoons after lunch. What can we do for that?" Um and you know, how can we be preventative and not so reactive and just hope that you know, tardies or on task behavior or anything is is going well. Thank you. Thank you. Um, so I just wanted to speak a little bit on the the impacts that I've seen as a as a parent uh with some of these funds. Um, modernizing the classrooms has just been really great. In particular, uh, there's new televisions in in all the classrooms. Uh, which

006is awesome because when I go and volunteer for the art cart in in Isaac's classroom with Miss Miss Snow, um, it's great because the presentation comes up there. It's very easy for Miss Snow to just bring up the the Google Slides or whatever. and there's no more kind of old technology in there. Um, so that's been really great. Um, watching the the teachers uh benefit from scheduling the intervention time like within the normal schedule of the I don't know how you determine the master schedule. Uh I think with so many paras we have to be very particular about when our small group intervention time is happening and our teachers have done a great job of sticking to that schedule this year so that we're giving them not only have we allotted the time but we

007know that our kids are getting that time. So so that's been really great. And then um it's been so nice like Isaac's come home and he's been very excited some of these new programs that these funds have invested in like EXL in particular for Isaac he's really loved that one. So um so yeah it's it's almost he doesn't even realize how much he's learning. So uh yeah it's been really great for us. Yeah. And we he mentioned so a little bit more on that. Il, our upper grades use that um to support their curriculum for math and ELA and math in particular. Our third grade team has kind of taken the lead on trying to create quizzes for formative assessments um to just get those quick um insights onto which topics they could hit a

008little bit harder. It's also been great when I meet with parents who are like, "What can we do?" And um I will show them the LL and they're like, "Oh, we didn't even know we had access to that." And so then the parents able to go through the concepts are written in much more parentfriendly language. So then they can kind of hover over it, see what the example problem is. Just do like five problems a night with your kid. Um you get a better idea of what your kid knows, but then you can learn with them. Yeah. Great. I appreciate it. I love this so much because so much of that is not in the black and white print on the paper. So, I I do have one follow-up question if no board members have

009any questions. Uh, you mentioned that you've got right now a 50-minute block for reading intervention groups and you're going to add some math intervention groups. I think I heard you say, do you know how long block of time you're going to try to do for that? I know it's hard and that I call it the magic schedule because the way you guys figure that out is truly magic. So, yes. So, we have 50 minutes for ELA and we have 30 minutes already scheduled for math this year. We are just trying to add another parah um to those schedules so that we can do a little bit more small group needs. It's great. Thank you. Thank you. Yeah. Great. Thank you for your time. Thank you. Appreciate all you do. We're going to excuse ourselves because

010we have Finding Nemo to get to. Yes. Love it. All right. Next, we've got um Grant Elementary, Jill Burnside, and Britney. Is it Nitto? Neto. Excellent. If you guys are ready, we'd love to have you. So, Jill said, "I get to talk to you guys and knows how much I love to speak in front of people." Um we this year as chair we tried to really talk a lot about what the plan should be um what um methods we should use to get information from teachers and parents. We actually sent home a survey. It was not widely um answered by parents but the attempt was there to get input because the teachers need the support from home. We can only they can only do so much while in the school. So we attempted to get

011some feedback from parents. Um but most of the plan was based on the experts which are our teachers and the people actually working with our kids. Um, next year's plan does not make a ton of changes to the current year plan because it's working. The progress that kids that we're seeing in kids, I had a kindergarten kindergartener during co which made me appreciate teachers so much more because I have no idea. I was doing it with one kid. I don't know how they do it with a whole classroom. And I have seen the growth. He's now in fourth grade, but I have seen the growth since he started at Grant. Each year he's reading. He's I don't even have to ask him to read anymore. It's something he enjoys doing, and I know that's because

012of the dedication of not only the teachers, but the staff at the school. He is on an IEP. Um, and I know that he gets extra support, which is some of the things that are in the school year. the um plan where we have paras and stuff come in and give that little extra help um one-on-one with students or in smaller groups where it's easier to learn than a classroom of like 20 plus kids. Um we had two goal areas. So the first is mathematics. Um really this is very similar to last year. The targets did change because we wanted to take into account that next year's sixth graders are this year's fifth graders. So adjusting the percentages based on that and where they're improving this year and then pushing them a little more to

013improve for next year. There are some things that are new. Um so items six, seven, and 10 are new. Um things for next year. the headphones. We talked about the teachers talked about how just the continuous use they kind of wear down over time. So, that's something that needs to be purchased. But then also adding the Eureka math workshops um oh books um for our third and fourth graders and then also manipulatives um to help with math as well. Any questions on that one? But some of the other things can I add in a little bit more? Yeah. So although our plan is staying the same in general, we are continuing to tweak and to focus. Um, one of the things if you walked into our school and one of the big discussions our community

014council had and I think one of our parents big concerns was how do we continue to extend for our high learners because we have a significant number of students who are on or above grade level and how do we um make sure that we are using funds the very best way because um when I walked into grant we had um TSSA money that I don't think had been touched um and so I had a significant amount of rollover money and now we are exactly on budget and so we don't have the excess funds that we had when I started there and so it looks a little bit different because we don't have the amount of money to put toward um AIDS because that's where If you look at our funds, that's where pretty much all

015of it is going. So, we have to change it to be more strategic and more um targeted. And so, um one of the I think one of our we've had really good meetings as a community council, I feel like, and one of the um parents brought up, well, do we have to have all of our groups looking the same? And so, um, my instructional coach and I have been looking really closely at our schedules for next year. And so, we are trying to have all of our first through third grade groups at the same time and at our scheduling so that we can work because I've been really trying to have our teachers understand these are our kids. These are not a first grade kid. This is not a, you know, a third grade kid.

016These are our kids. And so, we are we've been practicing it this last part of the year. So, Some of our groups are really small. The times that they are changing are not always the same amount of times. Um so that we are doing a lot more flexible grouping. Um the sizing of the groups are changed based on the needs of the kids and the groups that they're having. And I think we were fine-tuning it today. I think we are going to be able to do it. We're changing the name. We're going to call them focus groups. But for an hour that we can have all of our first through third grade groups happen at a time so that the kids are getting the groups that they need during that block of time. Can you

017principal burnside? Thank you. Can you are they going to be still grade level groups or are it's going to be ability groups kind of Oh, nice. So, you might have you have a really high first grader or a really, you know, that and we want to make sure that if their need is comprehension, it's a comprehension group. If it is vocabulary, it's going to focus on vocabulary as we read in text. If it's um fluency, that group's going to focus more on fluency. So, that's going to be our goal. And then, you know, that will they'll some of our high kids may have more independent time and some things that they're working on or they'll be in a big a larger group where the teacher extending it and doing more project based learning. It's kind

018of our goal. I love that goal. So, I think but I think we can make it work. I'm excited. Yeah, sounds great. I Well, I always have more questions unless the board does. Um, actually, these are more commendations. So, thank you for your efforts in trying to get a survey. We know we send a lot of surveys out too and we know that getting feedback is hard, but thank you for doing that and wanting to try and get information and input from your community. Um, and I appreciate Principal Burnside, you are spending the money in the way that's intended, which is the the intent of the money is to be spent in on the students in the school year that it is allotted. And so, thank you for getting that carry down or carryover spent

019down and now moving forward being right on budget. And also, thank you for talking to your staff. And I appreciate what you said, Britney, that you know, they're the ones that they're there with the kids and giving them an opportunity to have that input into this plan. and and what do they need and where do they see and I think it's great that you are continuing these same goals just moving the mark because we want to p push our kids but if it's working let's continue to put these same supports in place so we have some longitudinal data as well as pushing them to say okay we we've met this now we want to meet this so just some great commendations for you as a community council thank you thank Thank you. I heard the

020door. We are just a little bit ahead. So, I'm wondering if we move forward with Yeah. Yeah. If you guys are ready, we'll um have Riverview go with um Earl Kaufman and Brandon Benton. All right. Thank you. I did let Brandon know. He saw that the others two were speaking and he was kind of like down the line. He's like, "Am I speaking?" I'm like, "Don't don't worry about it. You're you're good." But I did want to brag about his daughter, Reagan. She's got all A's, hard worker, excellent citizenship. So, here's a great example of our Murray parents. So, um I assume you guys have kind of looked over the plan a little bit. So, I'm just going to hit some highlights. Um goal number one, it's been our goal for a lot of years

021is helping our ELLL students. And we know how that fluctuates. And now with all the things going on in government and stuff like that, that could do all kinds of weird things. But our focus is having our ELLL support. Uh we have Miss Straley who uh this is most of the funding is going for goal number one to to her so that she can uh have our support classes. Our ELLL support classes are like having an ELLL school success is basically what they are. Um and then we also have a newcomers class for those who just enter the country and kind of work them through. Um she also helps support the teachers with ILPS uh helping teachers with can dos uh with instruction uh working with elevations things like this been a a wonderful support

022because for a lot of years teachers would just pull their hair out. I didn't it's already gone but uh they you know trying to figure out how do you how do you help these kids because it was it was a real big struggle and this has been a real great help to us and so we're wanting to continue that. uh and also another effort to help the our elellls and also to help sped students which uh falls into goal number two. We have our sheltered math classes for eth and ninth grade. They're one semester uh just a really brief first semester secondary one kids who need that extra support. They still get the exact same credit as secondary one but it's focused on those needs. It could be ELLL, it could be sped, it could

023be any other student who fits that area that we want that focus. And then the second semester we do an eighth grade one for those kids. we see that they are going to struggle moving on to secondary one to give them that little extra to move on through. Um, so far as kids have gone in there, we've seen about a 90% improvement in their grades, uh, which has been really good. And so, like I said, they were earning the same credit, but it's being taught to their needs. Uh, goal number two, uh, again, like I said, it was focused on students with disabilities. Uh this is mostly you know decreasing class sizes which again also impacts everybody else um which impacts ELLL's impacts everybody uh in the school. Some quick little data on that what

024we've seen so far because we've done this before. We did our testing yesterday for 9th grade and uh I just want to kind of give you some quick numbers that we've gotten so far. They're all preliminary. Um but it showed us our reading score. We are at uh 50% where the state's at 43 for that grade level. So, we're excited about that. Um, last year's rise, which is a little bit different than the reading, those kids were at 41%. So, we're pretty excited that they went to 51 or 50%. Math, we're at 45, the state's at 40. Uh, students last year were for 44. So, they went up a little bit there. And then science, we're at 47, the state's at 46. And we had a little dip in the science, we were at 48

025last year, but overall really good. The thing we're really excited about, especially with that reading, as a school, literacy has been our focus this year, even asking like the PE teachers, what are you doing this semester that has a literacy focus? And that I think has it's showing itself so far and we we hope that continues. Um, goals three and four are some of our elective classes that we want to continue and and at the end of the day, those help improve school culture. Uh, when the school culture is positive, it's it's goal oriented, uh, that helps out a lot. and we've noticed that our behaviors have improved this year. There's a little bit of wood there, but we'll we'll keep that going. Um, we are we are a junior high and so a lot

026of lot of fun things can happen. Um, goal number five, I'm I'm really proud of this one. I I the teachers really grasp all of this. Uh, we have PLC's twice a month, you know, at the end of the day on Wednesdays. That's usually about 45 minutes. But what we do is uh with the TSSA funds, I will get subs uh for one once each term for our core subject matters and they will meet the whole day and plan and work together as a unit instead of individual teachers. And I think that's that's that's made great uh we've made great strides with having that. It's brought more unity in our departments which those who have managed secondary that that can become an issue. uh that's helped bring everybody together better and and they feel that

027that question of you always ask what can we do for you and they would say time this has kind of built in for them and I think it's been very beneficial and when you look at the cost it isn't that big and so uh goal number six this one uh I threw some data together today I was excited about I'm more excited about now after looking at the data uh so we have Miss Llewellyn who uh we brought in and this is more of a thing from from Robin back in the the ESSER money. Uh we brought on uh Miss Llewellyn to kind of support our struggling learners and her focus has been our ninth graders, bringing in those kids who are struggling, low grades from the eighth grade, calling them in, just having that

028other adult support in the classroom. Um in doing that, um I was looking at the first year she did it, we had a 64% decrease in Fs from the kids when they were eighth grade to 9th grade. The year after that was 78%. This year right now, we're sitting at 27%. and you're like, "Well, that's a little less." If you knew this group, that's a great great number to to drop by 27%. And so, uh, we think that's been doing really well and we're going to continue that for another year. And then the last one, this one I'm really excited about. We haven't been as successful at it this year, but we're really pushing hard. We want to get back to old school field trips, get the students really excited, finding those places to go.

029I think we've gotten away from it for so long that it was kind of hard for the teachers to think of ideas and and things to do. So, we're going to push for that again this year to get the students out to experience in the real world some of the things that they're learning and and have a positive experience that way. And at the end of the day, it affects the school culture which uh improves everything. So, there you go in a quick one. Any questions or I see it coming. Question I have. Yes. Sorry. Um I think these are all great. Are you worried at all that you're doing too many goals and stretching yourself too thin with what you're trying to accomplish? Um, with what the goals are, no. I I I think

030we're pretty good there. Um, I'm pretty confident that, uh, we'll do okay. I think over time, just so you guys can have a vision of what I see. So, when that becomes real, um, we'll we'll have more of a focus and going into that 678 model. But, uh, no, I'm I'm pretty confident in this. Good. I'm I'm fine with it. I like to see people stretch. I just want to make sure that you're No, no. I'm overly trying to stretch. Everybody's overly stretched. Come on. This is This is part of the job. No, no, we're good. I'm confident in it. So, and because I don't want you to feel like I didn't ask you guys questions and I asked to uh my question is thank you for well accommodation again. Thank you for providing the

031opportunity for teachers to meet in those core subjects each quarter. Do they do any What is that set up for? or is it just kind of planning? Are they doing benchmark testing? So, they will they will look at data from their benchmark test. They will create tests together. Okay. They'll do planning. So, you know, because we're smaller, we'll have like two language arts aid and two language arts or maybe even three depending on so they can all get together and make sure they're moving together as a unit. And the nice thing is it's been so that the students have more flexibility. If they do need to do a schedule change, but they can't have the same teacher, they can just go right into one and pick up right where they left off. And so that

032has decreased that issue quite a bit. That's great. That that's a huge benefit being able to flex those. You know, schedules. I do. So, and Brandon, is there anything you want to add or just say good job. Thank you. Those are my questions. Great. Thank you. And great support, Brandon. We appreciate you coming. All right. And then we'll um kind of mixing up the schedule a little bit. Mindy, if you're ready, we'll have uh Mrs. ball from Horizon present. We were a little ahead of schedule and so we just shook it up a little. I I was sitting out in the parking lot so I should have known I would have just come on in but all right so I um just took the the questions that um Mrs. Cumington asked us to focus on.

033So our first goal at Horizon is by the end of the 2025-26 school year at least 65% of the students in each grade level will achieve typical or better growth on the state acadence reading assessment. Um because we know that that is a measure of an indicator of success in later reading skills. Knowing these skills is super important. So we do try to focus there um and have help our kids focus there as well. And um the sorry Oh, that's not mine. Sorry. Okay, you're fine. I have an alarm set I feel like every five minutes. So, just um and we're going to measure that one by the percentage of students at or above typical growth in reading will increase from 61% in the 2425 school year to at least 65% to the 2526 school

034year as measured by um Aadians reading pathways of progress. So, um, and that's a that's a big focus. Our goal two looks very similar except for it's focused on math. We'll use also use the Acedian math assessment and, um, hope that at least 68% of students in each grade level will achieve typical or better growth on that assessment. Um, and our current, um, uh, success right now is 65%. So, we're just hoping to go up by about 3% in that area. Um, I feel confident that we can do this. It's a We have about just less than half of our staff is provisional teachers. So, they're still learning and kind of perfecting and getting better at their craft. But I do feel confident that even if we don't necessarily meet the goal, that we will

035make continue to make growth and go on that upward trend. So, um, the majority of our plan is similar or the same to our plan in previous years. If it's not broke, why fix it? And so, this year, we found a lot of success in paying for our intervention specialists out of the school land trust allocations. Um, we really feel that that person plays a a critical role by providing targeted academic and behavioral support to students who need it most. Um, Mrs. Bhannan is that person for us and she works really closely with teachers and families and students um and works to create an inclusive and individualized strategies for those kids that will hopefully help them um and by identifying the learning needs early. We are hoping to strengthen those skills that they might be

036lacking in and also help the teachers more adequately target the areas that they need to. So she also trains and oversees the education support professionals that and that's a really big help. Um she provides them with fabulous professional development that helps them feel empowered. We have a very low turnover rate in our education support professionals in that work under her. And part of that I believe is they feel like they have a very crucial role and they feel empowered and they know what they're doing. And so they they're feeling a lot of that success. Um and then question four was the how are they those funds impactful to our school? Um, I mean I could go on and on, but they really do they allow us to really address the educational priorities um such as

037student goal setting, datadriven decision making, teacher and student clarity and um we use those funds to improve school performance and student academic success mostly by hiring um support staff for both academic and behavioral interventions. Not just Mrs. Bhannan, but for with our TSSA money, we pay for a lot of our education support professionals, including our student advocates um and other um title one interventionists and support for some of our most impacted classes in the lower grades right now. Um and then they also will support a lot of initiatives such as p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p purchasing the educational technology or

038software, um providing professional development and academic incentives and all of those things contribute to improve student outcomes. Any questions? I don't have a question but a comment. I um because you're one of my schools, I really enjoy my time coming to the community council meetings and just wanted to highlight um how cool it was that your community council planned a family engagement activity. I thought I hadn't seen that before and it was really fun to be a fly on the wall and watch that all come together and it was it was a meaningful activity that was it was awesome. Good. Thank you. U Mindy, thank you for I I I appreciate what you said. It's not broken. Why change it? And so this is good. I think it's good. I was saying the same thing

039to Grant Elementary to stick with these goals, but then change the percentage because we if it's working, let's continue to follow that so we have that longitudinal data to show that the supports that we're using are working to move students along. One of the things I would love could you just you talked about academic incentives. Is that does that go along with your PBIS program or is that different? I'd love to tied into both. So students can earn PBIS points for behavior, but they can also earn PBIS points for um setting goals and either achieving goals or making growth towards their goals. So we do a lot of um part of what we've really focused on is not is having a student clarity. So, they very much know and you'll it's fun to hear the

040conversations the kids have because they know exactly where they are in the they're learning and they know where they need to be and then the teacher works with them to set goals and strategies that will help them achieve those goals. And then as part of those um incentives, they can either purchase items with those PBIS points that come from behavior and growth in academics or or meeting goals. Um or they can purchase experiences. So it's not just all but yeah, they do like things and a lot of our population doesn't always have the opportunity to go buy things. So it's it's really fun to watch them. I mean, the joy that a little the littles get just by we scan their badge and they get a bag and they just think that they are super

041special and they're really proud. They do bring their cards down with them. So, we actually look at Oh, nice. And can all of those we have, you know, cards set up that show where they were at the beginning of the year, what their goal was, and every time we check in on that, then they get new cards at the middle of the year, we do the same thing. So, we talked to them about like, "Oh, I see you made a lot of growth in your reading fluency, or oh my goodness, this one must have been a tough passage, or what can we do to get better at nonsense words, and how can you make that growth and and talk to them and say, you know, and so they're fun conversations that that we have." Thank

042you for your leadership on that. I think that's great. you're teaching not only are you incentivizing them in academics, but I think you're teaching them a lifelong skill with that goal setting and working and it's not always about meeting a certain goal at the end, but it's about the progress towards that goal. So, I think that's great. It's fun to watch them. Yeah. Thank you. All right. Well, thank you for your time tonight. Thank you. And then um we are just blazing through um but it looks like um Dr. Reynolds and Stacy Lowry, if you guys are ready to go, we'll have you come next. Thank you. Give me 30 seconds to get your presentation up. Okay. While our presentation is up, we just want to say chair Lowry and I want to say good

043evening, President Tai, Vice President Wright, our board members, Superintendent Cington, business administrator Reese. Thank you for allowing us to uh for Chair Lowry and I to present tonight and then we will time ourselves. We'd like to give you a quick context into where we have been and then our last slide will be our goals which you are very familiar with. Uh Superintendent Cington to let us know that everyone has a copy and you reviewed them probably multiple times. So um we'd like to first just go into where we've been. And so as glad gladiators our mantra is honor loyalty and heart. So with honor in our actions, loyalty and our relationships and heart and all we do, we are Hillrest. And here we go. So in our first slide, you know who we are. Um

044me and Sam and Amber who will be leaving us um to go to the high school. And then as we proceed to our next slide, we have some successes, opportunities for improvement. And always um I know you are very eager when you come out to see us. You know how we can get help and we have the same pitch but I will let Chair Lowry say her name. Thank you. And I just want to give a shout out to Dr. Reynolds. You guys all know how wonderful she is. You know acknowledging all of you and she does that at every meeting that I go to with her. She is always looking for ways to support the teachers and the students and to have a good balance there. And as a parent, I really appreciate that.

045Um, some of the successes afterchool program. Um, I mean, we're just going to go down the list. Excellent afterchool program. And Dr. Reynolds has put this implemented all of this. Um, kids can go after school to do such things as get homework help, join the bike club, um, play computer games. It just is an active resource for students that need a little extra support um, from school, which is fabulous. connect Latino um is another program to reach out to families that are Spanish speaking and it's a great resource because we've had a hard time connecting with them and getting them to respond. So, it's a great resource. Um Rise and Aspire data um really great resource rate um always have good information there. Cool schools we participated in this year um we had one of

046the new stations come and acknowledge our school which is really neat. shared governance, um, BLT, PBIS, advisory period and selections, all trying to reward and help students to find to have success. And the emporium, um, is part of the PBIS rewards where they get to go in and get prizes kind of like Horizon was talking about just a minute ago. They get to go and and be rewarded for their good behavior. And I love that good behavior is being recognized at the school. It's great. Hillrest Heroes. Again, another way to recognize students that are standouts, which is fabulous. And then we have our grants to elevate and the Ron McBride Foundation. Opportunities for improvement. Um, ML strategies. Um, so Dr. Reynolds, like I said, is always looking for ways to help the teachers and to

047support them. And so she's looking for ways to for the administration to get into the classroom more. And they're able to do that more and more. Um, I've watched Dr. Reynolds over the past three years and first year had a lot of problems disciplinary and we're we're taking care of that. It's it's good. We're seeing so much improvement and more and more they're in the classroom which was fabulous. How the board can help. Um we've had two admins that have both left to join our district which is fabulous but they have left Hillrest Junior High School. So looking for a permanent admin would be awesome for Hillrest Junior High School. Is that good for you? I don't know. Is it good for you? It's good for me, I think. Is that a good explanation for

048all of you? Yes. Excellent. Well, I just want to say I couldn't do it without the support of our team at Hillrest and without district support. Um, I do think that I I am on the Fab Five of uh, Director Dean over there and Superintendent in terms of just having to call and director Williams and um, assistant superintendent Wangi to be able to call when I need to. And I think that's the beauty of having a small district, right, where you have people accessible to you and available to you. And when you have a great team like the assistant principles that have come to us, our interns, you already have dynamic people like Leah, like Amber, I think the blessing there is that they've been able to come through Hillrest and stay in our district.

049It's sad to us when we cultivate and have amazing people and then they leave. So, we're happy that they're here and they can run our schools and be super super successful. So, these were our goals last year, 2425, which you're familiar with, right? We had a math goal, language arts goal, behavior goal, and as we moved forward this year, I'm happy to say, and Chair Lowry alluded to it, that you know, with our data, we actually reached our goal in math, reached our goal in language arts and behavior. So really, again, a shout out to our team at Hillrest. It is not me, it is us. um as a team, as a collective, our leadership team, all of our teachers, our amazing staff and our students, and not to forget our families. So, as we

050proceed on the um our WEDA data, we have increased from 2023 to 2024, and you have it right there on the screen. As we continue to advance on in our slide deck, we have increased in our different subject areas. So if you look really bringing your attention to that middle highlighted column in the yellow, we we have grown leaps and bounds. And there we go. That's one timer. Okay, you left. So I just wanted to do us in like three minute increments. So we didn't so we didn't we weren't over um if you look here we have so we have come in the range I mean from where we were in 2023 to 2024 we are very proud of our students and our teachers and and super super grateful. So as we proceed on, we

051wanted to kind of discuss here we are with our Aspire Plus data. We didn't hurt anybody in ELA. We didn't grow, we didn't hurt anybody. So we just maintained in math we did go up from 26 to 29%. So a 3% increase or three-point increase. And then in science uh an eight point increase. So again, we celebrate our wins and we're grateful for what we have. As we proceed further, PBIS rewards data. So, uh, Mindy led the charge. The district came out with what can we do for special ed in terms of PBIS and oh my gosh, I'm so sorry. Let me see. Do you need to I don't know why that's happening. Okay. Yes. I don't know why that's happening. Sorry. Um, great mind sink. So, PBS Rewards, we said yes. When special ed

052came out, Dr. Inville came out to us. We were like, "Okay, how can we ramp this up?" Because we wanted to put in an MTSS coordinator, which we did. We were successful doing that this year. And Horizon led the charge in our district. And so we were super happy to be able to consult with Mindy and say, "Hey, Mindy, what are you all doing for PBIS rewards? Is this something Matt Hillrest should be on board with as we look at grade reconfiguration and having our littles, our sixth graders come up to us? Is this something conducive for them? And can we sustain it in a 789 model that we have now, which we still have our ninth graders." So yeah, we did and Yep. And we started it. And now as we move on. Thank

053you. So today our data we know that our district has been absolutely tenacious in their attendance charge and we just went to a principal principal Palooa workshop this week and Murray is honestly leading the charge. When we look at state data and we look at what the state's doing, they asked us, they asked all the districts there that were participating, what are they doing? and Murray is super far ahead just to let you know FYI. So we are Murray. Um but when with our data we had 68 students missing more than 10 days. So you know some real chronically absent folks and we sit at about 700 students. So for us not exactly 10 but almost 10% of our students have are chronically absent. So what our district is doing in terms of initiative, we

054are thankful that that we are taking the charge here in Murray because we do have chronic absenteeism especially at Hillrest as a big concern for us in terms of out of school suspensions way down from where we were our first and second year um in our journey together. And then 18 school referrals. Director Dean knows this better than anybody where we were with our safe schools especially at this point of the year two years ago and last year and you know superintendent because you read the laws. So we are down and we are so grateful for that. Um as we proceed and continue like chair Lowry said we were part of school cools our high school and Riverview led the charge and they were cool schools before us. So they gave us some tips and

055tricks and then we came up as the caboose during our cool school. So we're really happy and grateful to Fox 13 and Granite Credit Union for providing us with some funding. So as we kind of wrap up, that's just a video that we can pass by. And then we have one book, one school, which is an initiative for literacy program. And what I will share with you is just some data that we have from our school in terms of the number of kids that are coming in low on reading. And so we know that our elementaryaries do an amazing job in terms of how they intervene with kiddos. They're always putting them in groups. at the secondary level. It's hard for us and it's challenging to be able to split kids in groups when kids

056have and when teachers have their content area. And so for us, we said, "Hey, how about we do our whole school reading one book? What does that look like for us?" And so we did it with a graphic novel, When Stars Are Scattered. And so we followed our NI 304 process. Thanks, Director Williams. And so we were able to have this book approved and all of our kids during advisory read it for first semester. So pretty cool. We're going to do the program again next year. So we're pretty excited about that. Had a lot of success and there were kids in our school that really saw themselves in the book. As we proceed to the next slide, that was the clothing drive we did. So, not only did we have this book and we tied

057it to an academic component, but we also thought about how do we give back to our community and provide service. And so, that was our clean cleaning and clothing drive. And we basically collected over 6,000 items between cleaning and clothing supplies. It was absolutely amazing and our community showed up and they showed out. So, we're super grateful. As we wrap up, we talked about data. We talked about the number of kids, right, that we realized couldn't read coming into our school or were at least two grade levels below. And that at the secondary level level is huge because we have, you know, text that's contextualized. It talks about subject matter. The vocabulary is spec spec, excuse me, specific. It's like a kid saying spaghetti. Spaghetti. um super specific to the content area, right? We have

058biology, we have earth science, we have math terminology, we have language arts vocabulary. And so when we see that our kids are not performing, what are we going to do? So we put some screeners in place through Hootton Mifflin. And basically to sum up this slide, all of our kids that are in intervention classes, including school success, applied skills, and our math lab, they do read 180 and they do math 180 first. And so we have them, we have them do it in November, March, and we're going to have them do it again in May to see where they're at and keep a pulse on kids and then progress monitor. So as we finish up, the next couple of slides are just our results. And so our results didn't come in where we wanted them

059to to be honest because we just have kids that are, you know, way below. And we had to figure out how were we planning our school success classes, how were we planning our math labs, and what did our applied skills for our sped students look like, right? And we're still evolving and redefining what that looks like. So who reads math or excuse me who does read 180 and math 180? Well in read 180 we have 161 students in 29 classes. So those are the number of students that are receiving any type of intervention services for us. So again going back to our total 700 kids 161 in intervention classes within our math again 700 kiddos 80 in our intervention support classes and Dr. Reynolds correct me if I'm wrong but all of the students in

060the school are tested to make sure none are falling through the through any holes. Correct. We so we test all students in the beginning for our screener. We did leave off our honors cohort. So, our honors, math, and language arts, we left them off um because we said to ourselves, well, we kind of know where they they're they're coming in at because we've had either had them or our sixth grade teachers, our elementary have done an outstanding job with how they put in that data, the Acadians data. We take all that data and take it into account. Plus, the kids are tested in math to see if they're going to go on honors. So, we had enough data there for them. And And we have an elevate grant that we've had for a couple of

061years now. And then here are just some key strengths with we've already touched upon opportunities to improve that middle column really has driven our 2526 goals. So PD to strengthen our PLC's right again another district initiative that we are grateful for because this allows this allowed us as a school to come back to our teachers and We hear you. You want PD or professional learning experiences that are going to be what you need to be successful in the classroom and empower you. Our district has led the charge. And so we've had that. We were able to get even more through our grant funding that we have in terms of our multi- language learners and our sped students, right? Any strategies that we can use for them, we can use for all students. So, but we

062have have a fair number of ML and sped students. So, we want to make sure that everybody is getting service and then we just want to continue our efforts to transform our school and have positive behavior strategies to lessen our office discipline referrals. So, with that being said, we're pretty much done and there we are at 2526. So, do you I just wanted to say no. Um, so this year we've really focused on English and we'll continue that focus, but we're bringing in math now with our with our grants. Correct. To hire math, um, extra math teachers and to give that the big push for the next year. Yes. Correct. Well said. Thank you. So, these are our two goals and they're probably flipped on our um on our paper, so my apologies. So, if

063you go down to the second one, then you'll see the first one here on the left and then you'll But we're looking at tier 2 academic intervention classes and we want to make sure we're achieving growth. We do get a full-time 1.5 for student for school success which is funded and given to us by the district and we also have our other classes. So we have our math labs that we put students in. So, we want to make sure the interventions that we do are meaningful and we're constantly evolving and looking at how we are doing interventions and what's giving us the most bang for our buck. And then with our English language arts, we decided to really focus on our multil- language learners and increasing their WEDA composite store. We have a number of

064EL students and the number that we will be testing is the next two weeks. So we want to make sure that we are focusing on their proficiency in terms of their listening, speaking, reading and writing. Sorry, Dr. Reynolds. I just want to mention on your one book, one school. I I do a lot of things with the the middle school or junior high age kids in my neighborhood. Never have I heard them so excited to discuss a book and what they what they've learned just from that one. activity of read all reading that book together as they as they've come to where I've been and they've just talked about it talked about it and talked about it then they'll say well we'll tell you what happens next we and then the next time I see

065them I get that so I just think that's been a wonderful thing I don't know what that was like uh logistically to put that together but it was a wonderful thing for them a great form of unity right yeah right and kids that don't normally read were reading yeah thank Thank you. And I would just like to say I appreciate the data that you showed on the increases that you had between um 23 and 24 school year test or that the end of level testing. Those were great. And I loved that you said we celebrate the wins and we need to celebrate the wins and you've got a lot of wins to celebrate and we're very much looking forward to see how the 25 2025 data comes out because I know you and your team

066and your teachers have put a lot of work into helping these students. So, thank you for what you do and thank you for your leadership and thank you chair Lowry for being here as well. Boom. We did it. Thank you. Thank you. I had a quick question too on the read 180 and math 180. I love to see that happening. Um, and love that you talked about data following from sixth grade. Um, but I wondered if it carries over to the high school, if those ninth graders that are getting those services, if that if the high school's aware, so they're ahead of the curve when they get them. So, we have partnered with our elementarymentaries and they do come to our school in the month of May and they'll be coming again this May. Last

067year was the first time we partnered with our high school. I think that we could do a better job with our high school, the way in which we have our relationship with our our sixth grade. So, I think that's one thing retrospectively as a leader that I need to be looking at. The second thing for that one is that we have kids that we need to remediate. And I think that's why this grade reconfiguration, one of the reasons it's so important to us at the junior high level is because everything counts for our ninth graders. And I think sometimes, you know, when they're in seventh and eth, there are things that, you know, we can make allowances. In ninth grade, everything they do counts. Use count. Any F they get counts and they have to

068remediate it. And I think that this year, uh, Principal Lindy and I are, you know, we're giving money because Principal Lindy came up with the idea of how do we come up with remediation plans for a lot of the ninth graders who are coming in, you know, with FS. And so, you know, I think definitely that I could be doing a better job in terms of um collaborating with our secondary, with our high school to be able to see more ways in which we can better prepare. And I think Principal Lindy has paved the way by his initiative that he's starting this year for our ninth graders to be remediated. So that is something that I've taken into account. Actually, Mr. Selenus and I just had a conversation today because we have some kids that

069are that have fallen under the radar in terms of their first period class not going to it. So therefore, right, you think about a student 40 days in a term, they haven't showed up for that class 26 times. That's over half of that term. And now they have an F. They can't recoup that F in six weeks, right? they have two or more. And so that is something introspectively that I need to take a better look at um as an instructional leader. I've just been in lots of meetings for years and years about just exactly what you talked about with that need. And so I love to see that that need is being fulfilled. I love that there's a way to to do that. And then um just that Murray is one of my schools

070as well that I attend the community councils and so many times over the last several years they've commended the the efforts that you guys are making specifically making a difference at the high school that I just wanted to say great job on that and to know that you your efforts are spoken of in other meetings and and that you're very much appreciated. So thank you for all that you do. Thank you. Now we're over all good things. All right. So we are to McMillan Elementary with um Dr. Dada. Welcome. Thank you. And Joe, our chair, Joe Warren, I was not able to make it tonight, but I did meet with him this morning and he went over his talking points with me. I apologize. I'm showing up a little bit windb blown and sunburned today.

071Um, part of our amazing school success plan last year was allocating some money for field trips, which has like backfired with amazing field trips that now need chaperones. So, today McMillan Elementary's fourth graders got to go canoeing, which is a little nerve-wracking for all of the adults participating, but it was great program. It's very safe and and exciting, but quite an experience and one I think we'll all remember. So, I'm really excited to have a chance to come tonight to talk about our school success planning um at McMillan for the coming year. Um, and I just want to say how much I appreciate hearing from my colleagues who presented before me and it's especially meaningful to hear from Dr. Reynolds talking about the great experience that our students have at Hillrest because that's where our

072students go. And so I know they're in great hands and it's always really reassuring for me and for their parents and for their teachers after we've loved these kiddos for so many years than to I think to send them I think this is Murray High because I I do want to increase the graduation rate but in a in a very roundabout kind of way focusing on like early. Um so you know again this year we're focusing again on core academics with our kiddos. I feel really blessed to have been in Murray through adoptions um of our ELA curriculum for tier one. Um to have come shortly on the heels of tier one math curriculum um and have seen kind of the power of teachers building expertise um around these programs and our BLT and school

073community council and everyone recognizes that we are we're very lucky to have teachers who are highly proficient with these programs and are making great gains. U one of the things we've talked about as school leadership team and um in our multiple meetings with school community council too is that you know standardizing those tier one programs is wonderful. One thing we've shifted over the last few years is starting to standardize more of our intervention programs for our kiddos. Um and so I'm excited tonight to talk a little bit about our efforts um to standardize tier 2 interventions for our kiddos to make sure everyone's achieving we're closing those achievement gaps. Um, and then to talk about some of the shifts that happened this year with our school community council in the way that we looked at

074student data. So, I'm especially blessed at McMillan to have a passionate school community council that has some real data nerds. I mean, we would we would call ourselves nerds. And what I appreciate about this council is that they push me and our coach and our teachers and ask probing questions um that are meaningful and deep and very well informed. got a lot of educators and you know researchers. Um, and so one of the shifts that happened this year is we've been spending a lot of time over the last few years looking at different subgroups, you know, looking at different ethnicities, looking um, you know, at at language groups. And one of the challenges at McMillan is that for some of those groups, that's a very small number of students. And so we can be going

075all year saying, "Oh, we're doing so wonderful, you know, in this particular subgroup." and then you know two families perhaps move and all of a sudden we can't collect any of the data because our our end you know the population number becomes too small and so um we've been working for years on on improving outcomes for our multilingual learners which we've seen great success with this year all of a sudden we got this wonderful uh notice that our school is released from uh you know our our CSI status you know uh for you know we had some troublesome date around English language learners you know we've achieved achieved our goals and I look at it and it's like, well, you just had too few students. We couldn't pull the numbers anymore. I was like, I

076mean, I know we're doing great things for our kids, but we needed to change the way that we were looking at students and looking at academic outcomes. So, our chair, the amazing Joe Warren, who can't be with us tonight, suggested that instead um we start looking at our lowest cortile um which for our upper grade kiddos. So this is our lowest performing 25% of kids. Um and really kind of serves as a bucket under which we can scoop up so many of our students who are underperforming. But it gave us a larger group of students. And so when we had those conversations then carry over into faculty meeting everyone felt invested, right? Everyone know like everyone has someone who's in that 25%. And so it was a became a more unifying experience rather than h

077trying to have conversations around our school goals that maybe didn't apply to some of the kids in certain classrooms, right? So it's helped to kind of shift the culture of accountability among teachers um to be a little more in like everyone on board, everyone's invested. Um and so anyway, that's why you'll see in our school goals this year we talk about closing the achievement gaps. In years past, we've talked specifically about multilingual learners. Um this year you're just going to see referenced the lowest cortile of students. I also want to say a big thank you to assistant superintendent Scott Wahhungi this year when I I went to him and said okay lowest cortile who are these kids. I mean we get this beautiful report from the state right and it's like well your lowest cortile

078improved you know these are well fantastic give me I want names right I want to know so I can go congratulate the kids. I want to know so I can track their attendance. And so because of assistant superintendent Wuhani's efforts um he was able to coordinate with USB and get access to a dashboard. So now all of the principles have access to those specific names. You know we're taking names and distributing them. Um that's been really helpful for PLC's and having conversations with teachers. Um anyway, so I'm just really grateful that that's a resource we could use this year and moving forward because if we don't know who we're trying to move specifically, um it's difficult. So anyway, uh our summer goals this year, I'll start out with mathematics. Um just talking about uh some

079of the changes this year, we've really standardized um a lot of our early mathematics interventions. That's our tier 2 time. That's where our education support professionals whom we are very blessed to have returning for years and years. We have an amazing crew. They've started working with um more standardized curriculum with the kiddos which makes it easier for us to track their intervention data to know if what we're doing is making a difference in moving kids. Um and so I want to huge shout out to everyone at the district who helped to really get all those kickstart materials out and get that training and professional development for our paraprofessionals and our amazing coaching team under director's leadership really pushed that out heavily. Um and so that's made a big difference. Um we were able to use

080money this year. Uh we will continue to uh fund uh using land trust next year our classroom aids pushing in during mathematics intervention blocks across all grade levels. Um so we don't isolate it to upper or lower. Um and that's that money is very meaningful to our school because we don't have an alternate budget that we could use. Um, another tool that has been used um, increas in an increasingly standardized way across grade levels um, at our school to support our mathematics goal has been the licenses and curriculum. Um, our teachers have developed more expertise around how to create assessments and challenges and communicate that data to parents. Um, which we love because that's another home learning tool that we can use as a partner when we have families that are able to support mathematics

081learning at home. It's an easy way for us to continue to communicate that our school community council was on board with funding that resource for us again. So really appreciate that support for mathematics. Um yes and then so moving on to literacy again our goal here was a little bit diff similar and different to our mathematics goal. Again focusing on that lowest cortile making sure that we are tracking growth scores um for our lower achieving students um in all of the buckets of of students. Um but then also making sure that we are looking at our students in grades one through three, tracking their pathways of progress uh very carefully. This year was a big learning curve with our Acadians learning online. Um I'm appreciative to the district for all the support with professional development

082for our teachers and to our IT department for helping us to purchase um you know get all of our we had needed a lot more technology in place to make sure that that was happening. But what we're finding is that we have a more tightly aligned system. We're able to answer parent questions about student progress more quickly. Um our paraprofessionals are able to communicate uh student improvement more quickly with our teachers um and in turn with our instructional coach. So really seeing a lot of those tightly aligned systems that are moving kids toward their goals. Um I am really excited that this year with the help from uh Susan Jorgensson um who's over at Parkside coordinating the study for the RAP 95% tier three intervention group um through Duke University funding um a really uh

083structured tier three intervention that could be used to support our struggling readers um that are two or more years behind in reading. Um I was I was happy to well I wasn't happy to hear because I wish we could just get everyone on grade level but you know hearing Dr. Reynolds speak to continuing to address that problem at the middle school. You know I just want to assure her we're doing everything we can um to support our kiddos um in making those gains. Um this was an exciting program this year. We were able to offer a 45 minute uh a day, 4 day a week intervention uh using this land trust money um with our pair of professionals and special education teacher in some in some cases um who received extra training and support um

084and we had to purchase some new technology. It was so worth it. We're seeing great gains with our kiddos. Based on the gains that we've seen, the school community council decided to pay for additional professional development for more par education support professionals um and another teacher um for next year. There's a there's a training fee so they'll get us like a stipened or hourly pay for doing that and then to buy them licenses so we're able to continue having a really strategic intervention for our students who are two or more years behind. This uh was explained to me as being particularly helpful from our our um coach and our upper grades teachers because a lot of our students who are still struggling with reading when they get to grades four, five, and six have already

085received so many of of our standard intervention practices um that there'll be like repeating interventions that weren't successful. Um so we're excited to be able to offer something new um that's getting them on track. So very very excited about that. Um and then going so moving on from literacy to science. We're very excited about our science scores at our school. I think a lot of it is we just have so much enthusiasm. Our school community council, our PTA, um just school teacher community um they are fully invested in STEM education and we have some fantastic events. We have our we'll continue to pay for our aids um to go in and teach a weekly uh STEM um like a special rotation for kids. We have an after-school science club that's helping our students to participate

086in the STEM fair um who don't have other forms of support for those projects because as much as we all tell the kids they need to do the work on their own, we know that having a guiding cheerleader um adult to help you get your project rolling um is is the way to go. So this year I believe we had was it 70 entries in our school STEM fair. I mean it shuts down the school for days. And so anyway, super excited. I think that enthusiasm and confidence in learning science and understanding themselves as scientists is what has helped to keep our school's science scores so high. Again, we want to keep working on improving growth for our lowest 25%. But just really really excited um to continue to support some of those healthy practices

087through stipens and and our aids. Sorry, that was a lot. Anyway, do you have questions about um McMillan's goals, our crazy field trips, our science? I I just want to commend you. Thank you for kind of rethinking that end size can be hard. Yeah. In schools. And so I appreciate you and your council thinking about that differently and doing the lowest cortile. So that I think that's a great idea just reframing that based on the population that you have at your school. And I'm looking forward to seeing how you can, like you said, scoop those kids up and move them along. Great. Thank you. All right, we've got Long View up next with Dr. Gillette and Jessica Young. Welcome. Thank you. I hope you're having a good night. Um, I'm going to talk about them

088kind of combined because our goals are very similar for math and um, reading. And so I'll I'll talk separately but combine kind of do them at the same time and then I get to do some of the more boring stuff while Jessica gets to talk about the why and the highlights and that kind of thing. So um so for our math goal for next year, we want 75% of our students to earn a composite score on a cadence um at or above benchmark. Um but what we added in there is we want each grade level to be at um at least 70%. What we noticed from the last year's data and from our midyear data is that we had some at like 80 and then some at like 65. So even though we made that

089middle goal, I think I'm going into your part, huh? Even though we made that middle goal of 75%, some were not up there um and but others were the high ones were pulling it up. And so we wanted to put that extra piece in there of having 70% of the all of the students to um or all grade levels being at that 785. And then um the 80% will make typical or better growth. Our our council as Jessica will go into is very um felt very strongly about it's important to have growth as well as the um the actual on benchmark score. Um but then we wanted to go into our students with disabilities. That is our uh population that has scoring the lowest at or above benchmark. So we wanted to add that in

090there and put a focus on them as well of um this was 10% higher than what they were scoring um at their mid year um for this year. So 10% of that we did 55% of students with disabilities will earn a composite score at or benchmark. So that was for math. For reading, we went up to 80% of our students will be at or benchmark with at least every grade level at 75% and then 75% will make typical oretic growth. Again, we we took those off of scores from last year, end of year, but also our midyear scores from this year and what level we needed to be at. And then our reading scores for um our students with disabilities to be at they also be at 55%. Again, we went 10% higher thinking um

091because we really want to target them and we'll talk about that in a minute. Um so I'll let Jessica kind of talk about why we chose those goals and why the community council um wanted those goals. Yeah. So we changed this year to looking at just the cadence instead of multiple um kind of goals. And that was because we wanted to kind of better support our group with consistent tracking and the cadence we're allowed to track them throughout the year with progress monitoring. And so we felt like that was a better way to to kind of look at it and focus on one thing and then when that plateaus we can explore other options. But that that we felt like that was kind of where we wanted to put our efforts um this year. Um

092and like Dr. Gillette said instead of looking at the schoolwide average we were really concerned about each grade level, especially those grades that maybe are struggling more in reading because of COVID or, you know, other things happening grade by grade. And so instead of looking at our school as a whole average, we wanted to definitely break it down and look at each grade level to be able to serve them better. Um, we uh like Dr. Gillette said also uh we wanted to look at a distinct subgroup of the students with disabilities and we felt that by improving those that it would have positive impacts on our overall school performance. So, we will spend the majority of our um land trust and TSSA money on aids to help with our intervention um uh schedule our schedule

093or intervention times for math and for reading. Um our teachers have reported that has been the biggest help in the last couple years what um Director Teao has put in with that schedule. And so by adding a few more hours um into that, we will be able to not only serve our students as a whole in their in their um intervention groups, but we'll also be able to add a few more hours in for students with disabilities and for our older grade levels. Um, in those groups, our instructional coach is phenomenal in that she's every week we're looking at progress monitoring in our PLC and we're looking at if they are continuing in the right group and she's moving them, you know, almost every week, maybe not every week, every two weeks, she's moving them

094into groups of where the students have holes and once they master that section, she's going to the next thing. So she I don't know how she does it, but she's got a masterful mind and is able to know right where these kids need to be and where their holes are. So So that the majority of our funding will go towards that. Um um so that everyone's still getting that tier one instruction, but then our tier 2 instruction is targeting um those students and we'll be able to add in our students with disabilities into that even more next year. That's our that's our plan. We're also um we applied for a STEM grant through the Utah STEM Action Center. We're hoping to receive um receive that. We should know in a month or so. Um and

095that is to bring in Shannon Olsen to do even more work. Our teachers came back from the Shannon Olson trainings that we had over over this year and said they just really loved her and really loved what she was doing and wanted more of that. And they felt like math has been they feel stronger in in teaching reading than they do math. So they felt like they needed more um work with with specifically with math instruction and and they love Shannon Olsen. So we applied for a grant to bring her in and to do some more. She's going to do learning labs. We actually took some money this year and had her come in in April. Um learning labs where she comes in, she meets with the teachers, they develop a lesson plan. She actually

096goes out and teaches the lesson plan while they watch her and then they come back and they debrief and they reflect on the lesson. What went right? What wrong? what could they do better, what that kind of thing. And so she'll continue doing that next year. And then they'll also also get a chance to teach in front of her and she'll give them feedback, which as we know, one of the highest effect sizes in an education um that has that affects student learning is that immediate feedback of teaching. And so having the teachers be able to provide a lesson and then get that immediate feedback from her is going to be really important. And they all came back and said it was completely worth their time. They loved it and so I'm excited. Hopefully we

097get the grant. We did put some back backup plans in there that if we don't get the grant, we'll move some money around so we can still do it, but hoping we can get that in there. Yeah, just some highlights from Long View. I know we we spent a lot of time talking about the interventions and how much time effort goes into it. How much time and effort has gone into it over the last few years at Long View specifically. As a community council, we're really impressed by that. I know the parents I've talked to are really impressed by that. As a parent, I'm really impressed by that. My child, I know, really benefits from all the efforts that Laur's put into that. Um, I know that our teachers see day-to-day progress and year-to-year progress.

098And so, we really felt it was important to keep encouraging the intervention and increasing the intervention. So, um, by adding those five extra hours a week, we're able to kind of help the fourth and fourth and fifth grade that haven't had it before. And so, we're really excited about that and kind of increase the math as well. So, um, we're really excited for for this program and continue. Thank you. Thank you. Any questions? Just accommodation for me. So, thank you for looking thinking outside of the box instead of just looking at the schoolwide average, looking at the grade level average because I think you said it so well, Jessica. It really it did I give I was like, did I give you the right name? Yes, Jessica. Um there there's each group comes with some

099different personalities and we do know our current fourth graders are the ones that were the ones that were impacted most during the pandemic but there's still some in between there. So I love the idea of measuring it by the grade level average as well as a schoolwide but I think that is a great motivating factor too for them to help their peers and help them to in the grade level to grow one another. So and um Dr. Thank you for talk talking to your teachers and recognizing that they really enjoyed the Shannon Olson PD and finding a way to put that in. And I especially appreciate in your land trust plan, you put in a backup plan. And so if what that means for the the board members is if she needs to move money

100year round, she doesn't have to come back for an amendment. It's in the backup. So that's been great. So thank you for that. I appreciate it. Thank you. And thank you for all you do at your school. We appreciate you. All right. We've got Parkside next with um Heather Nicholas and Elise Tate and um Marissa Mrs. [Laughter] Graves. I'm the short one. So, we appreciate Elise being here. She was at our school a little bit earlier for PTA meeting and now she comes here. She's uh a fierce advocate for Parkside and I'm going to let her start. She sits on our um she is the chair for our school community council. I'm going to let her start with our trust lands plan. Awesome. Okay. Thank you. Um yeah got to introduce myself. I'm Elise Tate.

101I am the chair of the community council. I've been on it for a few years. I'm also a member of the PTA currently this year as the treasurer. Um but my favorite role at Parkside is being a mom to the three of my four kids. I have three boys that are currently attending. I have a fifth grader, a second grader, and a little one in kindergarten. And I've had a great privilege of being able to be in the classroom every week for the past two years. And it has been a great privilege for me because not only do I get to know and work with Marissa and Heather who are phenomenal leaders for that school, but I'm able to see firsthand what the school um culture is like, to see the great things that are

102happening, to see the things that we need to discuss in community council and PTA. Um so this year when we talked about what the goal is to use the trust um lands money, I was fully on board with it. uh the beginning of the school year and helping in the kindergarteners class, many of the kids didn't speak English. And so when I was in there trying to help kids who know math and know how to know letters be able to communicate with kids who do not even know how to speak English. Um I thought, how how can we help make everyone successful in this classroom? How can we help the teacher teach such a spectrum of individuals? and we want everyone to be successful. And so when they said what the goal is is to

103be able to help our multilanguage learners, I thought absolutely. Um that's where we need to make sure uh we have a part of our focus at the school. And so what the Trustland fund money is the goal is to be able to increase the score um for the WEDA um testing that measures um how they progress during the year. And so in 2024 the the percentage was 17%. And we want to increase that by 20%. And they'll be able to explain and go over more of the goals for that. But um I think it's a great way we have such a great diverse population and uh we want to make sure all individuals no matter what background is language that they can be um taken care of and that they can be successful and helping

104those that need that extra help with WEDA and language will also in turn be able to help the other kids as well. So I will turn the time over to them to have them specifically talk about that. Um but yeah, thank you. I don't think we need to do any more. She's said everything. So, thanks. We can sit now. Um we're not letting you out. Oh, darn it. Uh as she mentioned, um we are our focus for trust lands is specifically for our MLS. Um as you know, we are in CSI and we are working on um this plan for this year, but also thinking long term. This is more of a three, we've had to put together a three-year plan to to make that. Um, on our WEDA access, they were looking at 17%

105of the the students last year proficient. I can't wait to see our scores this year to add to that. Hopefully, it's higher, but um the state uh has told us that it is uh looking at the end of the three years for 75% of our students to be proficient on the WEDA access test. So that is where the breakdown came and uh we're looking at 20% each year of that growth growth. Hopefully we will be doing more than that and that would be great. Um as is mentioned we are using the W to access composite scores focused on the uh speaking and writing um and that is the reason for the goal. U Marissa and I are kind of going to tag team. She's going to address goal number two. um let you know what

106that is on our um SSP plan and we'll just back and forth. All right. So, goal two is to improve academic um outcomes for all learners by providing consistent, scaffolded and enriched instruction in the languagerich environment classroom. Um we find that all students need a languagerich environment classroom. um especially with the addition of screens and things like that. And so uh it's it's not just a thing our our MLS need. We're going to do that um by our action steps of providing visuals. We're going to do a lot of coral pronunciation. Uh we're going to give sentence stems and word banks that benefit all if they need to use them. We're going to do anchor charts. Um we're going to do data dives. We are setting a pretty big PD at the beginning of the

107year to do uh pacing pacing guides and and getting our teachers uh more planned out and ready because it is a big lift to do all those visuals and coral pronunciation. So if we're ready with more of the planning then we can we can do that lift better. Um and then just classroom observations. Uh Heather and I know that that teachers really do it when we have that follow through and we see it and we uh tell the teachers awesome job. We we uh give them that feedback just like students need it. Teachers need it too. So um we also want teachers to give each other the feedback too. Not just Heather and I and walk around and see what other great things because we really do have great things going on at Parkside and

108we want other teachers to learn from other teachers on different grade levels. And then just a lot of professional development um going on. This is in the three-year plan, but um just looking at how to dive that rise benchmark data better. We want to really focus in on that. Uh we're still our teachers were really engaged with the Shannon Olsen as well. Um, we are considering letters training for fourth, fifth, and sixth grade teachers because we do have those, you know, a lot of those teachers are teaching kids to read. Um, so if they uh can get that letters training, they can probably do that a little bit better because our younger grade teachers have done that um better with that training. Yeah. Um, again, we're going we are going to continue to restructure our

109writing block. That's the reason why we're lucky enough to have an ELD teacher, an English language learner teacher. That is the majority of our Trust Lens money because we we see that uh she is such a benefit to our school. Kind of going to be restructuring her a little bit. Um focusing more on on our newcomers as we have 110 level one students. Um we're up to 180 and it it's awesome. um she she's going to be working more with the student focus as opposed to more of she was more of a teacher support this year as opposed to teaching students and we're going to put her more into the capacity of having a classroom and having our students come in and work with her. We do appreciate that the district has funded half of

110that so that it alleviates a lot of that stress. um a full-time FTE is an expensive um feat. So, we appreciate that consideration for us as well. Um we're going to continue with our writing revolution. We're having teachers trained. We're going to be using some of our TSSA money for that along with the grant from um the state. I don't know what that's called, but it's up there, the CSI money. Um, that's going to be all of that CSI money is going to be uh to give training to our teachers to make them not make them to to help them along this this road. Enable them. Yes, that's probably a better word. I don't make people do things. So, um I'm I'm excited about the professional development that we have. Uh a couple of things

111that um have impacted us. We again do appreciate our ELD teacher. That was a big focus. We weren't quite sure this year how it it was going to come about because it was new position. She's jumped in and she's done a very good job with that. And just al along um the lines of our writing block, we added that this year and it's very successful. We're seeing our kids um acquiring more more language um and teachers really having to work together because it's a collaborative effort. They're f flexible grouping and they move kids all the time and so they're really looking at that data. We also have appreciated having our outreach coordinator which is funded by our title one money. Um having Miriam, many of you have been in my building and know Miriam. Uh

112she makes a huge difference and I know Alise could attest to this. She works with our parents. Um she's also helping teachers that are struggling with our Spanish speaking students and we'll go in and do academic small groups and um trying to help them working with parents on um how they can support their kids at home as well. And so those have all been uh great things that our trust lands money has been spent on. And I took a long time. Good things. Sorry. I have one question. Um, and it may it's not 100% probably related to your goals, but with the new addition of the partnership that we've had with the University of Utah education, how do do they align with some of these goals and or how are they aligning to help you

113with some of these things that you're trying to achieve? Well, the nice thing is that we have ample opportunities for people from the University of Utah to come in. um we haven't quite got to that point of how is it that we are going to use these student teachers or those that are coming in from that program. Um but they are offering our teachers some professional development. We haven't gotten to that point yet because there's still so many things that we're trying to work out. It's just early stage. Um but we do have quite a few of them coming in their their science for observations and um just their general gen class where they have to do like 20 hours. So I think it's just putting Parkside on the map of you know that'll hopefully

114help us with hires in the future. And then next year I think it'll be different when we actually get full student teachers. But I mean there's about 20ish um new teachers that are just entering the program kind of coming and you know engaging with students and there's always something to see at Parkside. Always a way to help. Yep. We appreciate that they're coming in and and their support. I mean we are partnered up with the special education department as well as our Spanish speaking uh social workers that are also coming in which is through the University of Utah. So that partnership is crucial to us. So, thanks for bringing that up. I just have one question just because I want you to talk more and one accommodation. First of all, I want to say Elise,

115thank you. You said you get the opportunity to volunteer every week in the classroom. Thank you for being a consistent volunteer. I appreciate that. Um, you talked about you and Marissa getting into the classroom because you know they like your feedback, but also teachers giving each other feedback. Have you set up a mechanism for that yet where they're giving or have you thought about that? Is that something you're going to work towards? We've thought about it. Um we think that it's important because we have many staff members, we have many teachers that have a lot of strengths that we see. Um a lot of teachers learn better from those that they work with rather than it coming from who, you know, the evaluator, right? Also, um giving our coaches the opportunity to go in and

116have those coaching cycles with with grade levels. And so, no, I don't have that all written out yet, but it's going to be awesome when we do. fully believe it is going to be awesome. I think it's going to be We talked about specials and subs like a robing sub or specials. I mean those are the ways I think that's great. Um we know one school in our district has done that a secondary school and they've seen a lot of a lot of success. So thank you for thinking about that because I think feed going to see because like you said you have amazing teachers that do amazing things but sometimes we get so siloed in our room siloed in our rooms we don't get to see how this teacher does that. So, I love

117that you're working towards that. Kind of the feedback that some teachers have given us, too. Awesome. So, if I could, I'd just like to say I I see a lot of the kids that come to Parkside and they love school and that's huge to me that they that they love coming to school and they know who you are, you and Marissa both, and and they they just love being there. And what a great thing that is to carry to kids. So, they'll have that. And we love being there. And you know, the reason why I'm there is for those kids. So, and and our community. I think they really feel that and they're not afraid to share that with people outside of the building. I hope they do because we work hard at it. So,

118thanks for that, Jill. You bet. Thank you. Thank you. All right. We've got Murray. High with Mr. Lindy and um Mrs. Richtor. Welcome. Good evening. Um before we begin um and I introduce Stephanie who's been a legend at Murray High School on our uh on our SEC and our PTA and all the things Murray just want to thank our board for all your support as we navigate the changes that are upcoming at Murray High as well as um some of the things that we're currently working through with some of the changes that are going to take place uh in the next year or two. So, just want to say thank you for your support and continued um thoughtfulness as we navigate that. Um and to my colleagues that have all left. Um so, thank you

119colleagues. Almost. Shannon's only here because she's next. So, thanks for that, Shana. Thank you for being here. Uh but but really the culminating event for all of our elementary kiddos and junior high kiddos to to get to the high school and uh see them to the finish line. So, with that, we'll start off and I'll let Stephanie kind of take the reins. Good evening board. I'm excited to be here tonight. Um we moved into Murray about 14 years ago. So my kids have all grown and um started at McMillan and went to Hillrest and now they're all well three of the four in Murray High School. We had our first one graduate last year. So we have grown into the Murray strong I guess is what we would call it. So, um I have had

120the opportunity to work with the community council for I think this is my third year with Murray. Um I love this partnership. Um Principal Lindy does a great job of talking to us, letting us know uh strategizing, kind of talking about different things and um I love being a part of it. I love hearing and seeing the improvement and and more more importantly the hope that we that he constantly tries to bring in to the students at Murray High School and I just I appreciate that and I love that about that um serving in the community council. So, um I'll just go into the to the goals that we had talked about that have to do with school land and trust. Um our first goal is to um increase the graduation rate in the 25

12126 school year by 1% from the previous school year. And this is this has been an undertaking for sure. Um I remember when I first came in and stuff I remember our percentage was closer to 77 79% graduation rate at Murray. And um the average for Utah is 86%. We're not quite there yet, but we have seen while I've been on the board, great improvements and we're close. And I know that a lot of it is from the things that we've put in place for the school success plans and that the administrator and teachers do to to support the the students at Murray. Um the the it's measured by the graduation rate from last year to this year, and that's what we're looking at. And it um if if you look on the second page

122five, six, and seven, a lot of our money, we are definitely um we you definitely use a lot of our money towards the FTEEs, right? Like supporting the schools and supporting what they need. And that includes all of those things listed in five, six, and seven, which is all the additional things that um that full-time employees and and aids and all those kind of things step up and do. And we definitely can see the results of it and we're grateful for it. Um the second academic goal is to reduce the number of Fgrades. And I think this is a big I think this is a good a good goal something that we need to push and and that these students and as we've looked over the numbers and we've seen some of the some of

123the numbers come across uh in the first quarter we had a decrease of 152 FS from the average of the f of the three years before. So definitely it's you can see that there's there's something going on. Something's working. Something's changing. Something's good. Um the second quarter we had a decrease of 206 FS um from the previous three-year average and then in our third quarter we had a decrease of 126 FS um in the from the three years. So just seeing that just seeing that okay something's in place, something's working, something's helping these students along is is great. Um, when I first came in as a community council, like with your flex pass and your flex hour, I wasn't quite sure what that was. I remember with my first son being like, "What is flex

124as a parent, right? Like, do you need to go? Do you not need to go? What needs to happen?" Um, so I have just really appreciated the community council's feedback and partnership to talk about what Flex can do. And I I'm a strong advocate that it's it's working and that the students are are able to do that. He um in some of our data they include that in the third quarter there were 22,000 passes made to work with teachers in different classes. And I think that's huge. And year to date there's been almost 85,000. So kids are kind of starting to get the hang of it. They're starting to figure it out and it's definitely making a difference. And then the last thing I just wanted to share was the IG grades. Um there's been

125233 grades that have been made up with an academic teacher this year for Igrades. And as somebody who had a daughter two years ago who had to get shoulder surgery that kind of took took her into a tail spin, um I just appreciate that the school is willing to look at those and work with those students to be able to help them stay on track and not get discouraged and not not just disappear and feel frustrated. But so I I'm I'm great. I I principal Lindy does a great job with communicating and working with us and I'm grateful that I have the chance to be on the board. You get to stand up here now. So yeah, so I think I think Ryan Brimley is our president and wasn't able to be here tonight, but

126he owes you a lot for coming in and doing that. So thank you. Uh just to kind of reiterate some of the things before I jump to goal three. Um, one of the things we talk a a lot about in our school with our teachers and our staff and with our school community council and our PTA has been hope and she kind of uh spoke to that, but it's the idea that that if kids find hope in school, even if it's one teacher, if it's one staff member, if we can have students generate hope, uh the data and the research shows that those students have much more success uh through their school careers. And so it's been one of our goals is to, you know, uh, discuss this idea of if if we have students

127that are in that low average range of of school, the the D's and the Fs, what can we do to help build hope in those students? And we talked about it with our staff. We had open conversations about, you know, these students at 42% who fail your class, who go sit in a in a digital studies class in front of a computer, they they're going to lack one-on-one connection with their teachers, right? They they sometimes don't have that hope. they they just can can excuse me continues to compound with them as they go through school and we've seen that change and so like like Stephanie said we have seen a a substantial decrease in the number of students who are failing every term while we can't say it's be all because of flex we do

128believe that there's a strong correlation uh associated with the flex program and that students when when you make 22,000 passes in eight weeks that tells me that students are trying to connect with their teachers and vice versa that includes teacherto student passes and studenttoteer passes And at 86,000 passes, that tells you and when you include the bathroom passes that are associated with that, uh how many students are in our hallways, right? And and the idea that we want to keep kids in class engaged in their academic content. Um looking at this really quickly in in with some of the TSSA that will support this. Um a lot of our lands trust is focused on on academic intervention with teacher. A lot of our TSSA is focused on programs. So, it funds a lot or most

129of our programs that are associated with school uh and associated with these goals. So, if you look through goal one, you'll see PD PD is is is always going to need to be there. Uh it's a goal that we have to support teachers who need PD uh specifically content uh or behavior. And so, teachers often come to me and say, "Hey, I'd like to go to this conference." And we use those funds to help support teachers as they navigate uh new and changing things in the world of education. Um our flex uh app, you'll see that it costs $3,800. This is an extremely cost uh benefit to the school. At $3,800, we're we're just over like a $167 per student, right? So, we are for for what we pay, for what we get, the output

130is great. Um and so, we want to continue to to fund that for our students. Um stage tech class, um that's a class that that in in working with how do we generate more students to be in the arts. Uh we started that program with nine student year one we are close to 40 students enrolled in stage tech within a within a three-year period. Um it is an ever growing industry and the tech side of it and so we've seen a lot of success success in our stage tech. Uh looking at goal uh excuse me continuing with goal one you'll see there where we talk about credit recovery. This is a massive undertaking in a school. Uh how do we offer credit recovery? What does remediation versus original credit look like? What systems in place?

131you guys have been the board has been so great to to help us with FTE to help support our credit remediation programs with our school success programs. Um but it takes more than just school success to help remediate credit and so we spent a lot of money and time to help our students remediate credit and there's multiple avenues for that. Uh looking at goal two real quickly actually there's no TSSA in goal two. So skipping to goal three um this is our school climate goal. So, this again encompasses a lot of our programs um that that surround our students. Uh after school work release coordinator, that's that's been something we've added. I've worked with um Assistant Superintendent Wangi on as far as offering that as a benefit to our students. We did not have that

132in our school. We have now added that and that actually helps with our Pew Purple spending as we are instead of kids just taking parent release, we're actually putting them in work release, which which gets us funding for our students. Um and we've seen that grow over the last year and a half as well. Um, one of our areas in our school success program, if you don't know, uh, we have two teachers that that are funded by the district. Uh, the first teacher is a tier 2 teacher, and that's, uh, Mr. B, and he works heavily in the credit recovery with BYU independent studies. So, these are students who come in, remediate through through a third party. Our tier three class is run by Miss Edmonds. Uh, this is a totally different class. Uh, the

133students that are engaged in this class are students that are high-risisk. There's students that have had a lot of trauma in their life and quite frankly need a lot of emotional and social supports. And so she spends a lot of time working with those students. When I've been in that class multiple times, it's lots of circles. It's lots of discussions, right? What can we do to support you? And oftentimes it's allowing the students a place to feel safe that they can talk about what's going on in their life. And it's pretty powerful. and we are going to be buying a new program uh to help support her curricularly uh outside of just her own things, but to give her some content to help navigate some of those things that are going to come her way.

134Um looking uh one of the big things number seven on goal three has been our our field trips. Um we we've tried to to work with our SEC on finding funds to help support a lot of these costs. As you know, travel and buses are expensive. And so, we've actually this year been able to use that fund. Um, and we've awarded nine different field trips this year, uh, through that fund through the school community council. So, we review that, they approve it, and then we let those teachers know that they they can process those field trips, whether it's the travel, the sub, or the ticket or admission into wherever they're going. We do cover those uh through our school community council. So, overall, I I will say this, and and I did this last year,

135and so bear with me. Um, I want to give a state of the union report. I want to let you know with our with our spring students, our theater and our performing arts students have qualified for state competitions. Uh that includes our our our choir, our band, and our orchestra and our our solo acts and our and our drama teams. Uh our spring sports are absolutely killing it right now. Come out and support. They're doing a great job. Our soccer team is ranked number two in the state. Baseball teams number three in the state. And our boys volleyball just uh uh one region. Uh and we'll be awarding them tonight after board meeting. So really, our school is just doing a great job. We're having a ton of fun and um yeah, just thank you

136so much for your support. But that's Marie at a glance. Great. Any questions or comments? Uh thank you. Um Stephanie, I love the data that you shared. Thank you. That's that's some very impressive data that 233 grades have been made up through the I program and principal Lindy thank you for your leadership in that and thinking of different ways to I loved what you said give our students hope and give them a connection to an adult rather than just saying go remediate on the computer and some that's fine there are are different avenues but many of our students need to know that there's an an adult that cares and there's lots of adults that care at the high school so thank you for looking at that ways to help engage our students and all that

137you're doing with your leadership. So, thank you. Great. Thank you. Now, I get to leave you. And last but not least, we've got Liberty Elementary with Mrs. Mondreen and um Miss Smith. I'm glad he does that in front of the board and everybody so that it's I will let I'll let introduce herself and then Okay. Hello. Um, I'm so grateful to be here tonight. I uh we moved into Murray just a few months before COVID hit and we were so excited to meet our neighbors and get to know everyone and then that just did not happen. And so our daughter uh entered kindergarten this year and I think I was looking for every opportunity to get engaged. And so, um, Shana has been so wonderful in, uh, uh, kind of guiding and, um, being a

138great steward for our community council at Liberty and engaging us and teaching me as the chair some of the key things to know. And, uh, as a social worker, I've done a lot of work in with different school districts across the state in the SEAL space. And it's been really nice to see um and learn more about some of these other dynamics of uh the the land trust funds and uh some of the benchmarking data that we have and um and I'm excited to be engaged from, you know, kindergarten and hope to sort of stay engaged and I I'm just really grateful to Shana for her leadership. U my daughter got accepted into the DLI program at Horizon. So we are sadly going to be leaving Shana um but hope to stay in touch and

139to you know stay involved with some of these sorts of things moving forward. So grateful to be here and to be learning from everyone in the room. She's been great. It's been really nice to have her expertise and her perspective professionally brought into it. Um so thank you. Um I tried to be more techsavvy but I realized my phone is too small. So sorry, I'm going to pull like the So our goal, our successes, um the wins that we feel as faculty and staff from the from the plan this year, we really focused on um PLC's was a big one that we saw a huge improvement on. We were much more data driven this year and much more clear on what a PLC should look like, what data are we looking at, but then more

140importantly, what are we doing with the data? what do we do afterwards to go back and change? So, we've tweaked it a few times throughout the year, but now have some really intentional one-on-one time with the instructional coach for each grade level. Um, and then and then PLC's as a whole group that include sped and include everybody in the building, uh, social worker and everybody to make sure that we understand the data, but also again how to go back and do it. So, the PLC's have really improved through the year. Um that has been um a lot of the benefit from that and a lot of the reason for that has been the PD days that we plugged in. Um once a month we have done a full day PD half for upper and then

141half for lower grade to focus on ELA and math instruction. Um instructional coach Melissa Keading and Susan Jorgensson have done an amazing job at really listening to the teachers. We took an approach to tier one. Um, we were we're so focused on tier two and then the tier three in our PLC's that we really wanted to focus on tier one. What does it look like to present the instructional strategies for your tier one so that we can decrease the number of tier 2 interventions that we're doing and have the teachers more confident and more um effective and impactful with their tier one instruction. So Susan and Melissa did a great job. They took our teachers to other schools to observe the other teachers and kind of some of the goals that we set. They were

142great at delivering the PD, but then also following up and doing coaching cycles with Melissa and even with Susan coming into the classroom as the the district instructional coach and things like that. So, um the PD days were great. We loved that. The uh in the management coach, we added a part-time management coach and used funds for that. that has been that's just been a huge um it's hard to talk academic success without talking about the behavioral and the social emotional success of the students. And so we with all the focus we put on instruction, we put just as much focus on behavior and social emotional, we added a wellness room this year. the behavior management coach um classroom management coach has we as a leadership team joined the state PD for the TFI program

143to really focus on the school PBIS program and then we've taken that provided monthly PD from her and now we have classroom management programs that align with our school program um and making sure we communicate those things to our teachers to our students then to the community and and work all together so the management coach has been a great a great addition as well. Um, struggle that we had with this plan was the ESL endorsement. Uh, they're not there's not very many teachers in our building that are ESL endorsed and that is um I just think it speaks for itself that non- new graduates come with their ESL endorsement. It's not it's a huge impactful way to meet the needs of all the students that we serve. Um in addition obviously to the EML students,

144ESL students that we serve. Um feedback from the teachers on the lack of participation in taking advantage of that stipend was that we implemented Summit K12 um to try to address the ML needs in addition to that. And so the focus um the focus is more on learning that program and then taking those strategies and trying to figure out that. And so we kind of shifted um our focus. Katie, our ESL instructional coach for the district, has been a wealth of support, which we didn't anticipate, and we are overwhelmingly grateful for. She is in our building uh twice a week. And she is in the classrooms the entire time doing these coaching cycles with the teachers and she's providing me feedback um as a whole group. This is what I see, but then individual meetings

145with the teachers. And so we've kind of shifted that focus to taking more advantage of a really great resource that we've had this year with Katie. Um next year we are going to continue the PDS but we took it to once a quarter and we are going to um for the academic side of it we're going to do once a quarter just for shifting some of the um the funds. Um, and we're going to continue that, but focus on tier one again, but crosscurricular strategies to make sure we focus on so every PD will be all the subjects and what strategies work in every subject that you're teaching. Um, we changed our goals a little bit this year to be more there still very much aligned with the district goals, but we changed the measurement

146tools that we're using. We did that intentionally to provide um teachers even more focus on this is the skill. Uh we worked as a whole school to to write those goals and to choose the data that exactly tells us what the students are lacking or what they're proficient in so that again those the instructional strategies the PLC's the tiered one tier 2 all of it is much more focused on what is going to get what going to show the best improvement for the kids. um we're going to keep the management coach and she will continue to provide monthly PDs. We shifted her focus next year to do grade level instead of whole school to again address the the immediate needs of that specific age group instead of a whole group now that we have a

147whole group plan that that we're pretty confident with. So those are the shifts for next year. Um but continue we did lots of peer observations within our school and out of the school. Um continue those but um but same plan just a little bit more focused. Good. Right. Questions, comments? I just wanted to commend you guys for thank you for all your work in PLC's and one of the things that you said um principal mandragon that I really caught on was your PLC's include all of the adults who are responsible for the kids. So, it's not segmented PLC's. I think that's a great way to build the culture that no matter what supports they have, they are all Liberty students, which is a really I I commend you for that. That is fantastic. And thank

148you also for your your laser light focus on tier one. Um really trying to dial that in and hopefully that will and it does. We know research and data show that then there's not as many students who need tier two or tier three. And then finally, you were the first in our district to try this classroom management coach and thank you for that. I think you've got some really good data out of that and shown how that can work. And I know that it was something you were putting together this year and it sounds like you're going to do a few shifts for next year based on the needs. But thank you for that. I appreciate your outside of the box thinking on how do we help these students who do have these behavioral needs

149because we know that we need they they have to be have the the behavior I don't know if I want to say regulated but they've got to have regulated behavior in order to get the academics. So thank you for thinking of ways to do that. That was with a lot of support from the board and district especially that was um we're really excited about it. Grateful for the support and excited to keep going. Yeah. Thank you. All right. Thank you so much and that is all that I have on our agenda. So the end meeting and a special thanks to the district team on the right hand side of the room. Appreciate you all for being here till the listening to all of these and so thank you. I guess it's their left my right.

150Yeah. Don't forget groundbreaking tomorrow 3:15.