001Heat. [Music] Heat. [Music] Hey, hey, hey. [Music] Heat. Heat. [Music] All right. Hey, hey, hey. Heat. Heat. [Music] Hey, hey, hey. Heat. Heat. [Music] Hey, hey, hey. [Music] Hey, hey, hey. [Music] Hey, [Music] what Okay, good afternoon. Let's get the work session started. It's September 24th 2025. Time is a little past 400 p.m. over 1 p.m. In attendance are Director Jurgensson, Director Huber, Director Arts, Director Mel Packam, Director Bankers, and Director Hafley. Um uh Dr. Kerry is uh attending our meeting remotely this uh evening afternoon. Uh and I do see Director Kerry is online joining us at this point in time. Um we are going to be extending our conversation from last week. Last week we started talking about some of our schools that are on the street watch list and today we have two
002more schools that are going to be joining us. in audience are also um several of our district staff personnel. I see several principles in the audience as well. Thank you for joining us. Superintendent G is here and several of his administrative team is uh are up here as well. Um uh and uh before I hand it over to Superintendent Gaul, each one of these sessions we set a specific amount of time allocated. So I request the board members that if you have um priority questions that rise up to this level uh that we need to ask at this time I prioritize your questions so we can stay within our timeline and if you have several follow-up questions you can always reach back to uh superintendent G and he will get the answers that you uh
003require. uh timeline for these uh as past this work session. that's coming as non- action item on the board agenda this later this evening and all these items will come as action agenda items a week um uh a week from now in uh October 1st board meeting with that uh the first school that we are going to talk about is man middle school area superintendent Sarah Scott is joining us as well but I'm going to lead by giving it to superintendent call I appreciate everyone being here thank you krie thank you Sarah thanks to everybody else that is here from man we will give a chance for you to introduce yourselves at the end of the evening. We didn't get a chance last week, but um I appreciate President Malpekum noticing that principles that don't
004need to be here to brief to the board are here to support their peers and to support their network. And I think that's awesome. And so we have some of them in attendance as well. And I know we had many others here uh last week. Uh I'm excited for Carrie's update here for the team. I've seen a lot of growth happening at man. It is a much different building than it was uh at this time a year ago and even the year before that when Carrie joined. So to that I give the floor to uh Carrie and to Sarah to brief the board. Okay. Well, good afternoon. I am Carrie Lindamman and it is my honor to be the principal at my middle school. I just like to say hello to the board. Um thank
005you all for your time, effort, and um dedication to supporting all of us at D11. And I want to thank um very much and reiterate the thanks for having my team members here um because it it is your hard work and dedication that makes m what it is. And thank you all for all visiting us and supporting us. So um man middle school has a long history. Um man's been established since the 1950s and by some rough calculations I believe that somewhere between 10,000 and 13,000 students have learned within the power walls. And like many schools, the demographics have changed and shifted over the years. Um we are proud of the history that shapes us and our commitment is always to our students. Um we have this year we have approximately 78% of our students
006that qualify for free and reduced lunches. Um we have our largest ethnic group uh currently attending man is uh people of Hispanic um origin and about 30% of our students are on on support plans. Um the vast majority of those would be IEPs, but also some 504s and some ELLL plants. Um kind of an interesting and fun fact that I shared with the staff today that we didn't notice was uh that we are predominantly full of boys. We are 62% male and 38% female. And um I don't want to be stereotypical, but we feel it in the energy in the building um um dayto day. So the photos that you see um they highlight um some of our student engagement opportunities. In the upper right hand corner, we have seventh grade science experiments of the
007power of sublimation. In the lower right hand corner, we have our band students greeting the seniors at Palmer um high school's graduation last spring. And over in the lower left, we have math night where students got to eat quesadillas, but not before um they use ratios and proportions to figure out how to how to make them. So, kind of a fun opportunity for our kids. We believe that um our students come to us as they are, and it is our job to create meaningful learning experiences for them. So wanted to share some of those photos with you. So our data where where we are now um the conditions leading up to now in 2024 we experienced significant growth. We moved from almost turnaround. We were 1.8% away from turnaround and we moved to improvement status.
008In 2025 we regressed and our team has done a lot of reflection um and review to determine what caused that regression to lead us here today. Um, we found a few things. Um, one, we had some mid-year vacancies in some pretty key positions. We had two of our three math teachers um, leave one even prior to midyear. We had an ELLL teacher who was on leave um, almost the whole year and then a social studies teacher who was also out. As a result of those key vacancies that are very hard to fill mid year, we um utilize our instructional coach and reassign her um to cover in um help with some um lesson planning, even covering some classes, grading, input, access um administration, and we became much more reactive as a building rather than proactive.
009We focused a lot of our time on managing behaviors and some of the day-to-day tasks. we lost our focus on instructional coaching and that had a compounding effect. Previously um in the previous in 2024 we also did a much better job of working with our individual students to set goals around achievement and um high high achiement achieving results in their tests. We didn't do that as well um in the pre previous year. So all of these conditions together we believe impacted um why our growth was why we lost that momentum in our growth. In all transparency um I am the principal man middle school and I own the data and I own that regression. Um I know that despite the despite the challenges I did not keep our focus on instruction and that is something
010that we need to do. But I also know that I have an amazing team of people who are dedicated to to changing that um downward trend. So our next slide. So the slide that you see before you now is our CAMASS data that is used to um indicate our school performance framework. The the top is our achievement data and the majority of our students are not meeting expectations um in ELA, math and science and those expectations are grade level expectations. That's 40% of our school performance framework. The bottom chart is academic growth and that does factor higher at 60%. Um we look for a typical year's worth of growth to be 50. You all know that. But our average was 36. So, um, even though we have some small pockets of growth and in our
011students with disabilities grew a bit in, um, CMAS, ELA, and across all fields in math, um, but that 36 isn't enough. Um, it isn't even one year's worth of growth. And we know that with our students, we need we need catch-up growth. So, we need to be above 50. And the more above 50, the more we're closing that gap. And and we did not do it. The vast majority of our students are not meeting expectations. So this slide um I believe highlights how urgent our work is. The the next slide is just a little bit more digging into our school per performance framework. Um I talked to you a little bit about how in 2022 to 2023 we slipped to to dangerously close to turnaround. The growth that we made from 23 to 24 was
012not common. Um it wasn't accidental. It was very intentional. We changed some of our organizational practices. We did student goal setting. um we we um created a culture of achievement at man and I believe that is really what led to that great growth. We regressed um because we lost our focus on some of those things but also we didn't change our instructional practices and that is the lever that we we needed and we intended to but we didn't do it. We let some of those other factors get in the way and those challenges of doing that. So I just wanted to show you but we are thankful that we did not regress regress all the way back to where we were previous to that. Um this slide is our school level data. Um we are
013looking at our typical growth of 50 and you can see that our teachers we didn't have um any of our teachers in our building um reach that 50 mgp. And so we recognize that we need intensive coaching um in all of our for all of our teachers. And so we did put a dedicated plan in place for that. All of our teachers have coaching. And uh and you'll hear in a little bit, but we already starting our second cycle full cycle of coaching. And this slide is our CAMASS ELA math. Um that's the change over three years from 2022 to 2025. And again, by looking at the slide, you can see that we have a large percentage of our students in the did not yet meet category. Uh we've seen that ELA is flat or
014has been flat over the past three years. Um 20 21% 19%. We've had some slight growth in CAMass math from 7% to 12% which is which is notable but again seven or 12% of your students that are not proficient in their ability to to to do math is just not where we need to be. Um and so this also highlights the growth the the changes that we need to implement. Um before I move on to that slide, I do want to recognize um something that has come up in some of our discussions. The growth um that we expect to to receive um in ELA, I think is very much tied to what we believe is some instrumental instruction and writing. And even in today in our PLC and math, we talked about the need for
015writing in our math PLC uh our math classes as well. And so we have um targeted writing in our in our school across our system. Uh we've written schoolwide goals in all areas. Our elective teachers as well are writing and implementing um writing throughout their courses. And so we know that that is one also um important lever that we need to move the needle. So this slide is our star ELA math um percentage again from 23 um to 25. You can see trends. If you look very closely at that graph, you can see that we did start out higher with our fall benchmark that we have than we have previously. But again, the number of our students who are not meeting expectations in math and ELA is not high enough. Um, even if we're making
016small gains, we're we're not there yet. So that gap indicates again that we it it backs up the the CMAS data that we need to we need to prioritize our tier one instruction. Okay. Slide eight is our five essentials um climate and culture survey. So this this survey gathers feedback about how um we are doing in these five categories and there's research out there um that that when we improve in these areas then our academic achievement improves as well. And over the last couple years we've made some gains. Um we have higher um self-perception surveys about effective leaders and ambitious instruction. And a highlight for the ambitious instruction increase is that's coming from our students. So our students are perceiving that the instruction is becoming more rigorous in their classes which is a very positive
017note for us. We are still um consistently lacking in our supportive environment and our involved families. And I'll talk a little bit more specifically in MIS2 about what we're doing to address that. our observations and challenges. I'm behind my own. Okay. Um so this slide summarizes our data narrative so far. When we look at climate and culture, uh we know that we remain weak or very weak in all five of our essentials. One urgent lever that we saw a drop is our collaborative teachers. And so we know that that is something we need to rebuild. And we are rebuilding it now um through our PLC's and MTSS meetings. We're analyzing student data. Teachers are sharing best practices, planning for instruction, problem solving challenges. A really great example just happened um today where yesterday we had
018a group of teachers that got together and they um met in PLC and expressed a lot of challenges around some of the planning that they were doing for their advisory classes and even um how they are communicating with their parents. And so one of our teachers um came to us and said, "Hey, I've got this checklist already that I've created where I'm keeping track of it. I've even made a script so I don't forget all the really important things that I need to share with parents so that they can support their kids." And it was like this aha moment. The teachers there were a lot of thumbs up and a lot of wow this is great. And so rather than being stuck in, well, we can't do it, we had uh we had action and
019we moved forward and we're sharing that among among our buildings. Instructional coaching that is our primary lever. You'll see that in MIS1. Um, we are intent on aligning our grade level standards to our to our lessons and also incorporating student agency and engagement in those lessons and building that instructional leadership capac capacity among me and among the um instructional coaches and also our leaders in our building on um I I would also call out instructional coaching. Last year I told you we moved our instructional coach to support in those vacancies and some other areas in the building. This year we started the year off and we said and she's here today. We said you are instructional you are coaching that is your priority. We are not going to let you get pulled into other things
020and our data is great. We're using the kickup form. Um, last time I looked, we'd already logged 59 walkthroughs where teachers received feedback that was immediate and actionable and and and so already this year, we've got lots of instances where teachers are getting that feedback and that's a really um exciting thing for us. Our summit of assessment, that's CAMass, that's the end um of of the game and that's the state competition. We learned that last year we only progress monitored a couple times and when we did that, it wasn't enough. We took our fall benchmark in star and then when winter came we went oh we're not growing but then it's too late and so by January you've already missed half of the year and so we learned uh the hard way that we need
021to be quicker about those cycles and we need to have formative assessments um and we are we're utilizing in our district level curriculum amplify and um Eureka math those are embedded we're using them uh a shout out to our social studies team who is piloting in cooperation with Holmes Middle School new social stud social studies curriculum this year with McGrath Hill where they are building formative assessments and there are some that are embedded and able to have conversations um with with another school um to make sure that our students are learning um and so we are doing that and we have data meetings um where our teachers are meeting and they're bringing their data in, they're talking about it and then they're either celebrating when when things are going well or they're looking at really
022quick ways um to adjust and not not wait till next week, not wait until the assessment comes up. But tomorrow, what are we going to do tomorrow to make those changes? [Music] Um, okay. So, our actions in response starting last spring, um, we met, our leaders met, and we developed our our USEP and our we wrote our our major improvement strategy around some of those things that we've already talked about. We we knew at the time and we're implementing it now that we needed to be more quick cycle and data driven in our instruction. We needed to build on our instructional leadership teams and then we needed to use coaching feedback as our primary lever. We talked about it last year. We tried to put the shell together but we weren't able to fully implement
023it and we are committed to that this year. Um so in order to do that we are we've already identified that all of our teachers are getting um those coaching cycles. We're committed to supporting all of our teachers and and and when I say all I the cores are important but we're also making sure that we're supporting our elective teachers and PE and art and and across the board and we're calibrating with our coaching teams with our huddling meetings in the morning. We're utilizing the kickup form. Um we're getting support and I think very much the area instructional team which is housed at man. Um I can't tell you the value of that. Um there's there was an opportunity the other last week where I was just walking through the hall and I had them
024on my to-do list to call Liz Jordan and there she was and we had a quick conversation and we we put something we're we're doing after school tutoring and we've already got the wheels rolling on that to start for next week and and if I had to wait and try to meet with her that would delay that process. Um we have our data data cycles and meetings and then we are also cycling our own practices on a regular basis. I'm going to just interject. I'm not sure the board understands that comment. Can you, Carol, can you come explain what's happening with some of our academic director teams and where they're spending most of their work work? Sure. So, in the past, we have historically housed central office staff out of central office, right? So, you
025might see them in this building, you might see them in Tesla. This year, we made a really radical shift and housed anyone who's considered central in schools, right, closer to the work. And so we have four hubs, one in each region, which to everything um Miss Lindan just stated, it keeps the the staff closer to the work, right? There's less opportunity for that disconnect between what is happening in the classroom and how quickly we can respond. Perfect. Thank you. Okay. Thank you. You can probably stay there. No, she's fine. You may have some questions. I'll back away slowly, but I'm not far. Back to you. Okay. Thank you. Um also as a part of our youth we created our major improvement strategy number two um around really some of those components of the five essentials
026survey. We have talked in our building for two years now about how um in fact even with the staff today there's a phrase that that bothers me a lot when I hear they can't or they won't and there's that whole power of yet but the thing is what if they could and what will happen when they do and so we needed to get from they can't to what's going to happen when they do and but but the the the situation was real. We had students that um maybe weren't trying as hard as we thought they could or they didn't seem invested in their own learning and maybe they weren't trying because they couldn't or maybe they weren't trying because they didn't want to. Who knows? Um but we know that they we needed them to
027have their own owners. They needed to have ownership and agency in what they were doing. And so for these couple of years and we are we are implementing this year um we've worked on our pathway which has merged with our cornerstone quite nicely and we've developed really this agency the student agency protocol. It's rolling out through our advisory classes. Every student at man is rostered into an advisory class. Um, we had intentional planning for where they were rostered with teachers who are known as their Lancer coaches. And their coaches really serve as not just a teacher but a mentor. And we do routinely every day. It's a short class right before after lunch. We do routinely um a lot of work around student goal setting. I'll show you some pictures in a little bit. Every
028single student at Man Middle School has written several goals. We even called them MSLs and PGPS like teachers and told them, "Hey, your teachers do the same thing." um they wrote goals around get their own improvement. Um they've been developing their learner profiles. They're developing online portfolios and collecting their work there and they are connecting with their teachers in that way. Um part of the goal of our student agency groups is to teach our students the skills that they need to be successful in high school and beyond. and some of those skills that aren't just inherent in the science lesson or the social studies lesson or the math lesson and things that align with our D11 learner profile. So, we need our kids to be critical thinkers. We need our kids to be skillful communicators
029um and and be future ready. And so, that is the time where we're working on that, but we also need them to be connected to their learning. And so they are working on a lot of capstone projects this year um of how do they solve problems and how do they communicate with one another and we are building in field trips and and some I like to call mini peak experiences that make man a very special place to be. And so part of it is our teachers do weekly conferences with students. They look at their grades. They look at their star scores and they talk about their goals and where they are and track progress. They also communicate weekly with parents uh the good um things that are happening in areas where maybe they need some
030additional support and our Lancer coaches will also communicate very explicitly with our teachers at our parent teacher conferences as well. So we believe that our pathway work that we are building um this is phase one for all students and then we'll phase into. So what seventh grade does next year will be um a little bit different and so forth. But some of our we have capstones where we want every one of our students to visit a college. We want every one of our students to attend a high school graduation. So, we need them to see themselves as future learners, see themselves at Palmer and and visualize themselves becoming the graduates that they're about to be. So, we're really excited about that work and believe that it's instrumental in kids taking ownership. And then, um, finally,
031our MTSS and data systems. So, we um we meet regularly with our teachers also. We look at at our MTSS systems from a buildingwide view, from a a a grade level view, and then also from individual views, and then put plans together when students aren't responding to our tier one instruction. And that team, you'll see a picture of it in just a little bit, too, um, about what that process looks like. And again, it's we are focusing our efforts on the academic side of of why students aren't performing, not necessarily just the behavioral side, but what what are the underlying root causes and working together for that outcomes and our response. So for MIS1, our coaching feedback, instructional alignment, um all of our teachers by the fall, we wanted them to be engaged in coaching
032cycles and they are. um all of our teachers, not just ones with below authority, but we know that that's good work for all of our students. And we are aligning our um our practices to STAR and to Eureka Math and Amplify assessments. Our goal is to raise our proficiency rates on STAR um CMS, Eureka, and Amplify so that we have a stronger alignment with grade level standards. And then we are calibrating and so uh we'll have we we have some meetings next week for our monthly calibration and coaching meetings in our agency goals. Um we are we're targeting a 10% reduction in behavioral incidents. And I will tell you I pulled um some of our initial data and and I'm really excited about it. I I may have squeakaked a little bit out loud at
033my house when I pulled this because um I looked at our track our track for attendance and it goes way back, but in 2023 our attendance rate was 78%. In 24 it was 86%. This year we're on track at 92%. And we all know that kids aren't learning anything when they're at home. So when they're in our classes, we have a better chance of getting that learning to them. The chronic absenteeism rate that we reported last year to the state was 58.4 58.4%. 4%. We're 25% down from that because of of our our efforts to make sure kids are at school. Um, and our behavioral referrals, we wanted to increase them or decrease them by 10%. This time in August of last year, we are more than half um down in behavioral referrals. In September,
034we're just a little bit under half. And then even our out of school suspensions um were three times higher. Last year in August, they're still down in September. And I do have to attribute um some of that work collectively to the middle school accountability system, which I thank you very much for. Um our counselors are reporting that students are are signing up in droves to get in there and say, "Help me put a plan together to improve my to improve my grades." And um it's created that system of ownership for our students that we really needed. And so I think that in conjunction um with the the board's support for attendance and for decreasing, you know, um decreasing the distraction of of cell phones um have have all come together to help us with that.
035So we're really excited about some of some of that data that's coming too. Um we need to sustain we need at least a 50 uh we need more than that. We need to shoot for 60 70% growth for our students to make that catchup growth. And again, we are still monitoring ourselves. And that I think is another area where we fell short last year. We put plans in place, but we didn't put trackers in to say, are we doing the things that we said that we were going to do? And this year, we have those we have those trackers in place. And and then just our last one, um you can see a couple pictures in the upper left and the bottom center there of our students in action working in Eureka Eureka curriculum. And
036you can see our PLC on the right. Uh I believe this is one of our MTSS meetings where they were actively putting a plan together for a student who's not meeting that tier one instruction. And then the two goal setting um trackers are kind of fun. There's just a couple pictures there I'll share with you. One of them says that I'm want to uh participate more in class because I want to graduate and make my family proud. Another student wanted to read five books this year because she knows that will enhance her skills um and increase her star score because she wants that to help her get a better job. And my favorite one was the student who said, "I want to increase my math scar star by 73 73 points because I want to
037be better at math so I don't get scammed with my money." And that I thought was real life right there. And so um I'm I'm very encouraged by the work that all of our students are doing, the level of engagement that I see and it is it has been um noticeably different this year and and we are on track. So that is my presentation. Um, may I say thank you um to all the man leaders that are that are here. Some more have come in. Um, I thank you for your support. Um, I thank you for being vulnerable to analyze the data um and then share best practices with one another. And then I'd like to also say thank you to the DAC. I I very much appreciated that feedback. There's a lot of actional
038feedback in it um that I'm that I'm working through and Sarah um and our district leaders for all of your support across the board. Um, thank you to the school board. One other thing, um, I'd like to thank you for, we had some, we had some vacancies last year, and that was hard, but I could advertise and post early and get quality people in, and all of our core positions are filled now with with quality people um, and some that that are here today. So, we're really excited about that because they're moving the instruction forward. And then just a final thank you, if there are any families, and I see I see one, um, who are here. Thank you for entrusting us with your students. It means a lot to us and um that's why
039we're here. Great. Thank you. Thank you for your feedback and all the staff who are here. I'm sure Superintendent G will acknowledge you in disclosing uh for this uh part of the agenda item. Appreciate you coming here. This is always a challenging conversation to have a public dissection of what happened at that land last year. We appreciate your ownership and accountability where you stand in front of the board and take ownership of what transpired last year and uh some of the uh plans that you have in place so we don't have a repeat of what happened last year. I'm going to open it up for board for questions or directors. Um on slide 12, just one slide back. One slide back. Um when you're talking about the um uh MIS1 the third bullet where it
040talks progress track through monthly calibration I know what CLA calibration means but I'm not sure what that would look like if I were to come to your school and observe. So briefly briefly yes could you give us kind of a overview of what that would look like? Yeah absolutely thank you for asking. So that's where I spoke to how we put plans in place but we didn't check our own progress. So when we're calibrating, our coaches are meeting and we are talking about our practices because um if we're seeing trends across the building, we need to change something. And if if a coach is struggling with how to reach a a teacher or how to change the practice in a classroom, then we can work together to do that as well. So we have our
041action steps and that's part of that. There's also a piece of um observing classrooms together to make sure that you're you're in sync with each other about what you think you're seeing and how you might respond. That helps. Thank you. Thank you. Yeah. So if I go if two two heads are better than one and did we both make the same observations and then what do we think um is the best way to address whatever is is we need to work on which held standardized practice throughout the building. Yes. Thank you. Thank you. Thank you. Any other questions at this time? Feedback from the board at this time. And Dr. Um, if you have any questions, raise your hand up virtually so I can acknowledge you. Um, sounds good. Thank you, Par. Okay. Thank you.
042Um, anything else at this point in time? I don't see any other board members with any questions at this time. Um, one of the feedback that we heard last week was when I looked at your data, you are in year one of the state watch list and CDE confirmed this last week that when you are in year one, there is an urgency for you as a school to get out of that state watch list. It's much easier that to get out of the state watch list. I'm not saying easier but the process is a lot less uh tedious. If you go into year two and year three then getting out of that state watch list is uh you got to show successive years. So this is an opportunity for you as a school along with
043your staff to apply the course corrections that are necessary and really be uh proactive in what you need to do and not be reactive. If you need help or support, please reach out to us. Is there anything else? I'll come to you in one minute. I'll come to you. Uh but is there anything at this point in time more than what you shared that you want from the board or the district or the admin as in terms of support? I I would just reiterate the the call out that I heard from some of my colleagues about how much a centralized system for hiring would support us. And um also I would extend that to some kind of centralized maybe approach to when you have those vacancies like that. Um it's it's just really hard to
044find people mid year because that prime hiring season has passed and you need teachers in classrooms but there's not a lot out there. So that kind of thing I we are in a really great place this year and so it doesn't feel as urgent but it it felt urgent last year. So that would be wonderful. Thank you for the feedback. That's not the first time. We heard a couple principles give the same feedback and we'll certainly be taken into consideration in board discussions and along with the superintendent as we go forward. All right, the hooper. She actually answered my question. Okay, great. I mean, you were proactive. I think director Hayley wants to stop the clock. Three, two, one. I'm not even going to respond to that. A true score. There's like so distracting when
045it goes down in those last minute. I'm going to turn it over to Sure. I'd love to acknowledge all the folks from Ma'am. Please stand up. Tell us who you are and how long you've been with us. This is my fifth year at and your and your role for us. Um, I uh teach sixth grade language arts. Awesome. Thank you. I am Karen Parker, assistant principal and this is my third year at MAND. Hi Karen. I'm Meg Ortiz. I'm sixth grade math and it's my fourth year. Awesome. I'm Jaden Stlair. I'm the victim special education teacher at MAND and this is my second year there. Great. I'm Julie Robotham. I'm the new instructional coach there. Awesome. Douglas Kadusk, eighth grade English. It's my first year with them. Welcome. Jenny Fatheringham. I'm a parent. This is
046my fourth year. Awesome. Agree. I'm an admin secretary and this is my second. Thank you everybody. Thank you. One of the things I heard is a lot of the staff members saying that they are second, third, fourth year. And that's one thing that we've heard about staff turnover at man being quite a large percentage over the last two. So it's good to see that some of the teachers are returning back. So you don't have to start from scratch in the so thank you. Thank you for all of you for being here and you can continue to stay here. [Music] I think Carver is next. Come on up. I think we have all breakfast. He does. Thank you. I'm going to start a conference principal is joining us, Lisa Bizer and uh Dan Joiner who's the
047area superintendent for that um partner uh superintendent call. I'm going to turn it over to you. Uh yeah, I'm excited to have Lisa and Darren here to round out our last USIEP for the season. Uh it's been a challenge. You know, last year Carver was on the list. We got a request to uh review and reconsider and our strong early education, art, our dipl coming out of first and second grade showed that the school didn't necessarily belong to be on that list. But you'll hear from Lisa on the things that we missed in that time and what we're going to do to do this differently. And again, super excited Carver's moved up a row. It's like, wow. It's uh I do appreciate anytime there's an open seat in the front when people sit in the
048front because that tells you that they are eager to be able to tell you who they are. So uh Lisa Darren over to you. Okay. Um President Mal Patham, Superintendent Gaul, members of the school board, I want to thank you for being here and your ongoing advocacy for our students, our families, and for our staff um here at District 11. Um my name is Lisa Bazelle, and I'm the proud principal at um Carver Elementary. We are a small title one school um with currently 194 students. New students are coming in each day. Um 86% free to reduce lunch and 51% of our families are Spanish speaking. This is my fourth year at Carver. Um before I came to Carver in district 11, I was a teacher and assistant principal for 10 years in district 8
049and a teacher in the largest school district in San Antonio, Texas. I share this because I want you to know that I understand both the classroom and the leadership um perspectives and take full ownership of the work we must do at Carver. I want to begin with transparency. Our recent SEAM math scores were heartbreaking. Carver's median growth percentile is 35 in ELA and 40 in math. It's well below the state's expectation of 50. Only 12% of our students met or exceeded in ELA and 8% in math. I take full accountability for these results. Last year, I did not lean in fast enough when the teachers and students needed support. That will not happen again. The sense of urgency is real and every single student in our building matters, especially with the size of our building.
050Carver is not without strength. I was here um three years ago when I presented when I took over Carver Elementary. We were a priority improvement school. Um President Mel Pacham um Mr. Jorgensson was here and I did not not want to be back here. I will say that um the first year um we were able to move up to improvement. we were able to show that growth, but then we um leaned in and we um took the time to make our identity statement and to make Carver a place that where we can be successful. If you go back one, so we developed our identity statement. We rebranded Carver. We became the heart of our community. These are just some of the pictures and some of the things that we built so that our students would
051come to school every day and feel safe. they would feel connected and they have the supports that um they need to have a great learning environment. I leaned in really hard on this and we built a lot of community partnerships. We have partnerships with Karen Share. We partnered with Skyhawks for an afterchool program for free sports. Um we did recently did a color run and the faces the the expressions on their faces of something that they would normally not experience was priceless. Um we've partnered with um Doerty High School. We have um high schoolers coming in, flag football. They come to our title nights. Um we have our PTA um president and her husband and she's also my sack president and her husband. They're graduates that went through Carver, went through Sabin, went through Doherty
052High School, and they're proud to be back. And that's two of their children that are in our building and a future um little cougar um down there, too. Um we partner with our um we've done some really good community outreach and so while chiropractic like adopted us and we were able to provide food. We've provided at le we're now at 40 families each week. We send food home on the weekends but they partnered for Thanksgiving and they donated so generously. We had 20 22 pound turkeys that were going to our families and food to fill. We're really good with that. We partnered with our um kids on bikes. We have to add we have a brand new bike rack in our front um office because so many students that partnered in fourth and fifth grade
053if they attended received a brand new free bike. Now that bike rack is getting filled every day and we're in the process of adding another bike. I've we've done all of that so our students have the foundation to be at Carver Elementary so that they can learn. Okay, where are we now? So with our school performance framework, we were a lot like the other schools. We did not meet in a lot of our areas. If we're looking at it, our growth isn't keeping pace with the state. Our state expectation is 50 and we're at 35 in ELA and 40 in math. We are such a small school that we only have two of our subgroups represented, which is our free and reduced lunch and our minority students. That is the only place that we can
054um receive growth, but we are close. We're a couple percentile points away for having that that meet. And we also um have looked at our data for our approaching students. And if we move out 20 students and they have to move from did not meet to partially met or met to approaching and approaching to met, those 20 students will make a difference in Carver Elementary. We've identified those students. I'm I'm gonna ask Dr. Ki just to opine a little bit on Lisa's comment there about how small that challenge can be sometimes and what it does to our growth metric. Um I don't I don't know I don't know if you remember the exact number. What's the number that it takes for the sample size? For growth it's less than 20 and for achievement it's less
055than 16. We talked about this a little bit um two weeks ago when we look at our district-wide results. It just puts immense pressure especially at elementary on a basically two two two grades and in some schools that might be one classroom best case two classrooms. So just you can see the immense pressure on a small group of students to then move that growth and then when the state outpaces us to some degree it makes total sense. Not an excuse but it is a reason why some of these some of our smaller populations do struggle in this area. Thanks Lisa. back to you. Sorry, I wanted to make sure everyone got the footnote of what you just emphasized there. Um, we continue with our um our SPF, our school performance framework of the history. So,
056when I came in again three years ago, we were at priority improvement. We did show the growth and we were at improvement. Um, we did have some we slipped last year. We really did and we didn't take action soon enough when we're looking at it. We should have leaned in faster. We should have leaned in harder and now we're at our turnaround status. Our major median growth percentile or MGP is 32 for our ELA and 34 for math. Again, we need to be at 50%, but in our building, we need to be at a year and a third's growth. So, our goal is 55 if not 60 um% so our students are really moving and our teachers are making those steps with our students. We know that we need intensive coaching in our um ELA
057and in our math. And we I'm proud to say we do have our district embedded coaches working with every one of our classroom teachers so that they're getting what they need so that they can meet the needs of our students. Um here's our CAMs. Again, we know we want to shrink the bottom and we want to grow the top. Um we have we're at 12% for our achievement which has been holding steady with our ELA. And when we would look at our CAMs math performance category, we're at 10% and then we went down to 8%. I'm going to catch up a little bit with my notes. Our data is hard to look at. Um, we're a small building where every student and staff matters and we did not lean in fast enough. This year we
058had unexpected but we are reacting faster this year. So this year over the summer we had a couple um staff members that transferred out. And so when we had to strategically take a fourth grade teacher and put her in fifth grade. So when we started the year we had one third grade teacher, one fourth grade teacher and one fifth grade teacher. We looked at the CAMASS data and um our fourth grade and knew we needed more support. Within a week we took a second grade teacher and put her in fourth grade so we could address those needs and our second grade became one classroom. we were unable to fill that um classroom teacher that was posted. So with our sightbased budgeting and working with the human resources, we collapsed that position and we um converted
059it to two classroom size assistants or two classroom size aids. We were able to move faster. So both of those that one of us joined last week, Miss Donna and Miss Destiny started today and we're strategically putting them in our first grade classroom where we first grade classrooms, second grade classrooms and third grade classrooms so that we can build the capacity of our teachers so that they can focus on the teaching. So that was something that we reacted very quickly to do. Um again our focus is simple of shrinking the bottom and growing the top. Um I waited too long to act last year. This year we're moving with a purpose. students are in our daily math win groups. So when wind groups are what I need. Last year we only had ELA win groups
060and we did them in an hour and a half. This year we've um set up our schedule so that we are doing win groups from 8 in the morning until 200 p.m. And they're either in ELA or they're in math. Every single student receives an um English language arts win group and they also receive one for math. And we're really looking at the data and targeting it quickly. We're doing quick formative data assessments that are um making moves quickly. Yes. Okay. Um this is our star growth over time. Again, like um Miss Lindamman said, our baseline for um Carver is higher than it was last fall, but it's still just not high enough. Okay. Um last year we were at 13.2% in math, but now we're at 21%. So, we're making it, but we're not
061making it fast enough. Okay, our expectation it needs to be higher. We need to have at least 50% on here. And even across the state, it's not where it needs to be, but we're looking at closing that gap already. Um, so every teacher is now in a coaching cycle with a district embedded coach. Our PLC's are data driven and we are conducting weekly student agency learning walks to provide immediate feedback. And it's immediate feedback. We're using kickup and um the teachers are getting it immediately and then they're coming back and saying is this what you're asking for? Is this what and we're having conversations every day in the hallways we're going I had a pre-conference this morning and when I went in for her formal this afternoon the standard was on the board. I mean
062just little tightenings of things so that the teachers know what they're doing. Um so all of our teachers have standard based learning targets and success criteria focusing on that target and task alignment. And we know that CKLA is a lot and it's been a huge lift for our teachers, but we've narrowed it down. There is a daily formative assessment that the teachers are looking at and they're making those immediate changes. When we made the changes in second and fourth grade, it was overnight. We did it on Friday and then second grade was one classroom and we put all of the students in one room. And now that we've been in classrooms, we notice that it's not conducive to group learning or any of our student agency strategies. So we received feedback and two of our
063classrooms were switched overnight so that we can have that student agency and those conversations with the students that are guided with our strategies. Okay, our five essentials data if we're looking at that last year we leaned really hard into effective leadership and collaborative teachers. We as a staff discussed what it looked like and we were able to see some growth here. The thing with this is our ambitious instruction went backwards a little bit. So I dug into some of that data and we made some movements but we're still not yet organized. So with the ambitious instruction we went all the way down. It tells us that our students are not consistently experiencing rigorous grade level learning. Um academic press is completed by the students and the questions are this class challenges me. The teachers ask
064difficult questions in class and on tests and the quality of our student conversations. So, um, the quality of the student conversations is that what they need to do be doing is collaborating, talking about what they're learning and then they can write. Um, and we believe some of our intentional student agent strategies will directly support both of those. So, I've already been in classrooms where students are in there and they're checking each other's work. They're saying, "I have this. What is your answer?" And then they talk through it. This happens in math. This happens in literacy. If they're looking for the answer in the text, then they're coming back and saying, "Where did you find that?" that and they're able to go back and use that text evidence. Um, one of the things in our action
065sets for our UIUP is really owning our students. I know all of the students in our building and but not everyone does. So, we started a challenge of putting a student photo up and um and their name and we want everybody in the building to say hi to the student and it could be like you just mastered your multiplication facts for twelves. So, it's ownership. Our students felt hopeless and they didn't feel like they belonged. So, one of the things is we take really good care of our students, but we need everybody in the building to do that. Um, so that's one thing we're challenging our staff to do. We actually did two today. And so that's supporting and just owning like, hey, and we talk openly with our students. Um, I've had um our
066students start in the gym every morning at 7:30. We open the doors and we do breakfast in there and then we kind of launch with our students and then they go to the classrooms. So, I'm able to talk to our students about the experiences that they have. And I they know right now in my mind and in their mind we're an F school and they don't like hearing that. And we talk about the experiences that that we're providing them. We had um high trails in the building on Monday and they worked with our K1 experience. The look of excitement and joy of being able to touch fur and bones and elk and providing these experiences. We're building experiences they're going to have for a lifetime. So now they're um having those conversations with each other
067of how we're going to set them up for success. and they know that with our next progress monitoring or when the teacher says we're going to retach immediately. Why? We also talked about our D11 promise and my school a lot of their parents didn't attend college but we talked about when you go from Carver Elementary to Sabin Middle School and you go to Doherty High School and you graduate from a D11 school you get four year or three years of college free. And then we had the students raise their hand that want to be teachers which another 12 15 and that they can have four years free. So that kind of opened their eyes in the conversations of how when they put the hard work in now that they can be successful. We have all
068this um systems in place but now we need to move quickly. Okay. Our observations and challenges. So this year Carver had the steepest fall. We moved from inter improvement. We moved down to turnaround. While that is difficult to say, I believe it is very practical for Carver to move out of turnaround status in a year. We are heavily focused on our ELLL population and moving our students from does not meet to approaching and are approaching to MET. 20 students is what we can do. We know which students that we can move in ELA and we know which students we can move in math, but we want all of our students to have that success. um or we have two um CLLDE teachers. Three years ago we had one. My second year we had one and
069a half. Last year we have two full-time teachers and they're actually both in the room right now. And they wrap around and work with our students. Not only do they see them in small groups twice a day for reading and math and language skills, they're also pushing in the classrooms and supporting in the classroom so they know what that instruction is. Um, this combined with our wraparound coaching cycles, again, every one of our teachers are in a coaching cycle with one of our district embedded coaches. Our daily formative assessments and our intentional student agency strategies, we allow for quick micro adjustments that support the learning of all of our students. We've been doing Eureka for three years. One thing that we're starting is our we started with our exit tickets and teaching the exit tickets
070before they teach to the next lesson to prevent the misconceptions. Now, we're looking at the topic quizzes and we're able to identify what that need is and retach that. We have an amazing interventionist team that are in here and they're looking at the standards. Um, I met with Dr. Kay last week to talk about the presentation. He talked about our district data coach. She was in our building Monday. She was in our building today. and we're really good at looking at at our data and we're finding out the standards, but we don't have that next step to make um our students successful or what the teachers can take and immediately implement. So, we're going to develop a tool in a PLC. We have the plan and then they take the tool back and it's going
071to be tracked and we're going to do quick cycles. Our interventionists are working on those tier 2 strategies so that they're able to close those gaps either or that unfinished learning. Okay. So last year we faced significant teacher turnover. We had a grade level in a building as small as ours that when there's turnover it impacts them. Um but this year is different. We hired well and every teacher chose Carver because they wanted to be here and make a difference with our students. We also revamped our intervention team, added part-time interventionists, and shifted staffing to maximize student support. Instructionally, we are acting with urgency. All teachers are coaching cycles with weekly feedback from the district embedded coaches. We conduct weekly student agency learning walks to ensure consistent alignment with our standardbased learning targets, success criteria,
072and student teaming. When we say student agency, I use our kickup form for the student agency learning walk. We have leaned in on standardbased learning targets and success criteria and the tasks that the students are completing. CKLA can be huge and overwhelming, but if you look at the formative assessment that's directly aligned to the standard, it helps the teachers see our teachers are tracking the data like they never have before. Instead of just being in the building and swimming, they're owning their data. They know where their students are and when they're growing and when they have to go back. So, we're having these intentional conversations and how we can support again our district embedded coaches. I have two that are working with one coach working with um kinder and first. I have another coach that's
073working with second and fifth. And I have a third district embedded coach that's working in with um third and fourth grade. They're intentional. They're meeting with them weekly. They're they modeled lessons for them in CLA. They've modeled lessons in Eureka. And our teachers are responding. They want to see what's happening and they're doing it quick. teachers that the feedback and that we're all willing to be coached. Um, our win groups now run on a 10-day cycle. So, we used to disagregate our data by dibbles and they'd be in a um a win group for six weeks. They're on 10day cycles. It's tracked through um data collection in our PDSA and then we're moving them. They met it and they're going all of our win groups are fluid. We're doing the same thing with math, but
074we have to move faster. So, we're using those topic quizzes and they're doing them in fiveday cycles. So, if our teachers are teaching and their exit tickets say that, oh, 75% of my class didn't get it, the teachers are reteing and our interventionists are um looking at the topic quizzes and the unfinished learning and filling those gaps. So, we're moving our students forward while we're still um filling the gaps in the back. Um so, one of our mottos is see it, fix it. So I um is I'm in the principal of the school and if I see something instead of saying I'm going to get back to it later, we're not doing that. I will stop and make that a priority. I've empowered our staff to do the same thing. We've had um we've had
075our standup staff meetings and they feel it as much as I do and we had some conversations about interventionist of how we can tighten it. Um our MTSS coordinator leaned into that and we're streamlining it with the feedback from the data coach and how our teachers can be successful. So, we're really focusing on that tier data, tier two data, and tier three interventions. So, Carver's path out of turnaround is clear. We need to stabilize our leadership, strengthen teacher collaboration through coaching and feedback cycles, and maintain urgency with daily formative assessments and micro adjustments. With these systems in place, we are confident we can shift into proficiency and move Carver forward. We have two MIS strategies and our first MIS strategy is really that coaching and feedback cycles. Again, all of our teachers are in that
076coaching feedback cycles. They know the expectation is moving our students with that intensity and that urgency. Um, our second MIS strategy is our MTSS. Um, these are some of our learning targets and success criteria that you guys can see up here. We have a student data wall. And when I said earlier about the photos, if we look at the numbers of Carver, every one of them and every one of those cars is attached to a student. One of our goals within our EOP action steps is putting a face to those students. So if I have a fourth grader who mastered her twelves, everybody needs to be celebrating it because if I was in middle school and if they don't know your multiplication facts, that's a huge push that we're doing. And it starts in third
077grade. So they're doing daily, you know, five minutes. It's just five minutes and that's something our parents can support at home. Um here's our kickup data. It looks like um I am completing um the learning walks. All of my coaching is through our kickup, our weekly student agency learning walks. That's our learning targets, our success criteria, our student teaming, and if it's observed, we see it. And that's when the teachers are coming back very quickly. We're at 71 right now. Um and then our MIS2 strategy is MTSS. MTSS, we've leaned in more than we ever have before. Our parents are coming in our buildings. We started it last spring. We have full day MTSS meetings. We're holding them accountable for attendance. We're holding them accountable for academics and we start with academics and then if
078it's the attendance, they know and if it's the behavior, they know. And so we've built that system. We followed up on our six week um cycles from last spring of the conversations. We did that um two weeks ago and now we're preparing so that we can have those conversations with the families again. We bring our families in and now they're being held accountable. Um, and that's both of our coaching and feedback cycles to strengthen tier one instruction. Tier two, if I'm bringing my last two slides. So, Carver, um, we said had the steepest fall this year, but it's also scheduled with one of the clearest paths to turn around. We have large groups of our students that are on the cusps of proficiency, a stable, committed staff, and the right systems now in place. I
079want to assure you I own this data. I own the urgency and I am committed to leading Carver out of turnaround. With your com committed support, continued support, Carver will not only improve but thrive as a true heart of our community. We have everything in our building for success. Now, we need to hold the students accountable and I have the staff to do that. So, I wanted to thank the staff that's here. I wanted to thank Darren, the area superintendent, all of the support from the district. we are looking at data in a different light. They're looking at our topic quizzes and we have the support. I made a spreadsheet and all of the decks we already know what it is. So, we're really sharing that and making those urgent um changes so that we
080can be supported. And I want to thank Courtney from the DAC because she gave me the most valuable feedback on my UIT and writing it as a parent that doesn't understand and I was able to rewrite the entire thing and celebrate some of our strengths, but it was valuable in showing that we are the heart of the community, but now we're focused on the academics. Um, and I want to thank Dr. Mel Pacham. Um, he's been in the building for three years now. He's joined our like back to school nights. He's seen the transformation of the building and what it really looks like now. Carver was a forgotten school for a while and now it's beautiful. All we hear are the comments of how beautiful it is. We painted. We have real walls between classrooms,
081a fence in the back so our students aren't running to Doerty. We um have a secured entrance. We have everything we need. And so all of that is set set us up for success and how we're going to move forward. So thank you. We're not done yet. Thank you. Appreciate your feedback and again the accountability of the ownership where you've taken and uh uh from the sounds of it, you've got a strong plan to address some of the uh concerns that uh came up from the data from last year. I'm going to open it up for both board questions first. Uh board members questions. Dr. Bankers, you're up first. um when you collapsed um the classrooms, how did how what was the size of the class, the newly formed class? Um she's at 29. And
082with the uh ESP that you put in there, what kind of training did they get uh before they got in the classroom to help the teacher? That is great feedback. So, we have schedules for them and with the shift of the training right now. Um, that's a good point and I think that's something we can go back and talk to her about to make sure they're set up for success. One of um that we hired was at um King Elementary last year. So, she's leaned right in and Destiny just started today. So, I wanted her to know who the students are and then thank you for that feedback of leaning in of how we can coach and mentor her too. And who would have provide that coaching? Um, we have their our district embedded coaches
083are in the building. So we have um one of our district embedded coaches right now is our school embedded coach. So we can lean in with her of those supports of how to provide those small groups, those targeted small groups within the classroom the same time that our second grade teacher is doing that. And are the ESPs also included in the PLC's? Um it depends on the need. Today we had vision and hearing. So our kinder P um were not part of that. But yes, we do. We run a PLC cycle. We focus on ELA. We focus on math. We focus on data and we focus on MTSS. Today we focus on focus on that MTSS, but we can definitely bring them to that data meeting. I think if you're going to have 29 kids
084in a classroom with um three people in there, they need to be first of all on the same page. They need to be trained and they need to have the same goals. And so the goals teachers are already being um asked to be very specific. Yes. uh in what they are to provide and accomplish and held accountable to that. Um and they would be best served if the ESPs are brought right along with them so that the teacher is not diverted in their attention from teaching a class dividing it up into groups um monitoring the curriculum, the papers that go back and forth and having to teach the ESP as well. It's asking too much. Thank you. Thank you for that feedback. I'm done. Thank you. And was the second grade classroom that you said
085that was collapsed into? Yes. And you got two ESPs. Are they full-time? Yes, I have two seven-hour ESPs and one of them is in second grade full-time because of the urgency of the data in that classroom. Um, she is very experienced. Um, she was an ESP for years before she came and so she knows how to set that up, but I will make sure that I lean in again tomorrow to make sure that she does feel like she's set up for success. And then the other one is between first grade classrooms and third grade classrooms. So we're doing that core instruction or when they get to the um learn where they're working independently or in a small group. Yeah. And with this current way we are providing the uh push back to your schools and
086the school-based budgeting you I was able to make that decision quickly. Yeah, you as the school level as the principal, you get to decide what's in the best interest of your classes. And if it means collapsing two classes into one and providing an ESP support because that's the current situation out there, you get to decide. And with that comes accountability that you make sure that at the end of the year the data doesn't suffer. Yes. And Carver did struggle like with hiring too. We've had um people that have walked out mid year and I have been able to hire but then the data isn't showing that. So, um, we at that point in August were like, we need to collapse and we need to move faster because if we wait for that person to come
087in and take over it, we haven't had that success. So, like the centralized hiring would be phenomenal for Carver Elementary. I mean, we I have spent a lot of time hiring, interviewing, screening, reference checks, offering, and they go down the street or they take other places. We really worked on developing where Carver is a place that we want to be and we make sure our staff know what um they're c getting into. Um our kindergarten teachers and a couple of the other teachers, they came in and saw instruction and what Carver is like. They were willing to spend half a day in our building and say this is the place I want to be at and which is phenomenal. And that's the staff like this is the staff that again is receptive to coaching and
088feedback and they want our students to be as successful as much as I do and you do. Thank you. Back to Hub. Seems like you have a lot of supportive staff here with you today. So, they clearly believe in you. Thank you. What kind of story are you telling about your school and having your staff tell about your school when they're out recruiting in the neighborhood to bring your student enrollment numbers up? Is there a kind of uh messaging that you guys go out with, we want to be known for this, we want to have this, we want families to understand this about our schools. When you're doing that, how is that being communicated to staff? And how are you doing that? in the community as you go out. So, as we have our identity
089statement and I think where I leaned into it of being the heart of the community. So, I think it's those community partnerships that we're a st a small building and we're giving the students what they need. We had a new student start today. I was able to meet the parent in the drive-through line and introduce myself. We had two other students that started last week. I was be able to introduce myself and tell them that we want them to be part of the community. And so, that's one thing that we have. And then all of our partnerships, the YES program with the sports is huge. Our students don't have afterchool sports. We have it at the building from 3:00 to 4:00 and then they pick up. We have students that are in adventure club that
090can participate in that. We have our um title nights where our families come in and um provide um field trips for our families at no cost. I want to say like one of the things with no fees, our band students like tripled in um the number of students participating in band and one of those MTSS meetings last week or last year we had a student that just wasn't connected at school and he told me he came in this morning he had his band instrument and he's like I'm so excited. He's like I have band today and so now we can take that because we know this student and we can use that to keep them coming to school. So now our students want to come to school. We have the small class sizes. We have
091that community feel, but now it's the academics and our teachers are really working so that we find ways that they can be supported at home, the students. And so if it's the paper copies or things like that, so we have that partnership we're building. Also, we don't want to use that as a gap. We have our students for seven hours each day and we want to use every moment. Thank you, Dr. Hy. Um, so I'm looking at your MIS2 here, the behavior, the reduce office referral, suspensions, parent contact logs. So my qu So my question is twofold. Do you feel like you're getting enough support from the attendance and behavior portion of the ABC's board policy? And if not, what would you change? What can we help with? Um, I think attendance, we've really leaned
092in. We are such a small um building that if the who is absent is ran immediately and Kelly's calling by 9:00 a.m. each day. I mean, I check the list. Um, our students that were habitually um absent or tardy. We do not have the tardies that we've had when they came in at 8:15 or 8:30 or 9. They're all coming in because we had those meetings in the fall in the spring. So, now they know we're watching and we're looking. So, the attendance is great. I think we're working on it really hard. Um, the behavior, we've really leaned in. Actually, all of the staff came. We have um tier one, tier two, tier three like behavior expectations. Um we have um we're maximizing the staff that we have and how we can support them. So
093we have um our special education counselor is here on Tuesday, Wednesday, Thursday. Our counselor we have full-time five days a week and we're empowering them. Our community liaison in addition to care and share and being everywhere. She runs our student success academy. So we're maximizing everybody and we this year there is no behavior that is um impeding instruction. Oh great. So what we talked about and we had our MTSS meetings today for kinder and first and if a kid starts screaming, no one is learning. So we have a protocol of taking them to the refocus room, resetting them so that they can get back to the classroom. And so we're empowering all of our staff, our kinder um assistants went to the CPI training. You know, everybody that's all hands on deck so that the
094learning is the focus. if they're in the Student Success Academy, they have tons of work to backfill the slots because the teachers are teaching and they can't always be expected to go back. So, we have kindergarten through first grade, ELA, and math and they're working. Thank you. Um, any other questions from members? Okay, thank you. Um, I appreciate it. And I know that Superintendent Call will introduce the rest of the staff out there. Um couple of feedback to you and maybe a question to u this would be mostly to superintendent G and uh his team. Uh the instructional empowerment um is there a opportunity that either one of these schools uh provide? I I can tell you what we've had so far. So we have two teachers um a new kindergarten teacher and a new
095third grade teacher that had a full day of student agency training. So they had student agency 101 and both of them came back the next day and we're already implementing the strategies. I did a pre-conference as one of them today and she's like, "Oh, well these are the strategies that I'm using in kindergarten for student agency." We also have two of our fourth grade teachers um are partnering with their district embedded coach and going to Freedom Elementary and they're looking at those model classrooms and they're spending the day there of seeing what works. We're I'm done. I I am done with we can't do it because um we're not Freedom, we're not Edison, we're not We are there. We have everything in place at Carver Elementary. We have a beautiful building. They have amazing what
096the teachers have what they need and we're trying to take every obstacle out. Again, that data that we're looking at every day, they know it. You can ask them where their students are and we're looking at it every day and we're moving quickly. But the student agency, yes, we are getting support with that. I think the best way to answer that, I appreciate Lisa's exact examples, that we do use our instructional empowerment partners for actual specific school work, but most of the evolution now over the next years is how we're thinking about this holistically instead of, oh, we have a problem at a school, we need a partner at the school. We we've talked about this for many years that we are seeking to be able to care for ourselves as we increase the quality
097of our own team's ability to solve some of these problems when they pop up. So I think Lisa is a prime example of having I think is Dr. Williams still here Dr. Williams was just here as a nearpeer right up the hill school that has been an instructional partner instructional empowerment partner is now able to resource and do some model classrooms and I know you guys are on classroom visits I think tomorrow is that right visit tomorrow there's the 30th the 30th thank you at next week that'll be happening so um not in the traditional sense of oops you're on the turnaround list you get instructional empowerment we did make that adjustment for swigert because we had built into the budget this year for one more intensive support school. We don't think that Carver needs
098that level of intensive support, not because of where they are aren't classified on the priority list, but because we think that we can nip that in the bud much sooner in the same way that we saw this bounce up in the last couple years. And we are we have a fifth grade teacher who is in the student agency cohort. So, she'll attend the training and she can do the modules online. Um, and she's had a little bit of experience, but this will take her to the next level. Um, another thing is is we are I am partnering with Dr. Williams um with the student agency and her coming into um Carver Elementary for a half a day each week to move faster but move with intentionality of what has worked and we can mirror in
099Carver Elementary. Great. Thank you. I'm glad that we are building some internal capacity as well so we can don't have to every time encounter a situation like this have external support coming in. The Dr. Williams that you mentioned is Dr. Roshelle Williams the principal at um so just if some people are wondering who that is um couple of quick feedback no uh questions so you don't need to answer anything I met your PTA president and sack president the husband wife team both of them are highly engaged and uh uh graduated through that school and so they are really want to see the difference that they want to make out there so uh you've got great support out there so that's awesome um that feedback I I think both of you mentioned thank you for mentioning
100uh the feedback that they provided you. They are a really effective group of volunteers that provide their feedback. I'm glad that you were able to input some of that feedback into your uh EOSIPS. Um and uh the uh challenges of being a small school and so that that means that a a small group of students move the data one way or the other. Uh where there is a challenge there is also an opportunity you know. So now uh how do we use those specific small group of students target them then grow them and uh over and over in the past couple of years even we have seen schools jump two levels so you can go from turnaround to improvement you don't have to go to pard especially in a small school now if it's a
101larger school then it's little more challenging to turn around the data but smaller schools uh and the urgency on the clock because you're a first year school so Thank you for your uh you know presentation and your transparency out here with that superintendent. I'd love for the Carver staff stand up, introduce yourselves. Love those shirts by the way. Got to give me one of those one, sir. Thank you. I am Lisa Maris and I am special education teacher. Margaret Hartsler, eight years in the district, two at Carver special ed counselor. Caroline Edgarman, par professional in the stats department, four years at Cargo Foster, EOL. Um, this is my second year at Cong. Dylan Boyd Guy, two and a half years of admin assistant. Valerie Cardis. I'm a health assistant and I'm going on 13 years.
102Susanna Moreno, CLE teacher. Miel Cutler, I'm the PE teacher. This is my third year. Jenny Fatheringham. Um, I'm the MTSS coordinator this year and I've been here three years. Great. Kelly Dawson. I'm the front office assistant registar and I've been this is my sixth school year with Carver. I'm Sher Hicks and I'm one of two fabulous interventionists. I'm Melanie Lurall and I'm one of the new kindergarten teachers this year. Hi, I'm Britney O'Connell. I'm a third grade teacher, first year at Carver. Awesome. Hi, I'm Ally Lawson and it's my second year at Carver. I'm a first grade teacher. Hi again, Allie. Good to see you. Good to see you. Thank you everyone for being here. Thanks, Darren. [Applause] Thank you. Oh my god, Dr. Do it. Everybody waiting for [Music] just giving a minute for
103everybody to okay come up to the table and catch up with us. So um we have looked at all the school improvement plans uh that were on the state watch list and their plans have to be approved by the uh board. Uh at this point in time we are going to be discussing the district improvement plan and we have several of the administrative leaders joining us at the table. I'm going to uh hand it over to superintendent all to make the introductions and set the uh conversation. Uh yeah, I think I'll build off of Miss Lawson, the second grade teacher from Carver that's leaving. She said um I think Dr. Comfort said it was nice of you to allow us to visit her classroom. We were all there maybe two weeks ago. And uh she
104was um getting ready to walk like a duck and quack like a duck and and and do something in that regard. And I heard her comment said, "Next time you have to quack with me." Um what you're going to see here isn't anything new. We've been talking about this for weeks. If you've pre-looked at these slides, many of these slides you've seen before, but the reason I use Miss Lawson's Quack Like a Duck. We're quacking differently than ever before. This I want you to hear the anecdotes that you're going to get from each one of these chiefs and area superintendent who all own slides as a part of this district improvement plan on it's not just rhetoric. It walks like a duck. It quacks like a duck. It looks like a duck. We're doing this
105differently. You have tangible examples. We are still in September, probably about 18% of the way through the school year. And we have now data streams and examples and anecdotes that we can deliver to you either by student example, by teacher example, by ESP parah example, by administrator example that it is different. Nothing is more frustrating for me than when these briefs are cut, copy, and paste of what it is that CDE asks for. Yes, I know that we have an obligation to meet that requirement for CDE and we are happy to do that. But if it doesn't walk, act, and look like a duck, then I can't just put it up on a slide and say, so please listen as we go through this and ask those questions when we get to those things. Give
106me another example. That's a great one. You used that one three weeks ago. What else is different? We're not just pulling these things out. We're trying to decide which are the most relevant ones for you all to understand that this is a year like we've never had before because we have flipped this model. This is not I mean I'm now on my fourth large district. We all say the same thing. Everybody says the same thing. Nobody's out there saying actually I think if everybody could learn how to, you know, pat their head and rub their belly left-handed instead of right-handed, everything would be better. All these MIS's, all these strategies are the same across America. The difference is is can you actually operationalize and make a difference. So, okay, I'll get right after. Next slide.
107Uh where we are on the data. You've seen the data. We're actually growing still. Our math and ELA scores are up. Uh our um our middle school scores are higher than most in the county. I think we're one of the only school districts, maybe two school districts in the county that have had growth in math and ELA now for the third consecutive year. Now, that's we had a much lower starting position. Uh so I want to make sure I temper some of that and particularly where we have put our time and spent our time. We have seen the most impact. Mitchell, Galileo and Adams all up. Those were our three main focuses last year. You just heard from five school leaders who have joined a club that they did not really want to have to
108join. But you also heard from each and every one of them that they're not waiting for the resource. The resource is actually there. So uh I think I'm handing it over here Dr. K. Yeah. So, uh, we've we've spoken around this for, uh, several weeks now, so nothing new. I just want to really point out there's, uh, too much red and yellow. Basically, that's the takeaway with a smattering of green. And one particular piece is we talked a little bit about growth in our small schools, but across the system, we didn't reap the benefits of growth that we usually do. If you remember two weeks ago talked about often in many of our schools, we have lots of red on the top and then some green on the bottom, and that keeps keeps us afloat.
109We didn't see that trend overall in the district this year. The state accelerated to a to a fair amount and we did not. And so we have a lot of yellow in the growth area. And then when you look at high, it just elementary middle very commensurate, very similar performance visual visual there. And then high, we lose a lot of points in our sub populations. And that's just a real real critical piece that we're looking at this year. And then page three on the bottom, post-secondary workforce readiness. That's where our SAT scores come in. Uh, a little bit of improvement there, but again, uh, too too much red. When we're looking at this, I really like the way this lays out because now, uh, it gives you kind of that big picture focus. And these
110are actually the types of this really models of conversations that are happening. So, I want to share a really quick anidote that I have been having with high and middle with our high and middle principles. sitting down with our high school principles and really walking through what their PSAT SAT results mean and disagregating them into subcomponents has been a very eyeopening eye openening experience and then we talk about when we start to think about that SAT score being everybody's number all the way down through the system because that's our that's our number out the door and so when we look at middle at at our middle school performance and how it feeds into high school that is really allowing our high school principles first to target intervention. So I've had with with all with all
111three of our traditional school traditional high schools and Odyssey the the conversation of this is this is what's coming in these are the things you need to target for your nth grade because we start low with nth grade and then have a pretty nice slope up to up to SAT. If we would bump up nth grade we would have keep that same slope you looked at a very different SPF for high school and definitely for page three. So looking at that, so the real key piece is as we're even just weeks into the into the school year, there is now high school data that is looking at putting PSAT items in front of their 9th grade students. It's it's already happening in two schools and going to be implemented in two more. That data is
112flowing in. We're looking at that first round and then making the next step. what are the two two more focus areas to get those ninth graders up to speed so that we can really inflect that slope at the high school and get them the language that they need for uh for college board types of items. So really that's the takeaway. the action is happening across that system to leverage the work that you guys really put in place for middle school high school middle school accountability leading into high school uh preparation with a laser focus on nth grade performance. So as as we look at that this does create this does this is a picture of of a continuous story that's happening now that I would say has not been in place in the past definitely
113in the last three years little bit last year it is it is full throttle this year it's really exciting to see that data flowing in we'll go to the next slide this is me so I'll just say um I won't belabor the points on these next three slides because they're repeats of what you saw in the CAMS PSAT and SAT two weeks ago when we talked about these distal measures and where we saw um the district land in those. We definitely took this data in, looked at it, you knew that we already had strategies ready to employ that we worked on last spring, but we looked at the data in more depth and said where did we see it working in strategy and where might we need to adjust? Um, in doing so, as the
114superintendent mentioned, we saw a deep investment at Mitchell, Adams, and Galileo that's paying off in the strategies that we're employing. So, we looked back at all the USIPS and the UDIP. All of those are grounded in this data and analysis of it and said, how can we deepen and strengthen the work that we're doing that is having benefits for students? You can go to the next slide. So, we looked at these line graphs um both at CAMASS 38 and at PSAT and SAT. That'll be the next slide. In high school, um I would tell you if we are looking for a theme overall in all the strategies, we're tightening cycles. We're we are doing that between teachers and students when we look at formative assessment and how students are growing daily and what they know
115and are able to do and demonstrate. We're doing that between teachers and admins when when we look at the coaching cycles that we're putting in place and making sure that we've got feedback loops connected to really change the classroom practices. And then we heard the call to action from the board two weeks ago also that said, "Tighten our data cycles. Don't only bring us a brief when we've got STAR data that's very distal from the instruction that's happening daily. Don't bring us those only three times a year. Come to us quarterly with what are the changes you're seeing and what students know and are able to do in tighter cycles, which is what you heard in all of those you sit briefs from our schools, too. We're not waiting till we get an end of
116module assessment. We're using exit tickets. We're using topic quizzes, more formative assessments to make sure that we're monitoring all of that closely. Next slide is just our high school PSAT and SAT. Again, slight increases, but the slope of this line is not steep enough and we know we've got work to do to change that. So, on the first half of this, so if you remember back with these uh overall results, we looked at kind of how we get biodal distributions. So, a grouping of students at the high end and a grouping of students at the low end. And that creates kind of the district mean. You remember that one? We really depend on that high grouping of students being taller than the lower grouping students. And when that flips, which is what happened in math,
117our district mean compresses and we really have to monitor that getting those students up above out of that well below. This is a version of that in the sense of with our teacher data looking at MGP median growth percentiles by classroom. So by teacher and what you can see is the striking the striking takeaway here is that the red is the bigger than the green. So the red are our teachers that are below 50. That means those are those classrooms that are losing ground. Um they're not getting one year's one year's growth in one year's time that the 50 to 55 represent. So really at ELA we're looking at 59% of our population. Uh math 67% and this type of analysis just had discussions this this morning around this topic is really driving a lot
118of strategy. So I'll hand it over to Dr. Fry I believe to speak to the strategy. This is really just a continuation of the ongoing conversation that we've had with the board about our commitment that we never look at a piece of data and then walk away from it. that every piece of data that we have serves an action that we put back into the system. And so there was a conversation earlier about what are we doing to support teachers who had low MGPS. So I have two examples to share tonight that represent two very different experiences on campuses. One is from one of our highest performing elementary schools. When the data came back over the summer and we restructured the academics team, she was the first call in for a district coach. The first
119week of school, she had a district embedded coach supporting two teachers in her building. I was out last week and the principal literally chased me down the hallway with a huge smile on her face and said, "It worked. The district strategy, it's working." And I said, "Tell me more." And she said, "I did a probationary walkthrough on one of those teachers and it was the best lesson I've seen in any classroom this school year." And that's a teacher that was receiving intensive coaching support. The second is in a school that's really been struggling, right? And so when we looked at MGP data, this was actually one of the lowest performing teachers in MGP in our entire system. This was a teacher that immediately our system identified we're going to need additional support. So connected the
120academic strategy with the principal on the ground and they were able to immediately implement a district embedded coach for this teacher. over the course of three weeks, which is what we consider one teaching cycle. This teacher had 12 different touch points, whether that's co-planning or observation or modeling, um, and actually closed out their cycle goals successful and asked for additional coaching on how to integrate it to some of their school-based strategies and is now actually taking a leadership role in helping his colleagues see this work land in their classrooms as well. I'll hand it over to Miss Cole. Okay. And this one comes to me next. And Dearra, there's actually a um animation on this slide. I think if you click three more times, it will There we go. Oh, sorry. Back up one. Don't
121give me the clicker. So, as Carol talked about, we're we're working to become not only more nimble and more quick in our responses to data. Um, but we're also looking at the data itself in some different ways that's a little a lot quicker and more responsive and increases our ability to be nimble. So, I took a look between the fall and winter star benchmark windows, end of the fall window, beginning of the winter window, there are 57 school days. It's a long time to go without knowing exactly what a student understands and what they don't. So, we can shrink that a bit and talk about units. Those can be up to six weeks, 30 school days. We get a little smaller when we get to quizzes that are every 5 to 8ish days depending on
122content. An exit ticket can get us all the way down to a daily look at what students are are understanding a concept and which ones aren't. And even better is when we are intentionally academically monitoring, which I know is one of the things that coaches are working with struggling teachers and and really all teachers on to identify in the moment of the lesson which students are understanding this, which ones aren't. Do I need to pull a small group? Do I need to stop everyone and go back to a point because most of them aren't understanding? Or do we actually need to speed up? They've got it. Let's move on. And so there's a story that one of my principles has been telling that I think really illustrates this point about our nimleness and response to
123data. This particular principal was watching his own child's football practice after school one day. Middle school football practice. It's a little messy. Um, but what he noticed was they would run a play, they would run a drill, and immediately they would huddle up with players, make a correction, coach on the spot, put them back in, try it again. They didn't wait until they got to game day to make the change. They made the change in the moment. And that's how that nimble response to immediate data on a daily basis is how we change the the bouncing curve that we see in this particular data set. And so with that, I'll hand it off to super area superintendent Joiner. Thank you. So, uh, with our district story around 5, uh, we want to start off by
124acknowledging that we ended up, uh, being strong, green, and ambitious instruction, which is, um, a major highlight for a district system as large as we are to see that kind of shift. I don't think it's any secret, uh, that it has changed to being a strength uh, with our focus on student agency. But how exciting is it that a question where students are the respondent in this survey are saying I see a difference. I see a complete transformation in the classroom experience for me. Right? And we've just begun that journey. So when you think about what you've heard tonight and and over the past month about our strategy with model classrooms and and coaching and feedback cycles, uh I expect to see that shade of green get a little bit darker. um for years to
125come. Uh the other uh highlights here on this one are teacher collaboration um strengthening uh which shows that it's a demonstration that our in our belief in our teachers and listening to what they need in particular um the increase around professional development. Uh once again I don't think that's any secret that uh our teachers have spoken about the need for differentiation and uh curriculum PD instructional strategies that are needed all the way and not just on our district professional development days. I also believe this uh speaks to our coaching culture that we've developed in district 11 though where we're getting real time support for our teachers and that's reflected in this data as well. And then the final part uh is that persistent climate challenge around safety. Uh while the color and you know hasn't
126shifted yet, there are gains within that element uh in 5e. Um our supportive environment remains weak. Um but we will continue to push on the need for our students to have trusted adults in their building. Uh we continue to lean on our um on our programming uh when it comes to our behavior systems that you even heard a couple of our principles mention tonight. What's classroom owned, what's office owned, and then how do we wrap supports around our our kids in that matter. Uh also you have made bold decisions as a board uh with our ABCs in particular with our cell phone policy uh that's going to strengthen uh the student interactions in our building and help our students to feel safer when they come into our schools. So this is really just the narrative
127version of what we've shown in those the the visual slides of the data. And really what we want to point out is that all of these are really interconnected. So when we work to improve our climate and culture, that's going to improve our outcomes for adults and with adults for our kids. Um the Carol's talked to the the coaching and the impact of that. You heard that from both of our leaders tonight as well and how that coaching is really changing things in their school for the teachers to improve the experience that the kids have and and to tighten that down. I want to highlight a little bit on the formative assessment. This is what really what Sherry was talking about in terms of um the topic quizzes and the exit tickets really being used
128in a way that informs changes to the instruction in a very short way. Um if we go to the next slide, Deedra, um the the picture on the left, I just want to highlight an example from Penrose Elementary. So um the far left piece of paper in that picture is an exit ticket. It's a fifth grade classroom. The teacher sorted those exit tickets at the end of the lesson and redesigned an opportunity to retach the skill the next day, but also embed it into the the the new skill that was going to be introduced. And then it was again assessed on an exit ticket at the end of that lesson. So that's that much shorter cycle that we're talking about rather than waiting for that star every um the end of each semester or waiting
129for a seamass result to tell us. We're really trying to ensure and our teachers are doing a good job of sorting that and making decisions that will positively impact the learning of the kids in front of them. It's coupled with all those pictures of agency. You see kids using learning mats really interacting with each other and becoming greater owners of their learning. We know that when kids have the opportunities to apply learning in different ways to solve different problems that it deepens their understanding of the content. So those two pieces work hand in hand to ensure that we're raising the level of what is happening instructionally for all of our students. To you, Darren. Uh this is this is kind of a summary of in some ways of where we're at so far, but high
130uh when I when I think about high quality tier one instruction that's MIS1, we're talking about high curricular standards and that's where it starts. And where it ends is by filling gaps or extending the learning of our of our students. And at the same time, we're building their capacity to be agents of their learning, internalizing their learning. Uh they they're going to own their learning all for retention. And uh this retention is uh uh is what we call really at the end of the day agency. So, we're going to use our instructional leadership teams and our PLC's, our professional learning communities at the building. We're going to use our principal site visits. We're using area superintendent and uh the curriculum instruction meetings, even our executive cabinet meetings to analyze data. Uh we're we're using several
131different uh data dashboards or digital dashboards to inform our next moves, our next moves around coaching and feedback cycles de a team of people at all these different levels putting a plan together to support our teachers. This at the end of the day funnels down to how do we support our teachers so they can grow and learn and in turn uh do the same for our kids. And that uh makes me think of a partnership that we've developed at Midland Elementary with the Garden of the Gods uh Rotary Club. And they they've committed to Midland to uh uh not only financially but also uh support with people to build uh what we're calling peak experiences here in District 11 for the Midland kids. But we went to we meaning Cynthia Embry, the principal, new principal
132at Midland. Uh and I went to a Rotary Club meeting a week ago and at that meeting uh we were talking about district strategies and I got to the point of of uh coaching feedback cycles and Cynthia interjected and said, you know, my in my 14yearish career uh and she's she's come to us from out of state. She has never seen or been a part of a district that has provided the supports and structured intentional supports to teachers like she's seen here in district 11. And and I I thought that's worth mentioning. Uh we're developing a culture to deliver on a skilled graduate. And with that, I believe either Mike, you're going to add something or Crystal, I got it. Um, you got it. Nicole's right there. I get to close. Uh, area Superintendent Smith
133mentioned this right at the end, but the board last spring took action to uh realign our graduation requirements to those large buckets that incorporate the agency. We're talking about agency in every classroom, every content, every day and those micro adjustments you've heard and those feedback cycles, but also on a larger scheme of who are you and what do you want to do with your future and let's start working on that in high school in really intentional ways so that you can have credits earned in areas that are of interest to you. you can you can engage in that deeper and it leads to all of the pieces like peak experiences that we've talked about like apprenticeships that are giving students real world experience while they're still in high school. Now Crystal gets it. Um so
134MS2 is really focused around data um and how we support our students particularly when the data is not where we want it to be. And so we've done a lot of work um really in a lot of areas, but I'll I'll just highlight a couple um so that we're not repeating each other too much. Um so I think you've heard a lot about our high quality um common assessments that we're using. A lot of this is from our adopted curriculum that you adopted in the spring. Um really tightening that up. And so one of the things that stuck with me is I asked different schools if I could do walkthroughs to see how is the new curriculum being implemented. um what training do we need to do for PD to build capacity? And um so
135Sweeter is where I'm going tomorrow and she said, "Hey, I just want to send you a message reminding you uh 7th grade ELA is giving the assessment. So you want probably want to avoid those classrooms." And I thought you are right on target. Tomorrow is the date. So she's not um you could be, you know, 3 to 5 days behind, but she is right on on time and was aware. And that's, you know, principles aren't always tracking that. Sometimes it's given to an AP or a department chair to help kind of fill them in. So that let me know like she's on this. She's going to be looking at data. She knows we're pulling it. Um she's aware of which classes we can go into and what we can't. And so I thought that was
136really neat um because that doesn't always happen and you walk in to observe and then you're like, "Oh, they're doing an assessment." And you walk out, right? But she proactively said, you know, you can't go into these. Um I think for measurable student impact, you know, one of the things that's been really interesting to see from my side is doing the mission math. And so reaching out to different principles and saying, "Hey, if your teachers are in fourth or fifth grade, for example, they have less than growth for 40, we want them to come to Mission Math." Um, we have a couple different options they can do. Uh, I have been thrilled um with the amount of principles who have said, "Can I also do this third grade teacher or this teacher was a 41,
137can they still come?" And are really just looking for that more the marrier let's learn from each other. And so we've continued to expand and make those um have more facilitators. those sizes can stay small so that we can really make sure people are learning uh what we want them to learn. Um I think adult capacity building one of the things that I thought was really um just unifying for our team is we were looking at data today and we all take different sections for the lead meetings. And so one of the things we agreed is even though we do different pathways um like I do DDI for example um she's instructional leadership coaching um that we would all use data. So again, how are we growing capacity for adults to understand um data and
138how to leverage data um particularly in systems in their building but in all of our core strategies so that our principles are being developed. And so I think that's been really neat to see. Um we're going to do that the first time on October 10th. And so really interested to see what our principles think of that and what their takeaways are. Um and the last thing that I would say unified engagement. So we do a lot with peak experiences and bringing in different community members. Um but I was really struck by principal Gorsch and so you know he is the principal of a charter school often you aren't um in partnership. there's some partnership you do but not you know to the extreme and he added me to his math data and he just said
139hey you know Chrystal I wanted you to be on this so you can help help see help coach um decide what we need to do and you don't typically see that tightness and so I just thought like way to be on on board and wanting to serve students and like recognizing that all kids are our kids so I thought that was really neat it's over here you share all right um so I'm going to talk about MIS3 which as as you all know is mainly focused on the high school outcomes or only focus on the high school outcomes. Um if you've talked to the student pathways team, you know that they are extremely excited about how this work has been going. Um we've been using two main levers to really get at ensuring every student
140has a consistent plan postgraduation. Those two levers are the future ready advisory course and then also our future centers. Um, so when we talk about future ready advisory, what that means is that across all of our high schools, every high school student has a 30 minute class on Monday with a core advisor. Um, and so the work that used to be siloed to the counselor is now spread out across all core teachers. So every teacher has a case load of students that they are advising. And there's a lesson plans that are being delivered um in that that are consistent across the system. So just this Monday, students engaged in a lesson that was centered on the D11 graduate profile. So they went through the skills of the graduate profile. They identified where they um saw
141their own skills and where they needed to grow and then wrote a personal goal um around the D11 graduate profile and then um tied that to their post school outcome as well. And the the really cool thing about this consistent advisory is we also collect progress monitoring data and we get feedback data on which students are completing the lessons, which teachers are completing um what percentage of each teachers uh students are are doing the lessons so we can follow up and make sure that those are happening. The other big lever is future centers. Um we're really excited about the growth in our future centers. Um we've only had 30 days of school and we've delivered 300 unique sess sessions in those. Um we had a professional voice actor, cosmetologist, air force scholarship recipient recipient, army
142career panel, uh representative from space force all just this week in future centers across D11. So, I think we're seeing that those future centers are becoming a hub for exploring careers, college, but then also um just the skills that all students need to be ready for for post high school life. Uh I'm getting ready to wrap up, but I realize we didn't give our trusted deputy a slide. And um none of this happens without, first of all, a great deputy and really a set of enabling supports. Um, Brandon has a role that uh I was honored to have when I was in in Washington DC, which was how do you prepare the system for everything that you just heard, but don't let yourself drift from the purpose of the system. It is so easy when
143you own the operations and the finance and how we hire and do those things and then be able to say, I took care of my stuff. And I'm going to tell you that in this deputy, you actually have somebody who's in between every one of those lines that you've seen on every one of these slides. So I'd love for Brandon to kind of just summarize a little bit an enabling conditions that have happened over time that allow one for you to see much stronger set of usips that then flow into a UDIP that we actually can't wait to be measured on. Brandon. Yeah, I I appreciate the opportunity. Uh I I'll give a I'll give a quick example of I think how the system has transformed um specific to operations and then kind of as
144a whole the district. Uh the board is has been very used over the over the years used to hearing operations as a reason why schools were not successful. And that was fair and it was partly true. Um and so we've spent uh the last three years addressing as many of those barriers as humanly possible. Uh and you you've seen that and you've heard that, right? We came and we celebrated HR data um a month ago and now you hear tonight. Now there's our next step for HR. It's not get my building fully staffed. Now it's we want you centrally to manage who comes to our building so that the the quality is higher. So the work is continues to be in front of us. Um two things have happened in the last week or two
145uh operationally that uh that I've been proud of. One is um I lacked the boldness over the last couple of years to um empower the system to say principles are instructional leaders not operational leaders. I said that many times and then principles still lean back into the spaces that they have to operate. Right? They called us about HR things. They called us about facility things. Um and so we had the opportunity in front of all principles the other day surrounded by the operations team to say no more. Now there will be an operational contact in every building that is not the principal. And what I would tell you is four years ago that room would have revolted on me. They would have said it's my school. They would have said all of those things. They
146didn't say that. Um they filled out that form about as fast as as humanly possible and said, "Oh, we're going to train up wonderful people in schools to manage all of those things so that principles can primarily do what they're supposed to do, which is focus on instruction." And then we heard through the grapevine one of our new principles was having a few operational concerns. They didn't call us like we asked them to. We heard it. Uh, and so all seven of us showed up at that school. We arranged it. We didn't just bombard them, but we showed up at that school yesterday and we said, "Man, we're here. We're here to help." And here was what was really cool. A principal was able to talk about it took too long to get my district
147cell phone. I had an issue with um my furniture getting delivered. And we were able to have a conversation about the correlation between Star and Camass in the same room with the operational leaders of the system. And that's exactly what's supposed to happen. We're supposed to come in, solve your operational problem, and then return you back to the conversation that matters, which is let's talk about instruction. Uh so those are the enabling conditions and the board has been very bold in that um in terms of where we put our resources. Uh, and I think that you've heard a really wonderful plan tonight, but I can imagine you're hearing about that more than we are, which is I know you're getting messages and emails about the support that's coming on teachers because sometimes it doesn't feel
148like support, but that's evidence that we are doing this differently. A couple of weeks ago, I shared with you I've never seen a senior leadership team as driven and and focused and intentional on improving academic outcomes. That continues to be true. And I think that the feedback that you're hearing from teachers, both positive and critical, um is evidence of a a new approach. Uh when have you ever heard me say so little in a unit district improvement plan? So what I really hope that the board takes away here is the power of the team and the power of how we're working together to all be adult learners to figure out how to make this better. Three years ago, I think I did a 40minute uh soap box or rant about what we needed to do
149and and my team was there. They helped build the slides. They helped get the strategies and they helped nod. But tonight, what you saw was a different member of what we really call the power of 11 on how it is that we're changing an experience. Not just for the administrators and the teachers, but really for the students. They are the ultimate customer and product of what we are all accountable for. And yet it is very difficult to ask a ninth grader specifically, how do we change this better for you? Because sometimes the anecdotal answers is I don't want to go to school anymore. Well, we're obviously not going to take that as a strategy. I could not be prouder of this team. If you really want to understand and think about what we're doing here,
150particularly for you that are educators around the table, the secret of learning happens when the person who owns the knowledge has a receptive person to accept the knowledge and they both are in love with the content of what it is that they are sharing. You can force feed something into a regurgitation process that lasts for a very short period of time. We call this our instructional core. Teacher, student, and content. Elevate what you just heard up now to principal, manager, principal, and the USIP or TLC to new teacher and content or items that I didn't uh perform well on an exit ticket or a topic quiz. The same combination of how we want to triangulate the learning. The magic happens when the institution is a learned institution. Not just that the child receives their ability
151to score better than they did the last time or show growth but still not be in an acceptable level. We're trying to change the culture not just of District 11, but how people perceive the opportunity. And I know I can speak for anybody over 40 around the table of what our experience was when we went to public schools. Our parents bought houses to be in neighborhoods for us to go to school and insisted that we be a part of a culture that says you have to do your part. We are asking all the adults in the system to think the same way today that they went through the system when they were younger. And with that, we give you this UDIP. We give you the best team in El Paso County. I think the best
152team in the state. And we're that close. We're that close to breaking through. Questions? Thank you superintendent G and I appreciate your team too. All of them seamlessly handed that over from the baton over to one person except there. Now there we let that go. I'm just kidding. No got a slide. Yes, he did. He handed the baton to you as opposed to No, I'm just But everybody got an opportunity to talk and share your feedback with the board as well. But you guys did an amazing job. uh everything that I hear from my perspective, I've been on the board for 6 years. The rigor of the plan that has been presented to the board is as strong a plan as I have seen in the years that I've been on the board. Uh uh
153now the uh operational side of it, the plan, we can put the best plans in place, but the implementation of the plan and making sure that the plan is being implemented with fidelity and followed through on that is where the success is going to happen. Well, we're ready for that. I'll ask Carol to kind of just take this little lap here on some of our examples of it's not just rhetoric. Go for it, Carol. I would just end with reiterating, I think, what the superintendent shared about there's 23,000 students counting on us to get the plan right. And so in the first 30 days, it's been all about where do we see traction and where are we making adjustments. And so through that lens, we remain committed to the same strategy we brought when we
154redesigned the academics team, to the strategies we talked about over the summer. It's about what we teach, how we teach it, and who we teach it to. And so those first two photos really represent the shifts that we've made in what we teach. We talked about earlier this idea of how we get in the-moment adjustments in instruction. I walked into a second grade um conversation at Jackson Elementary School and immediately a teacher engaged me with how she had been taking real time observational feedback through CKLA to ensure that her students were mastering the second grade skills expectations. She then was triangulating that to how students performed on the end of unit assessment and skills and was immediately working alongside her coach and her principal to make moves in the classroom as she moved into cycle
155two. What you can see underneath that is an example of our language studio curriculum. You may have heard some conversation about how are CLLD resources getting into the hands of teachers. What we found is that there's a delay from the publisher, right? And it could have ended there. Well, we'll get it. You can have it online. But that wasn't good enough to make sure that this instruction was in every single classroom for every kid. The limiting factor can't be I did have a TV. I don't have a TV. Maybe I have a computer. So, we had teacher leadership here say, "What about this? What about we make the resources, we print them locally here in our print shop and through um Chief Rafson's office, we're going to ensure that these resources are in the hands
156of every teacher who teaches CLLD. She shared that news earlier and it was one of the best things to see in my inbox this week. The number of principles responding to say woohoo, thank you so much. Like this is the magic happening of the need happened in the classroom. We addressed the need and now it's going to get to students. What you see in that middle column is the picture in the middle is the early adopter cohort. I came to you and I said we were going to create model classrooms across the district. We asked teachers who wants to be in on this work. We had overwhelming interest from teachers about how they're cultivating agency in their classroom. This is a representative group of 56 teachers, coaches, and principles who came together yesterday to do
157their first level of training on agency in the classroom. This represents 35 different campuses across the system. everything from our alternative opportunity campuses to our traditional elementary schools and like I said a representative sample of leaders, coaches and teachers. I came before the board and made a couple of promises alongside the superintendent to get the year started. One of which is by yesterday we would have coached 100% of new to teaching teachers. I am very pleased to say that we met that goal yesterday that a 100% across our district of new to teaching teachers received a cycle coaching goal in the first three weeks of school. I am slightly disappointed to report that if you were new to district 11, we hit 99%. So there are two of you out there that we are going
158to make a promise to a CTE teacher and a dance teacher across the system that were missed in the 220 coaching cycles that did happen on new to coaching new to teaching teachers in district 11. Um and then the last oh and then the middle photo actually represents or the upper right photo I should say uh the number of coaching moves in the district. This is actually also a graphic that needs a bit of adjustment. Uh, when I printed this just a few days ago, we had 3,800 coaching moves. 3,800 in the first 30 days. When I went back 20 minutes before I spoke tonight, it's at 4,850. What that means is that in the first 30 days of instruction, we've had a coaching move happen every 3 minutes since the first day of school.
159That's the totally different level of frequency and speed that we're seeing across the system. 155 moves a day and 22 every hour is what that looks like on the ground in our buildings. So, what that brings me to is what does that all mean for kids, right? And I had this incredible opportunity. I was texting the superintendent on Friday about this incredible visit that I had to Palmer High School. And what you see focused in that photo there is a lesson teacher did not know we were coming to see this. Stops me in the hallway and says, "What are you here to do?" And I said, "Well, I'd love to see classroom." She said, "We got to see mine." She brings me into her classroom. She said,"Ive redesigned entirely how I teach students about minerals.
160I used to give them a mineral. They would research it. It was very traditional." She says, 'But all this agency has gotten me into a different space. And what she has, and I wish, if you want to see the photo afterwards, I have it on my phone of a finished product. But what she has students doing is working collaboratively in a team on a compound that they use in their everyday life. So these students are working on LED lights. The students next door were working on bare minerals makeup and they were doing all of the research around how these everyday products are created. Then they were cross-connecting with what minerals are in each of these products and then having a conversation about the impact of those minerals on their lives. And you could feel in
161this room just the that that piece of the art of teaching, right? And what it feels like to be a student who's learning deeply in their environment. And the bottom photo there is an adorable group of second graders at Rogers Elementary School. yesterday who I mean I just I could speak to this lesson all day long but what they were doing in this in this image here is they were reading a non-fiction text which we know is a focus area in our district. They were identifying text features alongside their partner. They were doing an interview to understand which text feature their partner had used and they were going back into the text to find those to explain to their partner how a non-fiction text feature impacts your understanding of a text. And so I just
162get to to end the presentation by saying we have incredible moments of this plan in action getting to students all across our campuses right now in the city. Thank you. I appreciate that. We have no other backup slides for other one. We didn't plan this. I a dance teacher and CTE teacher expect a visit from you sometime. Absolutely. Yeah. then we can say 100% both comments of questions directed to your concern just off of your things chief right the so I had to write it down because I want to make make sure it makes sense the teachers are getting coaching and visitors to their classrooms that are willing to help them way more than the old ways of just having their principal come in and do their evaluation one or two times a year. Yes
163sir. Okay. That's what my goal was a couple years ago. So, so good to see that that's happening. And the new staff support is is there whether you want it or not, we're going to make sure you're taken care of. We want to make sure that there's an experience that's high quality for every child. Regardless of if your teacher is brand new, if your teacher is a veteran teacher, and we want the system to hold for every teacher in the system. All right. Thank you. Thank you. I see Dr. K's hand up. Dr. Kerry. Yeah. Um, if you hear any background noises cuz I'm in the car with my kids. I am not driving. Um, last spring we had directed the superintendent to increase instructional spending from 60% of the budget to 70% of the
164budget. I'm just curious if you can say anything about what intentions at this point you have for that change. Uh, well, first and foremost, thank you Dr. Kerry. We did make a significant adjustment to compensation this year when the SFA, the school finance act was flat. We found most of that through efficiencies inside the district. Uh sitebased budgeting is giving schools more opportunities to be innovative and creative in that space. Uh this year we uh hired the first $200,000 teacher salaries. That was dependent upon their workload, not just where they sat on the salary schedule. Um and we are actually anticipating uh Dr. uh Dr. Comfort's been working on a significant adjustment to the salary schedule uh depending upon where the community lands on supporting a bond. Many of our MLO dollars currently are tied
165to capital programs uh which is not the traditional way that you use MLO. Usually MLO is for people and program and bonds are for buildings. If we could free up those dollars, we see somewhere between a 15 to a $17,000 increase across the entirety of the salary schedule. So we think that we can go from low 50s as a starting salary to upper 60s as a starting salary. And so right now we're about 50 6580 for beginning, mid, and end career. And we think that we'd like to be able to get to 65, 87, and 100 as mid beginning beginning, mid, and end of career as a salary schedule. That would obligate another 15 to$20 million a year out of our budget. But that would be coming from MLO, and that would immediately jump us
166about halfway to threequarters of the 60% towards 70%. That would get us at about 67%. I do think uh well I don't think I know I've tasked um Crystal Rasmusen in our curricular uh office to make sure that we have a checkerboard of how it is that we review and replace curriculum over time. Doesn't mean it might need replacement but we had been budgeting curriculum out of fallout dollars instead of pre-programming dollars. Uh you have seen these coaching cycle pieces that we will continue to invest in anybody and again I'm going to go back to the student model of learning. If a student comes forward and says, "I need help." Our teachers do everything they can for them. So, if we have a teacher or an administrator or an ESP that says, "I need help."
167We will find the dollars and the time and the programming to get them the resources they need to meet. As uh Dr. Fry said, the guarantee that the student has access to high quality instruction. Parents don't parents get to choose schools, but parents and students don't get to pick their staff member. So, we have to make sure that that guarantee is across the board. So we think in very quick order, mostly through compensation and through targeted training on the programs of record, we think that we could easily get over 65% within two budget cycles and it would take uh the bond to get us to 70% to free up some extra money. Dr. Carol, that's very exciting to hear. Thank you. Thank you. And it is exciting to hear. I don't think neighboring st superintendents
168are going to be very happy with you if you move the starting teacher salary. But that is revolution. Well, actually what's great about that is we went from second to last in that first year that we went from 42 to 50 to second to first and we're probably third from first right now. If the market gets competitive that we all think that teachers should make a living wage, every child wins. Absolutely. I promise you. I would love for us to be first in every category. It would be just fine if we were third at starting teacher salary at $67,500 because somebody else got to 68 and somebody else got federal impact dollars that got them to 70. That is awesome for public education. So yes, we are always competitive with our peers, but what I
169would tell you is that what they've all said is it's actually great. It's great because if you look through the newspaper, nobody had a hiring challenge this year because and I don't and again I'm not telling you that I think a starting teacher salary is enough to live on your own as a living wage for the amount of work that you put in. But it's getting better and we commit to getting it even better until it's a place where you don't have like this is the oxymoron in the system. Everybody says why don't you build affordable housing for teachers? Why don't we pay teachers so they don't have to live in affordable housing? Now, could I say you're 22 years old, you just graduated college, not all of us get a four bedrooms or two
170and a half bath at that age. Like, we've all lived that experience. But I don't think our teachers are asking for four bedrooms, two and a half baths at 22 years old. They're just not asking to have to live in a standalone village that's a tiny house experience that if they change the district that they work for, they lose their housing. Like, that's not stability. So, we're on a good path. Yep. Thank you. any other feedback or comment from the board. Just um I do want to note pulling up the MLO from 2017, so much of that is still focused on funding people here in the district and class size reduction, uh technology plants. It's not all going and you didn't say that. No, I said there's $20 million that goes from the MLO to
171capital. If a bond passes, we would free that $20 million up. at $20 million is where we think that we can make the significant move without having to impact the number of staff. It's money that we could reallocate through the MLO oversight committee process um to be able to do that. So without getting the cart in front of the horse, no MLO dollars don't just go to salaries, they go to very specific items of which the community has voted for. Um, a matter of fact, just because we have the audience, we got incredible feedback on the promise scholarship that we gave to the MLO oversight committee just this last uh last week. Um, and a couple of years ago, that was a point of contention within this very board. And so that those voters are
172seeing that there are ways for us to think about the current needs of the system, not just singularly what the language was in 2000 and 2017 when those dollars came forward. So, appreciate that. Thank you. Um, one question I had looking into the improvement plan itself, um, the three major improvement strategies all list funding from title one money and that is it appears from the federal government that that may be in flux. And so if all of our improvement strategies are based on using title one funding, uh, I'm I'm a little concerned. So, and and also I think title one funding is supposed to be very specifically targeted and so I'm concerned that we are using that funding to fund every last strategy and there's no listing of general funds. Yeah, I I'll let Dr.
173Comfort comment that's not the intent of that and the amount of dollars that we get for title are nowhere near to supply those strategies. But if you want to give some Yeah, absolutely. It is a it is a supplemental resource uh a as it as it is in in everything that it does. Um obviously the bulk of our entire strategy is general funded, right? I mean that's that's just how we um how we have to operate to the point of uh federal dollars in flux. Um we actually had a great conversation about this at the DAC budget subcommittee meeting last week. A whole presentation, the whole hour was spent on federal uh funding. Um, and so looking outside of title one, we're going to evaluate all the other title programs and make a decision on
174so title two, title three, title four. We're going to figure out what do we need to continue to fund as a district. Um, what I would say is if if the federal government comes and says, "Hey, uh, you lose all of your Title One money next year, I promise I'm going to bring to the board an opportunity to use our general fund reserves to to continue to fulfill on that strategy." That's what we were going to do this year. Um we brought all of those team members together and we said do not be fearful. Do not think that people are losing their jobs. We will come in and step in and use um reserves if we need to with board approval of course. Um now we didn't need to do that. Um I don't have
175uh any expectation that we'll need to do that in the future. But I promise the board we will be completely prepared when we build the 2627 budget for if something happens we will have a backup plan. We will not hold strategy hostage. um as we're waiting for the the decision between the state and federal government. Yeah, there was a lot of local reporting on that when it was a topic over the summertime and we were the singular district in the county that said these are not the droids you're looking for. That's not a problem here. Matter of fact, that strategy that Dr. Comfort shared of isn't that what reserves are for? We actually flew that up to the state and that that became the state mantra as well from CDE was they were going to
176create avenues that if federal funds were pulled after budgets had been approved that there would be an expectation that probably about 50 cents on the dollar for the year until we could figure it out would come out of reserves to make sure that programs weren't lost. And I appreciate Dr. Comfort using the correct word of supplemental. The title law is hypersp specific. We cannot supplant. We cannot take title dollars if there was any miscommunication on the slide and just peanut butter spread. It's actually against the law. We have to be hyper specific. We're using to say that we believe that title dollars specifically for some of these observation feedbacks and program supports for the schools that you're seeing. That's exactly what they're meant to do. They are an extension of the core strategy for us
177to make sure that we can deliver all the way through. It's it's also an important point to note that without naming uh schools when we did an analysis of how much we budget in planning for a higher uh socioeconomical school compared to a title school we overbudget the title school but then how we spend in actual shifts. So, we always plan that we're going to use all these dollars in the way that that the law requires us to. But because turnover is higher and we budget on average teacher salary, but we spend on actual teacher and administrator salary, the lines cross because we have higher turnover rate in title one schools. We usually have lower overall experience by educator, by ESP, and by administrator. So, we always budget more on paper for the place that
178needs the most. But at the end of the year, we actually spend more in the place that needed the least. And so, it's interesting that I think the federal government is targeting some of these title programs because at the end of the year, they don't ever turn out the way that they were programmed at the front end of the year. And I think that's a problem. I also think that the state I have heard from the governor's office that they are thinking very creatively about some of the things that are built into the ESSA part of the big bill about how the federal government is thinking differently. not it's not going to be title one, title three, title four, but the bulk of that money is still going to be there. They're just thinking about
179different ways to distribute it. So, we're on the front end of that and are prepared and our 2627 budget will reflect that. In the end, I just I want to just say once more, it's very concerning when it just lists title one and as you said, there's very high specific. It is not just title one. We will correct that when it is submitted to CDE. That would be great. The other observation here on the slides if we can go back maybe to one of the MIS slides um right either that's fine too. So your the major improvement strategy here for number two is one would assume it would be something positive like everything on the right. Instead, our improvement strategy is inconsistent approach, which that's that's the case for all of them in a way
180in here. And in the UDIP, when we look at the root causes that are listed there, the root cause the root causes that we might consider problems, the listings are the data driven instruction, it's the future centers, it's the coaching and feedback cycles. if just maybe take a look at that and add things like inconsistent um viewing or or review of data instruct uh data driven instruction. It's not that the data driven instruction is the problem. It's the inconsistency or in the approach within the system. Absolutely. And so it's all just kind of flipped. Sure. We'll get I'll get some time with you and chief opt to make sure that it reflects the tone of uh forward one more too. These are the titles of the one more. Sorry. These are the ti Sorry. There
181you go. Clicker issues. These are the titles of the MIS's just to be clear. And that's how they are listed within the UDIP plan. And I hear you on that. Remember, too, that part of what you're seeing is the way that CDE has us input things. That's a little bit different in their platform, but we'll have conversations about it. Let's take it. I just wanted to make sure that was out there because it is it's very strange looking. So, well, there is a solution for it. Absolutely. That's what I'm hoping. Thank you, Chief Artner and figure it out and before it comes as an action agenda item next week. Any other thoughts or comments from the board at this time? I I'll add one more students with disabilities. Um, how are we targeting um instruction?
182I mean, granted, the data driven instruction and some of these strategies, those numbers are so low. All of the data is very disturbing, but they're down there at the first percentile. It's shameful. And I'm curious, how are we improving um outcomes for those students in particular or particular training or So, one of the the biggest strategies has been the realignment of the area model. And so what we have done is it used to be that special education supports lived in a separate entity. So the special education department um and we had supports that kind of were deployed out of that department. And so now under the area model that under Dr. Fry we have an academic director and then we have facilitator support. So we have one facilitator for every area that's focused on special
183education, CLLDE students and gifted education. Then we have specific coaches um to help target. And so what that's allowing us to do is to to get those individuals really focused on the instructional and programmatic outcomes for students rather than being really tied to the compliance aspects. We have other centralized supports that are focusing on the compliance. So then our area team can focus on instruction. We also know that students with disabilities don't learn in isolation. Majority of students with disabilities spend 80% of their time in general education courses. So we have expanded our options for training for general education teachers. We now offer 10 hours of special education and behavioral health training for all general education teachers. It's required by CDE for lensure. So we've created courses for that. And so we're really helping target
184that um those the integration within the um the core curriculum. Um on the instructional side, we're really heavily working with our special education teachers, particularly our alternative licensed teachers. We have a lot of alternative licensed teachers. So we just had um just in the northeast, we had a really high percentage of those teachers. So we pulled those teachers together for a really targeted training to support that population. So we're really looking it from ensuring that we have the instructional lens from the from the academic director to the facilitator to the coach and then direct to teacher. And so that that model and that alignment has been a big shift for our system and we're excited to see what what changes we have with those with that academic achievement because yeah we agree we have a
185lot of work to do. Thank you. Any other feedback or questions from the board? Okay. So just a reminder uh to the board this is coming as an action agenda item next week. Between now and next week if you have additional questions have you re as you review the material uh please feel free to reach out to superintendent call copy the board in on it so that the board is also aware of the questions that you are asking uh and then superintendent call can get you the necessary information. Uh I want to thank all of you uh this is a strong plan uh that you have brought in front of the board. Uh and as I started by saying uh the fruits of the this all this labor that you guys have put in is
186going to be uh evident uh hopefully in the spring uh when uh at the end of the school year our students are going to benefit from it. But it's going to all depend upon how uh the plan is being implemented with fidelity. So we look forward to updates, periodic updates, uh, assessments and formative assessment updates as it comes in front of the board. But thank you all for being here today and the feedback that you provided. Appreciate it. Awesome. Great job team. Okay. Uh, I think that gets us to the uh, end of this work session. I don't have anything else to add at this point in time. So, if the board has nothing else to add at this point in time, we will adjourn for the work session, take a 10-minut break and then
187meet for our um uh special board meeting 6:30 roughly around 6:30. Thank you. [Music]