[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:00] That's why I
[0:03] admit that it's supposed to interact with this. So when you come to the bottom point, you want to question it. Think about something, bring up more. We can do that as a committee. Okay, so some ideas with me have to wait until next time, but we'll have you on the next agenda if it's something that we'll pay you on until the next time. We can definitely do that.
[0:22] When we started meeting on time as I was talking to a lawyer, the last minute change on one of the
[0:26] items that were there for now.
[0:28] So, she needed to be part of that, something like that.
[0:30] So, little tweaks happen all the time and where you may have to, you know, have that important
[0:34] up until you've just allowed me to ever see what kind of little things come up, just because
[0:39] you're a big committee to make some important decisions.
[0:43] And so, the first thing I wanted to do is go over the minutes from last time, make sure that
[0:47] actually get a little bit of the amount of people on.
[0:52] So, this is what explained you know I.
[0:54] He asked for y'all's template, he gave us an information, he did cool and think about,
[0:59] he talked about the plants, laws, the rules, what he was thinking about changing that
[1:03] over actually going to vote on today, is that.
[1:06] And then we do have a judgment we want to make to be on a plan.
[1:10] But the lawyer said that the law has just been changed, and then they have to give that
[1:14] before they can put it on to the point, so that's not on this point to do yet.
[1:19] We want to have our survey results for Esther because part of what this community does
[1:23] is talked about the show days will come in at the end of the year, and I'll just make decisions
[1:28] about what we're in the future. We will have the end of the year surveys from teachers, parents,
[1:33] and students once again, some of that information comes first in what we do in the future.
[1:38] The only thing that we presented in the presentation about scores, and I want you to be about
[1:41] I have no idea about district, how we did it as a whole.
[1:44] Today we're going to write that down just a little bit,
[1:46] we're going to be talking about some of what's going to hit the highlight
[1:48] of what they're going to focus on this year.
[1:51] Because at the end of the year,
[1:52] we're going to look into what focus was good,
[1:55] that you're going to do with focus on something different,
[1:57] and now we want to see what's going to come in on that.
[2:00] I changed to the district and we're going to put up a plan.
[2:02] We can still change this because you can change the district and put it up
[2:05] any time. So as we go through it today, we'll have to do the
[2:08] to the work chat today, you know,
[2:11] only, you know, totally, you know,
[2:12] you know, the work chat.
[2:13] Did we say, are we on target?
[2:14] Are you doing all the same?
[2:15] We're doing all the same?
[2:16] And we're going to go in there.
[2:17] So these are the pages that are changed.
[2:19] Let's try to see if they will,
[2:20] but we added them to the media.
[2:22] And so if we're up to the day,
[2:23] you'll see something that we need to add.
[2:25] Really change.
[2:25] We can still add that to this one.
[2:27] Okay?
[2:28] Any questions?
[2:29] Some of them.
[2:29] All right.
[2:31] Well, we'll get started today.
[2:32] The first one is because they've got to be back to the campus.
[2:35] We'll start with campus presentations.
[2:37] Yeah.
[2:38] And I'm going to just show you a so-and most of this up.
[2:41] Sure.
[2:42] I just got it.
[2:45] Yeah.
[2:46] You're the presenter.
[2:48] Yeah.
[2:49] So, we're right here.
[2:51] I'm not gonna do that.
[2:52] Yeah.
[2:53] I don't know.
[2:54] Okay.
[2:55] Yeah.
[2:55] I'm not gonna do that one.
[2:56] I'm not gonna do that one.
[2:59] Okay.
[2:59] I'm not gonna do that.
[3:00] I'm not gonna do that one.
[3:03] Okay.
[3:03] Okay, so math data for third grade. We have the conscious. We have four or math. Our meat was down five points, and then Master's talk sandwich was the same.
[3:17] For reading in third grade, we had a purchase, which is up seven points. Master's, our meat was up five points, and Master's went down nine points.
[3:24] Fourth grade, we invested in to that. You're going to need to scale that. Let's just walk into that.
[3:29] All right, so there's your fourth great data, writing of course with down 9 points, but whatever reason we still struggle with whatever the writing test is asking us to do and being able to fill out out 10 years ago, we did a pilot where we didn't have to have the writing test.
[3:47] And so that was nice, but then we of course left we lost some of that writing on our campus being able to do that pilot.
[3:53] We've run it back. We get a little bit better. Obviously, we have 50% of that here and then we
[3:59] went down to 41% last year. Of course, all of the writing is now going to be embedded in the
[4:04] start test for all great levels third and three, 12 at this point. So there won't be any more
[4:09] just individual writing tests after this year and we've heard last year anyway. So there's that. It's great.
[4:16] Good friends, we have a math reading and science, and we have actually a fifth grade
[4:21] class teacher here from when we had two or two years ago now, and so Ms. Colleen, she
[4:29] jumped from what we had two years ago, 27 points in our approaches, and then three in
[4:34] meat and was down one in master's, but she did a great job of getting more kiddos to
[4:39] that approaches spot. And then fifth grade math, of course, she saw it was down a little bit
[4:44] and so it was reading.
[4:45] This is actually our first year that we got to take our fingerprint tested, it was a one
[4:49] and done, and that's it.
[4:50] They didn't have the extra time on the second round to bring those scores up, and so you
[4:56] see kind of a little bit of a dip, but not a huge dip from just a one and done, which includes
[5:01] something out with various things about.
[5:04] So, there's our data from its grade, and now for our students and our challenges, one of the
[5:09] things that we talked about was reading was on target for closing gaps, and in the
[5:13] on the scores of sub-pops when our Hispanic sub-pops.
[5:17] MathNet target for closing gaps in the, you know, with this advantage sub-pops.
[5:21] Maths was on target for a complete score in their sub-pops as well, and then we want to,
[5:28] we increase our number of students and approaches, we can master this level, all of the
[5:32] follow-up of the board, and from our two dozen right to the data.
[5:36] And then our challenge that we have is, all I'm testing for both math and literacy.
[5:40] Last year we started it, it was a little bit rough, we knew we were still trying to get out of a hole for accountability, for state and federal.
[5:50] And so, talking over to 16, we backed up a little bit and went back to map up just paper because we were seeing.
[5:57] We've been in the scores, but we're all paper, then we were online.
[6:01] So that's the data you just saw.
[6:03] But this year, we started online and we are not that tracking because the state says
[6:08] that's a nice year is going to happen when we lock it or not and we want to make sure
[6:11] that our kiddos are ready for that.
[6:13] So first round that, it was a little yucky.
[6:17] A lot of tears from teachers, a lot of tears from students on our first test that we took online
[6:22] this year.
[6:22] But we've already started our second assessments and we have seen huge games because
[6:26] they're now used to what that looks like where they're now used to how to prove those answers
[6:32] on paper and not just just doing something on one and on top of that down. So we kind of take
[6:38] it on practice for perfect that we had on people before, make some changes to it and so that's
[6:43] what they're doing now, and then entering those answers on the computer and they're much
[6:47] much better, much better data from these two ways going to test them out. And then so our regular
[6:53] material on instruction for math and literacy is definitely something that we're pushing
[6:56] higher and higher, and I'm going to tell you that across the board for middle school and
[7:00] school as well. We just have to keep teaching to the top and not bring that down so that
[7:05] river has to be set high and that it's the patient to be set high, which in turn sometimes
[7:10] means more failures to move on one, but we have to continue to teach the top to push that
[7:15] river before we're never going to get out of a hole. So there's that closing the gaps in the lower
[7:20] grades for math and literacy. We're trying to bring that COVID gap from those kiddos in kindergarten
[7:25] in first grade, that that's their biggest learning time is not the design time to this.
[7:30] Usually what you see here, we just gained is like March April May for those little ones and live off that two years ago.
[7:37] And then last year with the existing of six-month-old unit school or their teacher not being in school, we're still trying to close those gaps for those younger ones and those very little ones.
[7:46] Now, let's see, that's not a fact, not a fact, not a fluency, and now, that fluency, and now, sorry.
[7:54] Try to make sure because I know middle school has some questions about why to be teach.
[8:00] That's in the knowledge.
[8:01] And I promise you, we teach them every year.
[8:05] We teach them, they may do different things, and then it's some effort inside you.
[8:10] We do fact tests, we do fun things on the computer, and help them to learn them.
[8:15] They just, for whatever is not, they're not immunizing those facts like we used to have to with your own field.
[8:21] And so that's one of the things we're addressing is how else can we do that to give those facts.
[8:25] In their mind, so that when they do go to Mr. Biden and fix grape, it doesn't double.
[8:29] Now, I know you can do enough facts, show me.
[8:32] And so, that's one of the things we're really glad that he was in what I'll see if he could do differently.
[8:37] So that's completely, we'll get in their mind and stick in their mind.
[8:41] And they come to Nestry, I'm sorry, yeah for new teachers, because one of the things
[8:47] that we found out in the beginning of our school year was the three things that we wanted
[8:51] was, Nestry of our teachers knowing their teacher, Nestry of knowing their students,
[8:56] and Nestry of monitoring, and being able to take that data, and using it like, what's that,
[9:02] and not having the way to maybe the next day or even the next week when they've done that data,
[9:06] so that it's very consistent and wrapped in and they'll talk to you back.
[9:11] And then both of these are not struggling students,
[9:14] and not too focused on struggling students,
[9:16] and not teaching the talk.
[9:17] That's what that's your one of the instructions that we talked about.
[9:19] So those are definitely some challenges that we're talking about.
[9:22] Right now, that's where I'm more headed
[9:24] in the things that we're going to work on this year.
[9:27] So there's anything from the bed,
[9:29] or anything else in the only treatment
[9:30] that's all we have to do in the future.
[9:36] Now, and the only thing that's left is just talking
[9:38] about the goal that we have set in that split reasons
[9:41] 16 from the last two years.
[9:43] We did not find these in the goal.
[9:46] 85% of our kids, we won all third quarter
[9:48] in different tests to get 85% approaches.
[9:51] 55% needs to 20% masters.
[9:53] Last year, even with the COVID gap,
[9:55] they're not testing, and they're not having
[9:57] this in the last year.
[9:59] We did in the 65th across the board and approaches.
[10:01] We had 33 at least, and we had 15 at masters
[10:04] from all of our levels.
[10:06] And so we're still keeping those goals because we want to get to those.
[10:12] So, that's where we're at there.
[10:14] And then, I hope so, for example, we don't know what that is, but it's more of the same.
[10:20] Okay, so, how's the 4.5 is the new things that we're brought down to us from.
[10:25] I just like her.
[10:26] And so, we do look at three days a week for our non-tiered three kids.
[10:30] And that is with an online tutor and a group of three.
[10:33] and that student has both three kids and that's that's it and they talk to those kids and
[10:38] two of those kids on the previous grade level three days a week. Two days a week or
[10:43] our two or three kids because the two or three kids also have to have that RTI for 90 minutes a week.
[10:49] And so there's a Friday poll here's for House of 4545 which would be the previous year's
[10:56] And then tutoring online comes to wear and come to that.
[11:00] So the third is our math version of that.
[11:03] And so it's the same thing.
[11:04] Those third three kids, they get two days a week of learning.
[11:08] And then the kiddos that are not being pulled have women's Thompson,
[11:14] two things in their state is when she's able to two of those kiddos.
[11:17] And then they'll say, there's a variety.
[11:19] And so she's going to take to bring in that 30 hours of tutoring from that as well.
[11:24] So, that's that.
[11:28] Do you question about how to apply for your path in the tutoring and goals?
[11:33] No, I don't understand the hearing signs.
[11:35] No, no questions, but comment.
[11:36] I just want to appreciate the alignment that happened just a couple of days ago.
[11:40] That will be good.
[11:41] It looked forward to more conversations where we can work together.
[11:44] And you just like some of the topics of that.
[11:46] It's language to be more linear.
[11:48] For example.
[11:48] It's really good.
[11:50] I look forward to more stuff.
[11:51] They were excited.
[11:51] They felt the same.
[11:52] And that's a shape first with a different remarkable one.
[11:56] It's like trying to work each other.
[11:59] And it's you all thought you didn't say you weren't so like
[12:07] that.
[12:08] So what does film this thing
[12:12] look like?
[12:12] No, great.
[12:14] And that's weird.
[12:18] It's not like that.
[12:18] And it also is a writing for a writing for a writing for a writing for a writing for a writing.
[12:22] But I know.
[12:23] I'm looking at my Q and C press A in your finger.
[12:25] And this is the end of that.
[12:26] Or you know.
[12:28] So, I mean, you can see in sixth grade math, we dropped in approaches, but went up and
[12:33] needs a master's and kind of like Aaron was saying, where are we really focused on those
[12:37] top tier kids?
[12:39] And then, you know, the thought is that if you focus on the top tier, it's going to bring everyone
[12:43] up instead of coming, you know, teaching down here, and then everybody goes down there,
[12:49] you teach to the top, everybody's going to naturally at some point, you know, come up.
[12:54] That's the hope.
[12:55] So, the meets and master, the increase in meets and master has to really wear the focus
[13:00] and so, Dr. Goodsy. Reading, they create reading, we dropped in all categories,
[13:09] but I mean,
[13:10] I mean, you're talking about the year after COVID and so did kids read when they were at home,
[13:15] absolutely not. So, you know, we're trying to close those gaps.
[13:19] 7th grade, we have a little bit of dip in in math and approaches we meet but up in our
[13:25] master's a little bit and then our 7th grade reading went up in all categories so that's
[13:30] the good thing.
[13:32] 8th grade math went down in approaches meet up a little bit in masters, 8th grade reading,
[13:39] down in all, a little bit just a little bit in all areas.
[13:43] Science went down in approaches but like skyrocketed and meets a master's category,
[13:48] So again, that's what we really really like to see and then social studies with up in all areas.
[13:56] So that's kind of where we're out with our testing.
[14:01] Next slide, there you go.
[14:02] Okay, so our strengths, we beat the region and the state across the board in all areas,
[14:08] approaches, meets and masters and sevens and eight grades.
[14:12] So that's quite the accomplishment.
[14:14] Sixth grade math.
[14:15] and the needs of Master of 7th grade Matthew,
[14:18] Regent and State across the board again.
[14:21] And then we got an email a few weeks ago
[14:24] from Regent 16, because we reached out
[14:26] and then it asked them to find us some comparable
[14:30] middle school campuses that we could go visit
[14:33] to ask them what they're doing,
[14:35] so we can kind of see what we can improve on.
[14:38] And in his email response, the guy,
[14:41] Regent 16 and wrote back to us.
[14:42] He responded and said, he was only able to find one.
[14:45] school in the state of Texas that's comparable to us that had bigger gains than we did last year.
[14:52] So that's why he looked over the entire state. So that's, you know, that's a big period of
[14:57] video and they're around me and they're seen from last year.
[15:00] So we are going to go visit that one campus in a couple of weeks and see what they're doing that we're not, you see how we can continue to grow.
[15:08] But he made the comment that River Road, like other schools should be coming to see us and what we're doing at the middle school, because we have had some really good games.
[15:19] So to hear that from someone on the outside is really nice, you know, because we see what we're doing every day, and we know what we're striving to get to work to.
[15:30] But to have that acknowledgement from someone on the outside, you know, it's just not to hear. So it's just, again, a testament to all the hard work that they put in over the last few years.
[15:39] So our challenges is we didn't have a large decrease in sixth grade ELAR last year.
[15:48] We did that teacher didn't leave the district, we have a new teacher in that spot, so
[15:52] hopefully we will see some games in that area this year.
[15:55] We do need to increase our meets and master's at, you know, that's what we're pushing towards
[16:00] everywhere.
[16:00] Every day in the classroom, every test we take, every not just the start test.
[16:05] Again, like she said, we're teaching about rigor across the board now, and we do need,
[16:12] we did this year implement a seven-minute grade reading lab teachers, what we're calling her,
[16:17] so all seven-minute grade students that fail their English test go to the reading lab one period
[16:21] a day, we would like to implement that in math next year also, so we'd like a math lab teacher next year.
[16:29] So that's kind of, it's not a challenge, it's just kind of the need that we're looking at right now.
[16:33] And in our goals, we want to increase the continue to increase the rigor in all the content areas.
[16:40] So it's the overall academic achievement on our campus keeps going up.
[16:45] We're reading and writing across the curriculum.
[16:47] So we just implemented every teacher writing their classroom.
[16:51] You know, all the time.
[16:53] I think that's what we've been doing for the past few years.
[16:59] We really, really, really are pushing,
[17:03] We started like things like reading rain, we're going to take a group of kids that have the highest improvement in their reading scores to a Texas Tech basketball game in December and all three grade levels.
[17:15] And so we're really trying to do like some big positive incentives to get those kids reading and increasing their reading level.
[17:22] So, next, we do have a structured seven period cat class, so this is in regards to our house, the 454 concept, our kids have a period built into the day where they get intervention for that stuff.
[17:36] We're even saying two programs that Aaron is using. We use a button up for reading and learn from that, so this kids are getting those hours during the day during the seven period.
[17:47] And, yep, about it.
[18:02] Okay, I guess I'm doing an hour y'all.
[18:06] I think you've done a daily hour or a year.
[18:13] Okay, so our email like four,
[18:15] you're like what you wish one, you know,
[18:17] because we dropped it off the floor.
[18:20] You were watching this, this is a lot of children's
[18:23] And that's part of the issue, but that has been addressed, and so we have to really pause
[18:29] it like.
[18:30] Who points to celebrate?
[18:32] Are these two scores did well across the board, not as high as you would like, but
[18:36] they better say, grew in very early 2019 scores?
[18:41] How do we run one score flaw, graphically?
[18:47] And it's a huge area where the we are addressing currently addressing, I'm talking about
[18:51] here in a little bit.
[18:52] Our biology industry scores are on top of them.
[18:56] They are above state region across the board,
[18:59] except for again, the masters that people
[19:01] like below state by 100% biologists.
[19:05] So our goal is a biology, and your history is to just
[19:10] choose on aspirating, just keep reading it.
[19:12] But those kids are walking those things.
[19:15] And so that's really, really awesome.
[19:17] Our students in the LA, we are tracking all students
[19:24] We are doing data all the time, and we're seeing the area of work, things are struggling, and we're reflecting those and filing those things through everything.
[19:39] And we have, we have, we've acquired a new curriculum for Oscar 1, and we're now also collaborating with me and those full mass-learning leaders and those full algebra 1 teachers.
[19:53] They're working together to build a lot of our house for one program at the high school.
[19:58] There's a few people on both sides, so they're working together and just building on each other's strength and helping each other.
[20:05] and she's working with me, she's working with me
[20:07] so I'm not real now, right over here.
[20:12] She's helping me with the constant,
[20:15] and so we've been working together,
[20:16] they collaborate when we, women, stay together,
[20:20] me and Michelle, we are in a huge hospital and teacher,
[20:22] so we're really trying to build that relationship
[20:24] and grow there.
[20:27] And we miss this,
[20:30] For the high school, our taxes that they live in English, 85% of that is in French faith.
[20:39] And that's not included in the bottom question, which is true synthesis.
[20:42] Those are the highest orders they do, and our kids struggle with that.
[20:46] It's a different way of speaking.
[20:50] We've done some things, similarly, a lot of the middle.
[20:52] Also, we're changing the kind of strategies in English.
[20:56] We've been the same as active in a language.
[20:58] So that would take some of us, as you don't have to know,
[21:01] it's easy to do things like that, because we use a different
[21:04] out of mind, whether it's different strategies.
[21:06] So we use cocares strategy to walk the water and
[21:09] have to cook very much.
[21:13] Um, they have a severe talk around us,
[21:15] but on scores, a lot of that had to do with just the curriculum
[21:19] and not the rigor that we could see.
[21:22] And so we're going to put in some safe parts now,
[21:25] start building a rigor and making sure we can
[21:27] that I would start as the standards to be for us versus meeting the law at the time, you know,
[21:34] building from there. We're really future to that top 25% now, in that bottom of the bill, that.
[21:41] Our form on outskirts, curriculum of Virginia Bay, that we're using, and it just doesn't
[21:48] So, I'm going to go through the question of choice.
[21:51] Question is, is it being shared?
[21:53] Networking at the day of purchase with us
[21:55] and we're going to be together on that.
[21:57] So, it's super awesome.
[21:58] Our goal is to keep L.A. at a tick for the feeling.
[22:03] The truth is, all the research shows
[22:05] and what's going, your student is the one that comforts him.
[22:11] I think it's the better that it really is,
[22:13] the better that he understands it.
[22:14] So, we're going to be checking things
[22:16] the most wanted to, every six weeks they've been through and through the park
[22:20] games, they're not through the life, fifteen twelve minutes you're really not
[22:23] because now they're staying in the ground, someone's really need to watch them.
[22:28] I don't better, can I know?
[22:30] We're standing up there, so it's exciting to see that process. Our goal is to increase at least 3% start up when you had one of the ELIR this year.
[22:39] 3% A8, that is measurable to be, because that's what they do to this group. It's 3% for students up. That's where we want to do that, our goal. And we're, you know, start small in the middle, you know.
[22:54] We, at the campus, are not focusing on the needs of our cat rights versus the approaches.
[23:01] But more than that, we're focusing on the growth because we have those kids who are never going to get me.
[23:08] So that's where we're really focusing on growth aspect of.
[23:11] Strategies, we're particularly in whining, new curriculum, and we are working with the Syrians,
[23:19] a serious curriculum for your life, for remediation, intervention, and
[23:25] what's the other one?
[23:27] Excellent.
[23:28] Excellent.
[23:29] Thank you.
[23:31] To actually work at one of our malls school, and with that, if we, you know, we get into that
[23:37] and work with them at the malls, so you can have all of those stuff online for you to
[23:41] be a district.
[23:43] So, we'll work with you towards that, and I'll send that off today so we can have that.
[23:47] That all have to say.
[23:50] All right.
[23:52] The concept of worry five, we have a built-in category in every day for 30 minutes, students
[23:56] just see 100 or 20 minutes a week for their hours.
[24:01] They need a cell discharge, we have a rotate schedule.
[24:05] We have kids that are made for it.
[24:07] They develop more to be as a module if it's a lot more.
[24:11] So our schedule organization is super crazy, super overwhelming, and that's what we're
[24:20] There should be, as they have packed with SCAR-10s, our GNR $1.8VC prep, and we are just looking
[24:28] to purchase the ATT-C prep program online for me also that they work on that, because we
[24:33] need to improve those goods.
[24:34] And as well as GNR, we want to get that.
[24:38] If TSI is another way to show colors right in, at the highest level from that part, it's
[24:43] on a course part.
[24:44] So, we're really trying to get all of the bunch of SCAR that all of our shit.
[24:51] So, thank you guys.
[24:56] Ready?
[24:58] So, sorry.
[25:00] You want to, a moment.
[25:02] Back.
[25:05] As you guys know, I am new to the campus.
[25:08] Been there for about two weeks now.
[25:10] It's been a little bit of an adjustment.
[25:13] I have a lot of supports in the district and do region
[25:16] that I'm able to kind of utilize.
[25:18] Today for example,
[25:20] This is spent a great time on campus with us just kind of introducing our kindergarten to her, then getting to know her and her getting to know them.
[25:33] And there's a lot of things I think that they need help.
[25:38] Just with some structure on some things to make them more successful.
[25:44] They were really unsure, even when we're talking about PLC and what that should look like.
[25:48] So there's a lot of little things every single day that we're working towards being able to accomplish.
[25:54] In order for them to be successful in the classroom, they need to have support and know what it is,
[26:00] what their plan is and how to polish all those things.
[26:03] The essence of a lesson plan right now, for example, what is being said,
[26:08] what was a little alarming is it's going to be got one teacher that's doing the lesson plan
[26:13] And then just saying hey do this, well it's hard for them to speak with fidelity about what they're doing and how they're delivering it.
[26:21] So I think they got really nervous about that, but then they kind of ended knowing that we're going to provide those supports.
[26:27] It also begins in pre-K. I struggle a lot. I think I'll give any other campus with, you know,
[26:35] teachers being sick right now, keeping a full staff left today. But regardless, we've been
[26:42] pretty sure man on the pre-K-Leans today, but on Friday there is a training that it's called
[26:48] reading begins in pre-K. And we are going to attend that regardless of how long some people
[26:56] that this is a team effort. So we're trying to ship that's my goal that we're going to
[27:01] ship the perspective of what we're trying to accomplish when we try to provide some
[27:07] structure and some resources that are free to them and you know, of use through a variety of
[27:14] people and just understanding that it's not people that we don't have to cover up that it's
[27:19] okay to not know what we're doing, but to figuring out that we just get better and better
[27:23] over here. So that's what we're going. We even have Jessica Jensen. I think we're all
[27:29] who really did job playing nice with one another and we're not like other districts that are
[27:35] willing to sacrifice what you're near to go and help somebody else. So Jessica Jensen,
[27:41] right, Jessica Jensen, she's been coming over, she came over on Monday and then came back and
[27:47] then she's been back a few times because I was just hired a librarian. Oh,
[27:52] I think Target show y'all, but it was just basically a storage unit, and to me that's
[27:57] so small that when it comes to an educational facility, I feel like you have to have functional
[28:01] libraries, especially if we're trying to sell literacy to kids. So they have got in there,
[28:07] and I mean, you would not even believe just in these two days how to tell a region accomplishing,
[28:12] like the guy in Virginia and everyone with the tables out, brought him to errands. I mean, it's
[28:16] going. So the person I've put in that position, she's kind of got like she's excited about
[28:21] and I think that's essential. So she's going to make that place look exactly what we're envisioning for those kids and it's going to be a great place for the teachers to go and take the kids and whatnot.
[28:32] So that is to come and I'm excited to share that book with you all.
[28:38] While we were talking to a missing today, another thing that Kate and our attention, so it's hard to really present this data to you because I'm not really sure anybody knows much about it.
[28:48] A.K.A. I'm not sure who is taking ownership for this. At one point, I'll just be able to do even
[28:53] one of the school board members, the president, said, this isn't the data that was shared with me.
[28:58] So coming in, it's kind of like, let's just start fresh. You know, the teachers do there.
[29:03] It's really hard for them right now to explain all of this. I don't think it was there.
[29:10] So one of the things that we're going to sit down and teach them is how to generate something that it's
[29:14] data that they can speak about. Today Missy got some stats. It's a tongue-eyed who actually
[29:19] know that your kids are growing and developing. One of them said you just know, you know,
[29:25] you just know, you do observation. And she said, but are you prepared at some point when Mr.
[29:31] Kelly said, it sounds as fast as show me. It can't just be with the first home perspective
[29:34] where you're establishing. And they didn't kind of like, well, we've got these sheets. Well,
[29:41] there's a resource out there that it's already a digital format and you'll have to sit there and
[29:47] calculate it's going to do it for you. So we just need to get something in place for you all to
[29:52] generate gas and you're not just so running, you know, these little papers that I don't mean I guess they
[29:57] I'm sorry, I'm sorry, I'm sorry.
[29:58] I'm sorry.
[29:59] What do you think I do?
[30:00] Even highlighting letters in purple, that was beginning to be here. The second time the day system was key highlighted.
[30:06] Well, they don't have to be like running a data on that. And it's hard for them to go in and convert it into like an Excel spreadsheet.
[30:14] So, our next goal on that is to develop a program and, you know, coordination with rolling bills that's just an online language database.
[30:23] There are stuff like people in this program for data and what not that we don't have to do it, okay, so that is our hope to target playing on this
[30:32] I do know that reading was really really well, 70% of the inner garden last year
[30:38] We're in the first grade under reading level and we don't want that. We don't want to do that to anybody
[30:45] Even then, you know, they kind of started doing well. Yeah, we've also got three pairs of sitting in our classroom today that don't really know
[30:51] Okay, we're going to fix all of that. So that's our goal. I did. I pulled them. Our goal is to have 60% in
[30:59] weeks at a grade at a level D, reading level, and then at least 30% in a master level. So we've got
[31:11] happy swan that works with a 40 to 60 per early childhood shows, really coming tomorrow. She's just
[31:17] start at step one. What do you know about this? What do you know about teaching that and what not?
[31:25] So we plan on providing a lot of structure and resources and teachings to teachers that hopefully
[31:32] will only have to do this greatly.
[31:37] Thank you, thank you, thank you, thank you, thank you, thank you, thank you, thank you, thank you, thank you,
[31:43] We're
[31:47] going to try to redevelop even in my master's schedule, I'm trying not to put all at once,
[31:53] but currently there's four different lunches for kindergarten, all at 30 minutes increments,
[31:59] and it's even a little bit easier for them.
[32:03] We're going to redevelop that, where we can hopefully just have one, two lunches cost.
[32:09] Just for the same good words, we're low on staff, and I think the teacher capable of doing that.
[32:17] I'm just a week like medical, we literally stay 100 and what's up, 12, 8 graders in the cafeteria,
[32:27] and if you expect all sorts of things, but it's possible.
[32:32] You just have to have really the distance in place for monitoring what not.
[32:36] I think it's good for the kids to have a collaborative approach, especially that we want
[32:40] to get to the first grade, they're not like, well, we don't eat together in a far
[32:44] difficult process.
[32:45] So that's next on my list, something that we're going to be doing, just kind of do that.
[32:51] Hopefully, we can get somebody that can come over to teach you, either the kids that we love,
[32:55] teaching you to do this, one of the coaches, drive that, so that I can utilize the people that
[33:01] are currently doing that for others.
[33:02] Now
[33:05] a lot of great things happening.
[33:07] We got great administration studies.
[33:08] They're all looking at their bags and we know what they mean.
[33:12] And they're wanting for those goals.
[33:13] You know, you don't see money with that expensive,
[33:15] but they're so easy to build up.
[33:17] You know, we're always getting out of the building.
[33:20] They're making things seem like now.
[33:22] We're getting out there.
[33:22] They're all working so long, so we gather students at the resources.
[33:27] And we're not going to work properly.
[33:29] So that's a lot of that.
[33:33] So that's a lot of that.
[33:35] This book was at the knee, they offered a mother's bun, and the teacher said they did something, so here's the deal, only on that mother's lower, but you know, you really need something.
[33:47] That's what it does.
[33:52] When it's in funding, that's all I have to say.
[33:57] But when it's in language, it's in language.
[34:00] But let me tell you all about that there you go.
[34:04] All right.
[34:05] Just over the school board, working with us.
[34:08] They're working with hospitals in the streets.
[34:10] They all do the job.
[34:11] And I think it's not very much too.
[34:13] So it's definitely exciting to support it.
[34:16] If you can take all of it to start a second.
[34:18] So I've done a three-day and then it finishes off with us.
[34:21] And then it's six or five.
[34:22] That's three.
[34:23] That's three.
[34:24] That's three.
[34:28] That's three.
[34:33] Thank you, thank you, thank you, thank you, first of all, I'm going to get into this.
[34:36] We have a couple of students there.
[34:38] I don't think you guys would be in heaven because I know this is exciting.
[34:43] I can't hear you.
[34:44] We're not going to stop.
[34:45] I know this.
[34:46] Oh, we're ready.
[34:48] You're ready.
[34:48] You're ready.
[34:49] You're ready.
[34:49] You're ready.
[34:50] But I would just thank y'all for being here and we will appreciate.
[34:54] That's one of the things, whenever we do validation things.
[34:57] And it is all the schools in the area in the state
[35:01] that wanted us to involve students in this problem.
[35:07] So all of this is just not the work,
[35:09] but it's not going to be done for me.
[35:11] So the deal I found this Kelly is out of town
[35:14] as a training and there's a few things out there.
[35:18] I think it was Dr. Andrea.
[35:21] So in point, you need to interject.
[35:23] I'm not afraid that I'm probably the end.
[35:26] kind of go with that stuff. So let me go with real quick. Okay, so our district of innovation really gets on 10 areas.
[35:36] Those are the school challenges.
[35:40] The pool of, and this is just plain as bottom of the building.
[35:47] And we have a couple of abnormalities.
[35:51] And so for those of you that don't know, district of innovation,
[35:54] The state has allowed the schools if we put together a plan to not follow a state law.
[36:04] In certain areas, now something we're stuck with, you know, I'm stuck with it.
[36:08] But there's certain things we're allowed.
[36:12] So we have some things that we're already doing and some other things have been opened up to give us opportunities
[36:20] and maybe, but it's a lot of things.
[36:23] So the first thing is a school calendar.
[36:26] Before we had this start on the third,
[36:29] I might, we could not start for the third,
[36:31] for a week of August.
[36:35] And now we're going to kind of set that up.
[36:37] With on minutes, that helps us kind of be a little bit more
[36:43] flexible with that amount of calendar.
[36:44] We don't have to start, so we can start a little earlier.
[36:48] And then sent me with the last day of school for a flexible with that.
[36:52] You know, there was no data with the last day of school had to be.
[36:56] Teachers certification that's as big requirements as we have, like for example,
[37:03] if we bought it, a career in tech teacher that's a master in that field,
[37:08] but they might not have a future certificate that allows us not to come to quality
[37:13] So, you can get example.
[37:15] You know, Chris, another thing,
[37:19] I've talked about teachers.
[37:20] They didn't need to,
[37:21] they needed to,
[37:23] to very qualified,
[37:24] but they were job.
[37:25] But she was not certain about classroom teachers.
[37:28] And so that just allowed it.
[37:30] And also we have a work in August and some challenges, you know, funds and teachers, you know, that kind of help us in that respect too.
[37:44] And also we have some flexibility with a parent of education on the teacher certification.
[37:52] campus, class size, one grade, or is that something he's want to add?
[38:01] No, that's something we already had.
[38:04] We can do all the weed double, but it gives us a flexible lead.
[38:07] We need to go over 22 to 1.
[38:10] You know, we're not going to shove 30 kids in the class.
[38:13] But if we have a flexible lead, you know, so it's good.
[38:16] And that starts in fifth grade, the full one, and now for us, it's easy to call it grade.
[38:22] But we don't call it grade crossing.
[38:25] I know.
[38:27] And then I didn't even go to the show and we were over.
[38:29] I mean, we were at a point when we were at 23.
[38:32] I don't know why.
[38:33] And so we had a lot of teachers.
[38:35] So that we're going to still do what's best for kids.
[38:37] But we didn't have to submit a waiver for that week that we were over two weeks.
[38:44] what happens.
[38:47] Also, there's a cool fitness requirement. We tried to, you know, we do
[38:56] a thing, we do all of that stuff, but there's something that they're in the years of
[39:01] competition program, and it's really awful. But, and it's really, we never get to results.
[39:08] We don't know what it does, and it takes like every coach and P.E.E. teacher out of pocket for
[39:16] about two weeks while they test these kids, and we don't get, you can, you can, you can, you can
[39:21] program that. So, and, and so it's really, and so last time we tried to totally remove it, and the
[39:31] stakes are done, you can't. But they did allow us to remove the reporting portion of it, so we do it,
[39:36] we don't report it, so, and I think how did they lose them out of it, that might not get
[39:42] option for us, and the minimum minutes of instruction, so those are the areas that we currently
[39:52] have, is anyone having questions about any of those in those things?
[40:00] Okay, so what I'm, what we can tell, I would like first to consider that, you know, so
[40:06] what we, you and I first to do is to consider, you know, we approve this today, consider
[40:13] approving the current plan, and some of the decisions, because like I said, through the process
[40:21] of the last four years and things have come from legislation that has allowed us to add some
[40:26] things to our district administration plan. For one thing, my first consider is probationary contracts.
[40:34] What it does is if we have a less experienced, struggling teacher, it gives us an opportunity
[40:41] to give them an additional year of probation instead of, you know, a non-renew or something like
[40:47] that, it gives us an opportunity to say, you know, give us a chance to work with them one more year.
[40:55] transfer of students currently right now the law is that if you have a transfer of
[41:00] student you own it to the last day of school and we don't know that things happen
[41:04] they're the course of the year, you know, you know, you know, whatever, you know, just,
[41:12] you know, not just being a real real disruption in the classroom and so basically what
[41:20] this would do is allow us to move over to transfer whenever we feel a need, if it's in the
[41:25] world here, so be it. Also, minimum attendance for class for credit or vinyl, you know,
[41:36] just gives us some flexibility on that. One law that came through is about child's ability
[41:41] in an 80% and really, basically a lot of sense of 80% of their time cannot be spent with
[41:50] dog counseling duty stuff. Testing is considered a counseling duty. So, because that really
[41:56] does absorb a lot of the counselors' time. And so it's not like that, about 80% has to be
[42:02] counseling kids, one-on-one, and that 80% of your time. If you've got to be with the kid,
[42:07] And she said, the reason this is a lot of places when the principal's gone in council is doing discipline.
[42:16] And that's not what they want.
[42:19] Now, there are also times when the council, you know, when the principal is in council both gone, you know, they kind of
[42:25] and ship a little bit.
[42:26] But we still don't want to put in a position where the discipline kids that totally get to what they're trying to do with the council.
[42:34] And basically, we are still gay here to that 80% is just the reporting process, because we
[42:41] don't want our counselor sit here right now every minute we're just doing all the time.
[42:48] Physical fitness requirements and some of the fitness grant, so we're going to try again.
[42:54] Just to get rid of it.
[42:57] And try to, you know, what we're doing in our PE classes are, you know, you don't have to take a test.
[43:05] And you know, we got the results for the test.
[43:07] That would be right, you know, so how our kids are.
[43:11] We don't even get the results.
[43:13] So that's one thing that he wants to try to scratch,
[43:18] successfully this,
[43:22] the assessment instrument.
[43:24] Is that part of the need that anybody can clarify that that's not replacing a start as we can't do that?
[43:36] But it's made to give us some options for my camera test and I think that's what it is now.
[43:41] This one is, it's about what it is.
[43:44] Oh, it's a, I said, okay, yeah.
[43:46] So we could do our own thing, whatever we wanted to do.
[43:49] And the last thing is, check.
[43:52] There is what a shaggy, the state put down in it and the schools are going to have a shaggy
[43:59] niche.
[43:59] This community has to, it has narratives of how often you have to meet.
[44:03] There is something to talk about health-related issues.
[44:06] It means like human sexuality.
[44:08] You know, we're doing something like this.
[44:10] Well, we don't really change.
[44:12] And I think it's not so important to teach, you know,
[44:15] for instance, because you're going to talk about on those new communities,
[44:18] because the state stands on it asbestos.
[44:21] So we have to keep asking about everything.
[44:24] So they want to make sure that we do it.
[44:27] If you want to have a hope there, that's something that we would do.
[44:29] We want to continue more out of our P.E.
[44:32] And then we'll continue to think about that.
[44:35] And then there's a certain kind of truth.
[44:37] It's not that we don't get to know the deal about that.
[44:39] And they actually do this stuff in the place.
[44:41] But we can do that as a side thing.
[44:43] And then it's just how we found out that it's there.
[44:46] It's just how we found out that it's there.
[44:51] when actually I have more people representing Michigan as a whole, in this meeting now in
[44:56] and now because the school board voted for our shutdown.
[45:00] And I agree members need help, no problem. So what would ask me for from the state, other than the
[45:08] appointment, would be an attention to the young man that he was on it. And what community do we have to have?
[45:15] Okay, they'll be basically coming all off if there's an open, like an issue, I don't want you to
[45:19] discuss what you're doing, but help them a lot of money, and you don't talk about help the language issues
[45:23] if there's something, and then we could decide on that as a community, and it take that to the board because the
[45:29] and so we decided to move it out a little bit.
[45:31] That's where we decided to move,
[45:34] And so, say thank you,
[45:35] we can take the media session,
[45:36] we did it in the bullet and use that bullet.
[45:40] So we're gonna pay a note from the chat
[45:42] and to this community.
[45:44] And I talk about post-up and the media.
[45:45] Which brings out very wide.
[45:47] The district nursing here talked about anything
[45:49] helpful.
[45:49] It is coming up, talk about COVID updates,
[45:52] testing those types of news.
[45:54] And then we bring you life that has to do with an injury.
[45:56] There's issue that has to do with this.
[45:57] I have things that I'll be able to do right now.
[46:00] It would come here because that has to do with help.
[46:03] And so those are the kind of things in terms of that.
[46:05] But this would be a program to do about the whole community.
[46:09] Then need the nurse and my three needs.
[46:11] And make a decision.
[46:12] So that's what we're asking for from the law.
[46:17] Okay.
[46:17] Here I have a question about any of the DOI or anything that he's looking to do in the DOI
[46:23] for a while to do in the DOI.
[46:26] And how would you do this when you can apply to this from the state?
[46:31] I'm not aware of any schools, at least in the reading.
[46:35] They don't have to deal with it.
[46:37] And in the chat, she actually really needed to understand this.
[46:40] I'll be able to come up with a kind of mindset.
[46:42] And she was reading what other districts can do.