[ SOUNDING GAVEL ] >>Jessica Vaughn: THE SCHOOL BOARD WORKSHOP FOR OCTOBER 7, 2025, SCHOOL IMPROVEMENT PRESENTATIONS BY D AND F CHARTER SCHOOLS IS NOW STARTING. I'LL HAND IT OFF TO SUPERINTENDENT AYRES. >>Van Ayres: BOARD MEMBERS, YOU ARE FAMILIAR WITH THIS AS WE'VE HAD THESE IN YEARS PAST. JUST FOR PERSPECTIVE, FLORIDA STATUTE 1,002.33 REQUIRES THE DIRECTOR AND REPRESENTATIVE OF THE GOVERNING BOARD OF CHARTER SCHOOLS THAT EARNED A D OR F TO APPEAR BEFORE THE SPONSOR TO PRESENT AN IMPROVEMENT PLAN TO RAISE STUDENT ACHIEVEMENT. TODAY WE'LL BE HEARING FROM TWO
SCHOOLS. YOU WILL NOT BE VOTING TO APPROVE OR DENY ITEMS. RATHER, AFTER THE 20-MINUTE PRESENTATIONS YOU'LL HAVE APPROXIMATELY 10 MINUTES TO ASK THE SCHOOL REPRESENTATIVES ANY QUESTIONS YOU MIGHT HAVE. AGAIN, THERE WAS NO VOTING APPROVING OR DENYING THESE PLANS. YOU WILL JUST HAVE THE OPPORTUNITY TO HEAR THE PRESENTATION AND ASK ANY QUESTIONS YOU MAY HAVE. THE CHARTER OFFICE WILL MONITOR THE SCHOOLS THROUGHOUT THE YEAR AND MEET WITH THEM AFTER EACH STATE PROGRESS MONITORING WINDOW. WITH THAT BEING SAID, I'LL TOSS IT OVER TO ANGELA CROOKS WHO IS DIRECTOR OF OUR CHARTER OFFICE.
ANGELA. >> GOOD MORNING AND THANK YOU ALL FOR BEING HERE ALL FOR BEING HERE TODAY. AND FOR THIS OPPORTUNITY TO HEAR DIRECTLY FROM OUR SCHOOLS. WHILE WE HAVE BEEN INVOLVED WITH THEM AND SUPPORTING THEM, TODAY IS NOT ONLY REQUIRED BY STATUTE BUT GIVES US SPACE TO HEAR FROM THEM ABOUT THEIR CHALLENGES AND THE STEPS AROUND THEIR SCHOOL IMPROVEMENT PLAN. THE FIRST SCHOOL THAT WE HAVE COMING UP TODAY IS COMING UP TODAY IS KCC. THEY OPENED IN THEY OPENED IN 2012.
CONTRACTS EXPIRES IN 2027. GOT YOUR BINDERS, IN YOUR BINDERS HAVE A COUPLE OF THINGS. KAREN. >> CAN EVERYBODY TALK A LITTLE LOUDER? >> GOOD MORNING. THANK YOU THANK YOU FOR YOUR YOUR CONTINUED DEDICATION AND
WILLINGNESS TO SERVE OUR STUDENTS. I DON'T DISCREDIT WHAT IT TAKES TO GIVE YOURSELF IN PUBLIC SERVICE. THANK YOU. I'M HERE TODAY AS PRINCIPAL OF KCC SOUTHEAST ALONG WITH BOARD CHAIR, MR. TODD CHAIR, MR. TODD HAMMONDS, MY EXECUTIVE DIRECTOR, BLACKMAN, AND MY ASSISTANT PRINCIPAL, MS. FLETCHER. WE'RE HERE TODAY TO REVIEW OUR SCHOOL IMPROVEMENT PLAN, BUT I WOULD LIKE TO START WITH AN OVERVIEW, IF THAT'S OKAY. FOR TWO YEARS, KCC SOUTHEAST HAS NOT PERFORMED AT THE LEVEL WE
ARE USED TO. I DON'T EVER WANT TO HAVE TO BE HERE AGAIN. WE HAVE SOME AMAZING STAFF FAMILY AND FAMILIES, BUT THE LEADERSHIP AND STRUCTURE AT OUR SCHOOL HAS BEEN INEFFECTIVE. AS I'VE GOTTEN TO KNOW MANY OF YOU, I DID SERVE AS THE CAMPUS DIRECTOR AT OUR SOUTH CAMPUS FOR 13 YEARS SUCCESSFULLY. WE WERE NEVER A D SCHOOL. I'VE SPENT THE LAST TWO YEARS BEHIND THE SCENES IN A MORE ADMINISTRATIVE ROLE, BUT IT WAS IMPORTANT FOR ME TO STEP BACK IN AS PRINCIPAL FOR 25-26 SCHOOL YEAR TO GET US BACK ON TRACK.
I'LL DO THIS WORK WHILE DEVELOPING FUTURE LEADERS ALONGSIDE ME TO MAKE SURE WE ARE PREPARED TO MOVE FORWARD FOR THE BEST OF THE COMMUNITY. ATTENTION IS BEING PAID TO THE OVERALL SCHOOL CULTURE ENSURING NEEDS OF EACH STAKEHOLDER ARE HEARD AND HOMESCHOOL PARTNERSHIPS ARE STRONGLY ESTABLISHED AS THAT HAS LONG BEEN OUR STRENGTH. ALL THESE THINGS ARE BEING ACCOMPLISHED AS THEY WERE ALSO IMPACT OUR STUDENT OUTCOMES. OF COURSE, OUR SCHOOL IMPROVEMENT PLANS SPEAKS JUST TO THE ACADEMIC PIECE. I WANT YOU I WANT YOU TO KNOW THE PICTURE IS BIGGER. AS FOR OUR SCHOOL IMPROVEMENT PLAN, LEADERSHIP ALSO PRESENTED
THEIR PLAN LAST YEAR, AND THERE WAS SOME SUCCESS. OUR ELA DID MOVE IN A POSITIVE DIRECTION. IT JUST WASN'T ENOUGH AND IN THE PROCESS, OUR MATH SCORES PLUMMETED. FOR FOR 25-26, WE SHALL FOCUS ON FIVE AREAS THAT WE BELIEVE WILL HAVE THE BIGGEST IMPACT ON OUTCOMES AND OUR SCHOOL GRADE, WHICH IS REALLY WHAT WE'RE HERE TO TALK ABOUT. FIRST OF ALL, WE ARE WORKING ON TIER ONE INSTRUCTION IN MATH.
AS I JUST TOLD YOU, THAT WAS AN AREA OF SIGNIFICANT AREA OF SIGNIFICANT WEAKNESS LAST YEAR. GRADES THREE THROUGH EIGHT, WE WANT TO GET THOSE SCORES TO OVER 50 PERCENT. OH, THANK YOU. YOU ALL HAVE THOSE. FROM THAT SLIDE, UNDERSTAND WE HAVE A LARGE POPULATION OF ENGLISH LANGUAGE STUDENTS AND FREE AND REDUCED STUDENTS.
THERE YOU CAN SEE OUR BIG DROPS IN MATH ACHIEVEMENT FROM 34 TO 24, FROM 41 TO 33. THAT'S WHAT WE'RE REALLY TRYING TO HIT WITH OUR FIRST POINT. THE FIRST AREA, LIKE I SAID, IS OUR TIER ONE INSTRUCTION IN MATH TO GET TO 50% OVERALL IN GRADES 3 3 THROUGH 8, USING I EXCEL, USING IT BOTH AT HOME AND AT SCHOOL BEING ABLE TO TRACK THEIR DATA MORE CLOSELY, NOT JUST FOR OUR TIER TWO AND TIER THREE KIDS BUT ALSO TIER ONE KIDS.
THAT'S OUR DATA FROM LAST SCHOOL YEAR. AND THE INTERVENTIONS THAT I JUST MENTIONED. WE'VE ALREADY BEGUN OUR MONTHLY MONITORING, AND WE MET FOLLOWING OUR FIRST BENCHMARK ASSESSMENT WITH THE CHARTER OFFICE YESTERDAY. WE'VE ALREADY PUT IXL IN PLACE. WE MET OUR ACTION STEPS UP TO THIS POINT. WE'VE COMMUNICATED TO OUR FAMILIES. OUR NEXT STEPS ARE TO PUT IN OUR INCENTIVE PROGRAMS SO WE CAN
START TO RECOGNIZE AND REWARD OUR STUDENTS. GOAL TWO IS GOAL TWO IS SCIENCE. OUR SCIENCE SCORES WERE ALSO SIGNIFICANTLY LOW AND SHOULD BE ABLE TO BE ABLE TO BE IMPACTED GREATLY THROUGH JUST A FOCUS ON GOOD SCIENCE INSTRUCTION. WE HAVE DEVELOPED A FOCUS ON THE 5 5 Es OF SCIENCE, ENGAGE, EXPLORE, EXPLAIN, ELABORATE, EVALUATE IN ALL GRADES. WE DID PD ON THAT WITH ALL OF OUR TEACHERS, AND WE HAVE DEVELOPED A CLASSROOM
WALK-THROUGH TO MAKE SURE THAT THOSE TENETS ARE BEING FOLLOWED IN CLASSROOM INSTRUCTION. WE HAVE A BENCHMARK ASSESSMENT THAT WE GIVE IN SCIENCE IN GRADES 3 THROUGH 8. IT'S A STANDARDS BASE ASSESSMENT SO IT WILL ALLOW US TO SEE THEIR AREAS OF WEAKNESS AND TARGET THEM AS WELL. AGAIN, SIGNIFICANT WEAKNESS AGAIN, SIGNIFICANT WEAKNESS THAT WE SHOULD BE ABLE TO MOVE.
WE'VE DONE OUR PROFESSIONAL DEVELOPMENT ALREADY. OUR CLASSROOM WALK-THROUGHS WILL BE OUR NEXT STEP TO ENSURE THAT THE 5 Es OF INSTRUCTION ARE BEING FOLLOWED. AM I GOING TOO AM I GOING TOO FAST? THANK YOU. GOAL 3 IS TO WORK ON OUR GOAL 3 IS TO WORK ON OUR LOWEST QUARTILE MATH STUDENTS. WE IMPLEMENTED SMALL GROUP INSTRUCTION WHICH STARTED THIS YEAR WITH LOWEST QUARTILE MATH
STUDENTS IN ELEMENTARY AND MIDDLE SCHOOL. MIDDLE SCHOOL STUDENTS ARE ENROLLED IN AN INTENSIVE MATH CLASS. THEY ARE PUT ON IXL DURING THEIR CLASS TIME AND ARE SUPPORTED CLASS TIME AND ARE SUPPORTED BY A TEACHER AS WELL. THE IXL WILL ALLOW US TO GOAL SET FOR THE INDIVIDUAL STUDENTS BASED ON THEIR NEEDS. SCHOOLWIDE, STUDENTS GO IN AND IT WILL KIND OF RESPOND TO WHERE THEY ARE, BUT FOR THE LOWEST QUARTILE STUDENTS WE CAN GO IN AND SAY THIS IS WHAT THEY NEED TO WORK ON SO WE CAN ASSIGN DIRECTLY IN IXL AND MONITOR THEM MONTHLY AS WELL.
THOSE THINGS HAVE ALREADY BEEN ACCOMPLISHED. WE NOW WILL DO OUR WALK-THROUGHS TO ENSURE FIDELITY. AREA 4 IS TO CONTINUE TO IMPROVE ELA PROFICIENCY. WHILE WE MADE SOME PROGRESS, WE'RE NOT JUST GOING TO SET IT ASIDE AND SAY, OH, WE DID THAT. WE'RE NOT ANYWHERE NEAR WHERE WE NEED TO BE. WE HAVE ALSO INCLUDED THE ELA PORTION IN OUR IXL SUBSCRIPTION SO THAT STUDENTS, ALL STUDENTS HAVE ACCESS TO THAT. WE IMPLEMENTED NEW THIS YEAR READ 180 WITH INTENSIVE READING STUDENTS.
AND WE'VE ALSO PURCHASED THE TEACHER MANUALS THAT TEACHER MANUALS THAT GO TEACHER MANUALS THAT GO ALONG WITH YOUTH LIE AND IMPLEMENTED K THROUGH 2 AND WITH OUR INTENSIVE READING TEACHERS. GOAL FIVE IS REALLY TO IMPROVE OUR MATH, SCIENCE AND ELA AT EVERY GRADE LEVEL ACROSS THE SCHOOL. IT IS A BIG GOAL BUT A BIG PIECE OF IT IS MAKING SURE WE ARE FOCUSED ON STANDARDS BASED INSTRUCTION. WE IMPLEMENTED A PROGRAM CALLED
COMMON CURRICULUM WHICH WE USED AT OUR SOUTH CAMPUS FOR MANY YEARS. IT ALLOWS TEACHERS TO LESSON PLAN AND SEE BY STANDARD WHAT THEY TAUGHT, WHAT THEY STILL NEED TO TEACH AND NEED TO TEACH AND INPUT STUDENT SCORES TO SEE WHERE THEY NEED TO REFOCUS THEMSELVES. IT ALSO GIVES A LOT OF VISIBILITY ACROSS TEACHERS, ADMINISTRATORS. WE CAN SEE WHERE THEY ARE AND WHAT THEY NEED TO DO WHEN GOING IN FOR WALK-THROUGHS, WE CAN PULL UP LESSON PLANS AND SEE WHERE THEY SHOULD BE. WE'VE DONE PD FOCUSED DIRECTLY ON STANDARDS. AND WE'VE INCORPORATED A
SHADOWING AND MENTORING PROGRAM FOR NEW STAFF AND ANY OTHER TEACHER THAT'S REQUESTED IT OR THAT WE RECOMMENDED IT FOR. WE'RE USING OUR INTERNAL STAFF THAT HAS SHOWN THAT THEY HAVE DONE GOOD THINGS IN THE PAST AND WE'RE ALSO USING OUR STAFF AT THE SOUTH CAMPUS TO SEND TEACHERS OVER THERE TO WORK WITH THEM. HISTORICALLY, WE HAVE ALSO ALWAYS DONE CROSS CAMPUS COLLABORATION WHERE WE ARE ALL COMING COMING TOGETHER, BUT NOW IT'S WITH WITH A DIRECT FOCUS ON TEACHERS BEING PARTNERED WITH MENTORS ACROSS CAMPUS SO THAT THEY CAN
SIT AND LESSON PLAN AND LOOK AT THEIR STANDARDS THEIR STANDARDS TOGETHER. I FEEL LIKE WHEN I GOT DONE WRITING THE SCHOOL WRITING THE SCHOOL IMPROVEMENT PLAN THAT WE'LL DO EVERYTHING TO EVERYTHING. THAT IS OUR GOAL. TO REVAMP. WE ARE STARTING OVER. WE BROUGHT OVER FIVE OR SIX STAFF MEMBERS FROM SOUTH CAMPUS TO SOUTHEAST TO KIND OF HELP US DO THE WORK WE KNOW THEY'VE BEEN ABLE TO DO BEFORE.
A LOT OF THINGS YOU CAN'T NECESSARILY PUT ON PAPER AND EXPLAIN, BUT WE'RE ALREADY FEELING THE CULTURE SHIFT. ALREADY DIFFERENT. K-2 SCORES ALREADY SIGNIFICANTLY HIGHER THAN THEY WERE AT THE SAME TIME LAST YEAR. I THINK THAT SPEAKS TO LEADERSHIP AND THE EXPECTATIONS THAT ARE IN PLACE AND THE STRUCTURE THAT WE'VE GIVEN THEM. IT'S VERY STRUCTURED. THEY KNOW WHAT EVERY DAY LOOKS LIKE. >>Jessica Vaughn: FIRST IS DR. HAHN.
ARE YOU READY, IN HE BE ARE YOU READY, IN HE BE GRAY? OKAY, DR. HAHN IS READY. >>Stacy Hahn: UNDER GOAL ONE YOU MENTIONED MONITORING. HOW IS THAT DIFFERENT FROM WHAT YOU WERE DOING LAST YEAR? >> I THINK BECAUSE OF NEW LEADERSHIP, I'M NOT SURE THAT MONITORING WAS REALLY MONITORING WAS REALLY DONE IN THE WAY IT SHOULD HAVE BEEN. IT'S VERY INTENTIONAL. THEY WERE MONITORING, THEY WERE REPORTING, BUT WERE THEY REACTING? THAT'S WHAT WE'RE DOING WITH OUR MONITORING NOW. >>Stacy Hahn: BUT THE SAME
TEACHERS ARE THERE. >> NOT IN MOST CASES. >>Stacy Hahn: OKAY. SO YOU'VE HAD TURNOVER. YOU ARE USING YOU ARE USING THE SAME MONITORING -- >> SAME MONITORING TOOL, >> SAME MONITORING TOOL, YES. >>Stacy Hahn: MONITORING TOOLS, OKAY. >> TRYING TO ENSURE IT IS BEING USED WITH TIER ONE AND IXL. IT WAS THERE LAST YEAR, USED IN CERTAIN CASES. WASN'T REALLY INCENTIVIZED FOR EVERYONE TO USE, ESPECIALLY THE LOW-INCOME FAMILIES DIDN'T HAVE ACCESS TO IT. SO WE MADE SURE THEY HAVE TIME DURING THE SCHOOL DAY TO DO SO. >>Stacy Hahn: CAN YOU TELL ME THE MATH CURRICULUM YOU ARE
USING AGAIN? >> INTO MATH. >>Stacy Hahn: IS THAT THE SAME CURRICULUM YOU USED LAST YEAR? >> IT WAS NEW LAST YEAR. >>Stacy Hahn: SAME CURRICULUM, SAME MONITORING. IS IS THAT CURRICULUM IS THAT CURRICULUM BASED ON AUTHENTIC INSTRUCTION? SO IT'S PROVIDING -- AUTHENTIC INSTRUCTION PROVIDES LIKE REAL-LIFE EXPERIENCES. YOU'RE DOING MATH WITHIN REAL-LIFE EXPERIENCES. I GUESS MY CONCERN IS THAT YOU
ARE USING THE SAME EXACT TOOLS AND YOU'RE EXPECTING A DIFFERENT OUTCOMES. I WOULD THINK WITH THIS DATA YOU WOULD HAVE PIVOTED TO MORE EXPLICIT EXPLICIT INSTRUCTION, MORE SYSTEMATIC TEACHING. THAT'S CONCERNING. CAN YOU TALK A LITTLE BIT ABOUT THE PROFESSIONAL DEVELOPMENT THAT YOU'RE THAT YOU'RE DOING THIS YEAR THAT IS GOING TO ACTUALLY USING IS GOING TO ACTUALLY USING THE
SAME TOOLS, WHAT IS GOING TO MAKE THIS SHIFT ALL OF A SUDDEN BESIDES THE PRINCIPAL? THAT IS A LOT TO PUT ON YOURSELF? >> WELL, I THINK I CAN SPEAK TO THE PROFESSIONAL DEVELOPMENT. I THINK THE PIECE IS THE TEACHER TURNOVER WE HAD LAST YEAR. I THINK LEADERSHIP WASN'T STRONG, AND WE WERE SEEING A LOT OF TEACHER TURNOVER REPEATEDLY. OUR MATH SCORES IN MIDDLE SCHOOL WERE HORRENDOUS. WE HAD THREE DIFFERENT MATH TEACHERS. WE HAD SUBSTITUTES IN BETWEEN FOR LONG PERIODS OF TIME. WE'RE TRYING TO PUT THINGS IN PLACE SO THAT DOESN'T OCCUR.
>>Stacy Hahn: WHAT IS YOUR PD LOOKING LIKE NOW? YOU HAVE ALL THESE NEW TEACHERS. CAN YOU TALK A LITTLE BIT ABOUT, LIKE, THE FREQUENCY OF THEIR PROFESSIONAL DEVELOPMENT AROUND THE TOOLS AND THE THE TOOLS AND THE ASSESSMENTS YOU'RE USING? >> I CAN. WE DID TWO WEEKS OF PROFESSIONAL DEVELOPMENT BEFORE SCHOOL STARTED. A LOT OF IT WAS FOCUSED ON STANDARDS AND THE CURRICULUM ITSELF AS WELL AS OUR NEW LESSON PLANNING TOOL BECAUSE IT KIND OF TIES BOTH TIES BOTH TOGETHER. THEN WE DO PD EVERY TUESDAY AFTER AFTER SCHOOL. WE SIT AS AN ADMINISTRATIVE TEAM ON THURSDAY TO REVIEW WHAT'S
HAPPENING IN THE SCHOOL TO DETERMINE THE NEXT MONTH PD ON EVERY TUESDAY. THAT'S ALLOWING US TO REAL-TIME LOOK AT DATA AND PLAN AROUND THAT. >>Stacy Hahn: ARE THERE TEACHERS MEETING IN MEETING IN PLCs? >> THEY DO. THEY MEET IN GRADE LEVEL TEAMS EVERY WEEK. >>Stacy Hahn: THEY ARE USING DATA DRIVEN INSTRUCTION? >> THEY ARE. >>Stacy Hahn: I WISH YOU LUCK. I WOULD HAVE PROBABLY MADE SOME PIVOTS IN OTHER WAYS. AND IT IS A LOT TO PUT ON YOUR BACK. I'M GOING TO BE HONEST, I DON'T KNOW IF
KNOW IF JUST ONE PERSON CAN MAKE THAT BIG OF A JUMP THAT YOU'RE GOING TO NEED TO MAKE IN THE NEXT YEAR. I I WISH YOU I WISH YOU LUCK. I PROBABLY -- WELL, IT'S NOT MY CALL, BUT I WISH YOU LUCK WITH WHAT YOU'RE SETTING OUT TO DO. I THINK IT'S GOING TO BE A I THINK IT'S GOING TO BE A VERY HEAVY LIFT GIVEN YOU'RE NOT DOING ANYTHING DIFFERENT THAN A YEAR BEFORE. >> RIGHT. >>Stacy Hahn: THANK YOU. >>Jessica Vaughn: THANK YOU, DR. HAHN. MEMBER GRAY. >>Lynn Gray: THANK YOU, MADAM CHAIR. KAREN, YOU AND I SPOKE AT LONG
LENGTH. I JUST WANT TO SAY THAT I I JUST WANT TO SAY THAT I AM SO IMPRESSED WITH THE MOTIVATION THAT, YES, WE DID SOME MISTAKES. WE DIDN'T HAVE THIS, THAT, AND THE OTHER, WHICH ARE COMPONENTS. I'LL SAY PROFESSIONAL DEVELOPMENT. YOU HAVE THE IXL PROGRAM. YOU HAVE OTHER RESOURCES IN PLACE, BUT MOST PLACE, BUT MOST EFFECTIVELY YOU HAVE BETTER, MORE TEACHERS. IS THAT WHAT WE'RE HEARING. >> YEAH, I'VE BROUGHT PEOPLE WHO HAVE BEEN WITH ME A VERY LONG
TIME. >>Lynn Gray: I KNOW WHERE YOU ARE AT. I KNOW WHERE YOUR HEART IS. >> YES. >>Lynn Gray: YOU HAVE A LOW FUND BALANCE, RELATIVELY BALANCE, RELATIVELY SPEAKING, 103,000. AND THEN WE HAVE 30% ARE AND THEN WE HAVE 30% ARE ELL STUDENTS. YOU HAVE A LOT OF NEED IN THAT SCHOOL. SO YOU HAVE A LOT OF NEED FOR HUMAN RESOURCES. AND YOU HAVE A LOT OF NEED FOR CURRICULUM MATERIALS THAT CURRICULUM MATERIALS THAT MUST BE BOUGHT FOR THE 5E PROGRAM.
WITH ALL OF THE NEED, HOW ARE WE -- HOW ARE YOU GOING TO PAY FOR IT WITH IT WITH THAT FUND BALANCE SO LOW? >> WE HAVE A LOT OF THINGS THAT WE'RE EXPECTING TO COME IN. OUR FUND BALANCE IS LOW BECAUSE ON TOP OF ALL THE CURRICULAR THINGS, WE REPLACED THREE AIR-CONDITIONERS IN THE BUILDING. THAT WAS LIKE HUNDRED THOUSAND DOLLARS. BUT WE ARE GETTING A LOT OF THE MONEY BACK FROM OUR LANDLORD. WE ARE WAITING FOR SOME THINGS TO COME BACK. WE HAVE A LOT OF SUPPORT FROM OTHER PLACES THAT ARE HELPING US ACCOMPLISH WHAT WE NEED TO DO. >>Lynn Gray: I THINK THAT'S VERY IMPORTANT. WITHOUT MONEY, ALL OUR DREAMS
AND ASPIRATIONS AND THE GOODWILL THAT WE MAY HAVE IN OUR HEARTS CAN'T BE MANIFESTED IN THE CLASSROOM. >> I AGREE. >>Lynn Gray: THAT'S AN IMPORTANT ANSWER TO ADD COMFORT TO ME. AS AN INDIVIDUAL BOARD MEMBER. THE OTHER ONE I WANTED TO ASK IS ON PAGE 10. I DON'T KNOW IF YOU HAVE THE BOOKLET IN FRONT OF BOOKLET IN FRONT OF YOU. >> I DO. >>Lynn Gray: LABELED RELEVANT DATA TO SUPPORT GOAL 2. ACCORDING ACCORDING TO THE 2025 SCIENCE
STATE ASSESSMENT DATA, 25% STATE ASSESSMENT DATA, 25% OF FIFTH AND EIGHTH GRADE FIFTH AND EIGHTH GRADE STUDENTS WERE PROFICIENT IN SCIENCE AS COMPARED TO DISTRICT PROFICIENCY OF 52% AND STATE 57. HOW ARE WE HOW ARE WE GOING TO GET FROM 25 TO 52? HOW IS THAT GOING TO BE DONE? >> I HOPE WE'LL MOVE TOWARDS THAT. REALLY, IT IS A FOCUS ON SCIENCE INSTRUCTION AT EVERY GRADE LEVEL. WE FOCUS ON IT A LOT IN FIFTH AND EIGHTH GRADE BECAUSE WE HAVE TO, OF COURSE. THIS YEAR, IT'S ONE OF OUR FOCUS
AREAS. WE'VE HAD A PD EVERY MONTH TO FOCUS ON SCIENCE. THOSE SCIENCE TEACHERS WE'RE SPENDING A LOT OF TIME WITH. WE HAVE ONE FIFTH GRADE SCIENCE TEACHER AND ONE-EIGHTH GRADE SCIENCE TEACHER. IT ALLOWS US TO WORK CLOSELY WITH THEM TO MOVE THE KIDS. WOULD WE GET TO 52? I DON'T KNOW. I WOULD LIKE MY GOAL TO BE 100. >>Lynn Gray: IT'S A VERY GOOD GOAL TO HAVE. REACH FOR THE STARS AND END UP WITH THE MOON. >> KELLY TELLS ME I SET MY GOALS HIGH EVERY YEAR. I SAID THAT'S RIGHT. >>Lynn Gray: THERE IS A LOT OF
NEED. ELL, SPENDING MONEY ON THEIR NEEDS NECESSITATES BILINGUAL. DO YOU HAVE ANYTHING YOU WOULD LIKE TO SHARE ON THAT END? >> WE'VE HAD GOOD SUCCESS WITH OUR ELL STUDENTS. THAT WASN'T A CATEGORY WE WERE IN THAT STATUS LAST YEAR. >>Lynn Gray: 30% OF YOUR STUDENTS ARE HISPANIC. >> CORRECT. WE ALSO HAVE A LARGE HISPANIC POPULATION IN OUR STAFF. SO THAT'S VERY HELPFUL IN MEETING THEIR NEEDS WHEN WE NEED TO IF THEY DON'T UNDERSTAND. WE HAVE PEOPLE AROUND THAT CAN TRANSLATE. >>Lynn Gray: ALL RIGHT. WELL, I KNOW WHAT YOU'RE TRYING TO DO AND YOU ARE A ONE-WOMAN
BAND SO YOU'LL NEED HELP. I'LL VISIT YOU ALL SOON. >> I WOULD LOVE THAT. THAT WOULD BE GREAT. THE CHARTER OFFICE HAS BEEN A GREAT HELP AS WELL. WHEN WE NEED RESOURCES, THEY ARE THERE TO HELP US FIND THERE TO HELP US FIND THEM. >>Lynn Gray: ANGELA, HOW DO YOU HELP WITH THE SITUATION, WITH LOW-PERFORMING CHARTER SCHOOLS? >> WE MONITOR THEIR DATA AFTER EVERY PROGRESS MONITORING CYCLE. WE RECENTLY HAD ONE. ONE OF THE THINGS THAT I'VE CHANGED THIS YEAR THAT OUR TEAM CHANGED THIS YEAR, WE'RE USING MORE OF A MULTIDISCIPLINARY APPROACH. WE USED TO MEET WITH THEM ONLINE VIRTUALLY. NOW WE ARE BRINGING THEM IN AND
INCLUDING MY INCLUDING MY ESE DRT. ELE. ALSO REACHED OUT TO TRANSPORTATION NETWORK. THE EXECUTIVE DIRECTOR, THAT IS ONE OF THE THINGS RECOMMENDED IN THE STATUTE IS COLLABORATE WITH THEM. BECAUSE THEY OVERSEE THE GRANT AND THE MONEY PIECE TO MAKE SURE THERE IS FIDELITY THERE. THAT'S SOME OF THE THINGS WE CHANGED AND WE'RE DOING. AS A RESULT OF THAT LAST PROGRESS MONITORING SESSION, THEY HAVE REACHED OUT TO THE ELL-DRT TO COME OUT AND DO SPECIFIC TRAINING FOR THEIR SCHOOL. >>Lynn Gray: OKAY. WELL, THERE'S SUPPORT WELL, THERE'S SUPPORT THERE.
THANK YOU, MADAM CHAIR. >>Jessica Vaughn: THANK YOU. JUST A REMINDER, WE CAN GO OVER, BUT WE SAID TEN MINUTES FOR DISCUSSION PER EACH SCHOOL. IF YOU CAN KIND OF HIT YOUR HIGHLIGHTS, UNLESS WE WANT HIGHLIGHTS, UNLESS WE WANT TO GO OVER, I'M TOTALLY OKAY WITH, BUT TO STAY ON TIME. NEXT IS MEMBER WASHINGTON. >>Henry "Shake" Washington: MEMBER HAHN HAD A GREAT ANSWER. HARD TO GET OVER BUT DONE BEFORE.
I LIKE YOUR POSITIVITY IN ORDER TO GET THIS JOB DONE. MY QUESTION IS, WHAT AFTER-SCHOOL PROGRAM YOU HAVE TO HELP THESE KIDS? >> WE HAVE AN AFTER-SCHOOL PROGRAM RIGHT NOW, IT IS ONLY 25 KIDS BUT WE HAVE THREE STAFF MEMBERS IN THERE TO MAKE SURE EVERY GRADE LEVEL CAN BE SERVED TO HELP THEM DO THEIR HOMEWORK TO GET THEM ON XL TO DO EXTRA WORK AFTER SCHOOL. WE'RE PROVIDING THAT TO ANYBODY WHO WANTS TO COME. >>Henry "Shake" Washington: THAT'S GOOD. THEY'LL NEED AFTER-SCHOOL HELP.
I THINK YOU'LL GET THERE BUT IT WILL TAKE A LOT OF HARD WORK OUT OF YOUR FACULTY AND STAFF. >> WE'RE WORKING HARD. >>Henry "Shake" Washington: THANK YOU, MEMBER CHAIR. >>Nadia Combs: HOW IS YOUR PM DATA THIS YEAR COMPARED TO LAST YEAR'S PM DATA? WE JUST FINISHED THE FIRST DATA. HOW IS IT HOW IS IT DIFFERENT? >> I CAN SPEAK TO WHAT I RECALL. WE WENT THROUGH IT ALL YESTERDAY. I CAN'T REMEMBER EVERY GRADE LEVEL.
K THROUGH 2 JUST FROM THE STRUCTURE WE PUT IN PLACE, WE ARE ALREADY AT OR ABOVE WHAT WE WERE AT PM 3 LAST YEAR AT THE GRADE LEVEL AT PM 1. THE OTHER GRADE LEVELS ARE RELATIVELY COMPARABLE. BIGGEST STRUGGLE RIGHT NOW IS FOURTH GRADE. THAT'S AN AREA WE HAD GOOD SUCCESS WITH FOURTH GRADE. THAT IS A TEACHER WE HAD THAT RETURNED. WE'RE HOPEFUL THERE WITH THEIR SUPPORT THAT WE CAN MOVE THOSE KIDS. >>Nadia Combs: K THROUGH 2, STILL HAVE SIX OTHER GRADES, TO SEE IF THEY ARE THE SAME, HAVE
THE HUGE ASPIRATIONS, IT SEEMS A LITTLE, KIND OF A LITTLE BIT CONCERNING TO ME ON THAT. WHEN I LOOK AT THE SCHOOLS THAT ARE SURROUNDING YOU, YOU HAVE BOYETTE, WHICH IS AN A, SESSUMS, A B AND ROGERS MIDDLE WHICH IS A C. K THROUGH 2, STRUGGLING THREE, FOUR, FIVE, ALREADY KIND OF BEHIND, SO THAT IS A LITTLE BIT CONCERNING TO ME. THE OTHER THING I HAVE CONCERNS ABOUT, WHEN I LOOK AT THE TEACHER QUALIFICATION DATA, TO THINK YOU ONLY HAVE 12% READING ENDORSED, THAT'S VERY CONCERNING, IF YOU ARE LOOKING
AT THAT DATA FOR ELEMENTARY AND MIDDLE SCHOOL, THAT'S CONCERNING. ESOL ENDORSEMENT IS 20%. I'M NOT AS WORRIED ABOUT THAT, BUT 12% READING ENDORSEMENT IS A BIG CHALLENGE FOR ME. THE OTHER QUESTIONS THE OTHER QUESTIONS THAT I HAVE IS, I HAVE A QUESTION ABOUT THE FUNDING. IF YOU CAN LOOK AT THIS, I SEE IN 2021 YOU HAVE 592 STUDENTS. THEN YOU HAVE 493, 446 AND 443. SO YOU'VE DECLINED, BUT I SEE THAT IN 2021, YOU HAD A TOTAL
THAT IN 2021, YOU HAD A TOTAL OF $1.6 MILLION IN YOUR FUND BALANCE. I KNOW MEMBER GRAY TALKED ABOUT THE CONCERN, SO THE CONCERN, SO YOU HAD $1.6 MILLION AND NOW YOU HAVE 100,000, AND I SEE THAT YOUR EXPENDITURES WAS 1.6 MILLION. I'M JUST WONDERING, IS THAT FROM ESSER FUNDING, IS THAT WHERE IT CAME FROM? I REALLY WANT A BREAKDOWN OF WHERE THE MONEY WENT, SEE THE BREAKDOWN OF THE EXPENDITURES, BECAUSE I WOULD THINK BECAUSE I WOULD THINK WITH $1.6 MILLION YOU SHOULD HAVE A LOT OF MATERIALS. YOU SHOULD HAVE A LOT OF BOOKS. YOU SHOULD HAVE U YOU SHOULD HAVE U FLY. SO I'D LOVE TO SEE THE BREAKDOWN
OF WHERE OF WHERE THAT 1.6. $1.6 MILLION AND $1.6 MILLION AND THEN 2022, THEN I SEE 1.6 MILLION, THEN I SEE YOU GO DOWN YOU GO DOWN TO $363,000. SO YOU WENT SO YOU WENT THROUGH $1.3 MILLION IN A YEAR. THEN THE FOLLOWING YEAR YOU GO TO 103,000, AND NOW WE'RE WAITING. HOW DO YOU GO IN THREE YEARS FROM 1.6 MILLION ALL THE WAY DOWN? THAT IS A BIG QUESTION. I REALLY WANT A BREAKDOWN OF THE DETAILS, WHAT THAT LOOKS LIKE, WHERE THE MONEY WENT. I'M STILL WAITING FOR VICTORY'S AUDIT WHERE THEY HAD SO MUCH
MONEY SPENT IN HALF A MONEY SPENT IN HALF A YEAR FOR ADMINISTRATIVE FEES AS MUCH AS THEY HAD A YEAR. I'M STILL WAITING FOR THAT AUDIT. THAT'S CONCERNING TO ME. THAT IS A BIG FLAG TO ME. CAN YOU EXPLAIN WHERE CAN YOU EXPLAIN WHERE THE $1.6 MILLION WENT? >> I CAN GET THE INFORMATION. >>Nadia Combs: THAT IS A LOT OF MONEY. DO YOU HAVE ANY IDEA WHERE ANY OF IT WENT DOWN? >> ENROLLMENT HAS GONE DOWN. >>Nadia Combs: THAT'S NOT LIKE YOUR ENROLLMENT DIDN'T GO THAT MUCH. 1.6 MILLION, YOU MUST HAVE AN IDEA WHERE SOME OF THAT WENT. >> A LOT OF ESSER EXPENSES. WE HAVE A LOT OF NEW EQUIPMENT
ON CAMPUS. WE HAVE A LOT OF THINGS. I CAN GET YOU A REPORT TO SHOW WHERE THE THINGS WENT. >>Nadia Combs: I'M CONCERNED. IT SEEMS LIKE A LOT OF THE MATERIALS THAT WHEN DR. HAHN ASKED ABOUT MATERIALS, SEEMS LIKE YOU SHOULD HAVE A LOT FOR THAT. SO I DEFINITELY WANT THAT BREAKDOWN BECAUSE THAT NUMBER IS CONCERNING. >> WE DID BUY ALMOST ALL NEW CURRICULUM LAST YEAR. >> AS I SAID, BUT OVERALL. I'D LOVE TO SEE WHAT IT WAS IN 2020 AND PRIOR TO THAT BECAUSE THAT'S WHY I ASKED LIKE WHAT YEAR YOU YEAR YOU OPENED.
HOW DOES THAT HAPPEN AND HOW DO YOU GO THROUGH THAT? IT'S CONCERNING THAT HERE YOU ARE, TWO YEARS LATER AND YOU'RE TALKING ABOUT GETTING MONEY FOR AN AC AND THEN YOU AN AC AND THEN YOU HAD $1.6 MILLION. I WOULD THINK YOU SHOULD HAVE SPREAD THE MONEY EQUALLY SO THAT WAY YOU WOULDN'T BE IN THE FUND BALANCE THAT YOU ARE TODAY. THAT'S VERY CONCERNING TO ME. THANK YOU. >>Jessica Vaughn: THANK YOU, MEMBER COMBS. MEMBER RENDON. >>Patti Rendon: THANK YOU, MADAM CHAIR. THERE WERE TWO DIFFERENT CAMPUSES, YOU WERE RUNNING TWO DIFFERENT PROGRAMS AS FAR AS THE IB PROGRAM WAS BEING USED AT THE
SOUTHEAST CAMPUS. I DON'T SEE ANYTHING IN THERE ABOUT THE IB PROGRAM AT THIS POINT. >> THE IB PROGRAM HASN'T GONE AWAY. WE REACCREDITED LAST YEAR. RIGHT NOW WE ARE FOCUSING ON STANDARDS BECAUSE WE HAVE A LOT OF NEW STAFF AND NEW STAFF TO IB, WE CAN'T REALLY BRING THEM IN AND MAKE THEM DO IB THE FIRST WEEK OF SCHOOL. IF YOU EVER TRIED TO DO THAT, THAT'S IMPOSSIBLE. FOCUSED ON STANDARDS BASE INSTRUCTION AND WEAVE IN IB AS THAT MAKES THAT MAKES SENSE. >>Patti Rendon: THE FOCUS IS ON THIS CURRICULUM. THE MATH CURRICULUM WAS NEW LAST
YEAR AS WELL. >> CORRECT. >>Patti Rendon: YOU FLY WAS THE ENGLISH CURRICULUM. >> IT IS A SUPPLEMENT. WE HAVE WONDER STILL. ELA CURRICULUM WILL READOPT SOON. YOU FLY MEETS GAPS THAT WONDERS DOESN'T MEET. >> THE COMBINATION DEFINITELY WITH THE SCIENCE AND READING. ARE YOU BRINGING IN ANY OUTSIDE FACILITATORS TO SUPPORT ANY OF THE BUILDING OF THE GROWTH OF THE REDEVELOPMENT? SO SO ANY OTHER FACILITATORS OUTSIDE COMING IN HELPING WITH PROFESSIONAL DEVELOPMENT OR ANYTHING FROM THE ANYTHING FROM THE OUTSIDE?
>> NOT RIGHT NOW. >>Patti Rendon: HAVE YOU TAPPED INTO ANY OF OUR PROFESSIONAL DEVELOPMENT, ESPECIALLY READING SINCE WE ARE USING MUTUAL CURRICULUMS? >> YES, WE DO SEND OUR STAFF TO YOUR PROFESSIONAL DEVELOPMENT OFTEN. WE'RE LOOKING AT THE LITERACY MICROCREDENTIAL THROUGH THE UNIVERSITY OF FLORIDA, BUT THAT'S CLOSED RIGHT NOW. WE JUST HIRED STAFF THAT NEED REENDORSEMENT. I HOPE THAT OPENS AGAIN SOON. >>Patti Rendon: THANK YOU SO MUCH. >>Jessica Vaughn: THANK YOU, MEMBER RENDON. I HAVE SOME QUESTIONS KIND OF IN THE LINE OF DR. HAHN. I THINK WHAT IS REALLY IMPORTANT IS FOCUSING ON THE DATA AND DATA
DRIVEN INSTRUCTION, BUT I HAVE SOME CONCERNS JUST BECAUSE OF THE DATA THAT YOU ARE PRESENTING TODAY, IT TODAY, IT DOESN'T REALLY LEND ITSELF TO UNDERSTANDING HOW YOU ARE CHUNKING IT ARE CHUNKING IT DOWN, IDENTIFYING DATA BY GRADE BANDS. I'M CURIOUS WHAT YOUR PLCs LOOK LIKE. EVEN IN LOOKING AT YOUR TEACHER QUALIFICATION, I'M NOT REALLY SURE -- WHAT IS THE PERCENTAGE OF CERTIFIED IDENTIFY TEACHERS? >> I'D HAVE TO GET YOU THE INFORMATION OF A TODAY BECAUSE WE'RE CONSTANTLY HIRING NEW TEACHERS. HIRING TEACHERS IS A CHALLENGE FOR EVERYBODY.
IT IS A CHALLENGE FOR US TOO. >>Jessica Vaughn: SOMETHING WE ALL STRUGGLE WITH. >> IN CLASSROOMS RIGHT NOW WE HAVE LIKE FIVE SUBSTITUTES OUT OF 25 TEACHERS. THE REST HAVE CERTIFICATION. >>Jessica Vaughn: WHAT I'M CONFUSED ABOUT, I KNOW THAT SINCE I WENT TO SCHOOL TEN YEARS AGO, WE HAD TO BE ESOL CERTIFIED TO GRADUATE. WHEN I LOOK AT YOUR PERCENTAGE OF CERTIFIED TEACHERS BUT I SEE ONLY 20% ARE ESOL ENDORSED I DON'T UNDERSTAND HOW THEY GOT CERTIFICATION WITHOUT THE ESOL ENDORSEMENT.
>> I WAS TALKING TO SOMEBODY IN THE DISTRICT AND THEY WERE HAVING THE SAME ISSUE. A LOT OF TEACHERS COMING IN A LOT OF TEACHERS COMING IN AS NONMAJOR EDUCATORS. >>Jessica Vaughn: MY QUESTION WOULD BE, IS THERE A PLAN TO INCENTIVIZE THE TEACHERS THAT ARE GOOD OR STRONG TO GET THESE ESOL ENDORSEMENTS, TO GET THEIR READING ENDORSEMENTS? IS THAT A PLAN OF YOURS NOT TO JUST RECRUIT THOSE BUT GET THE GOOD TEACHERS YOU HAVE WHEN WE TALK ABOUT PROFESSIONAL DEVELOPMENT AND INCENTIVIZE THOSE TEACHERS TO GET THOSE EXTRA ENDORSEMENTS OR QUALIFICATIONS.
>> IT'S NOT A PLAN WE CURRENTLY HAVE IN PLACE BUT THAT IS SOMETHING THAT CAME UP WHEN WE WERE TALKING TO THE CHARTER OFFICE YESTERDAY. THAT'S SOMETHING WE'LL DISCUSS TO SEE HOW WE CAN INCENTIVIZE IT. READING ENDORSEMENT, WE HAVE TO FIND THE PROGRAMS. UNFORTUNATELY IT TAKES A LONG TIME TO GET READING TIME TO GET READING ENDORSED. WE CAN CERTAINLY INCENTIVIZE IT OVER TIME. >>Jessica Vaughn: I DID IT >>Jessica Vaughn: I DID IT OVER THE SUMMER -- >> YOU NEED TO E-MAIL ME. >>Jessica Vaughn: MY CONCERN, WHEN I'M LOOKING AT YOUR GOALS AND I APPRECIATE THAT YOU LAID THEM OUT, THE WAY THEY ARE PRESENTED, IT IS ALL DIFFERENT IN HOW YOU WANT TO MEET THOSE
GOALS. PAGE 6, WHEN YOU TALK ABOUT YOUR FIRST GOAL ABOUT THE MATH PROFICIENCY, YOU HAVE KIND OF A CHART THAT'S EMPTY AND YOU TALK ABOUT YOUR OVERALL MATH GAINS AND LOWEST QUARTILE, YOU IDENTIFY THOSE. WHEN YOU BREAK IT DOWN BY GRADE BAND OF WHAT THE PERCENTAGE IS, YOU DON'T HAVE GOALS TO MATCH THAT PER GRADE BAND. WHEN YOU SEE VAGUE GOALS OF 50% BUT NOT BROKEN DOWN PER GRADE BAND LIKE WE'RE IDENTIFYING 5% MOVE FOR 8th GRADE. IDENTIFYING -- IF YOU DON'T HAVE
THOSE CHUNK-DOWN GOALS, IT BECOMES REALLY HARD TO MEET THE GOALS AND BECOME MEASURABLE. IS THAT STUFF YOU HAVEN'T PRESENTED YET OR THOSE GOALS, YOU HAVEN'T IDENTIFIED THOSE AS TEAMS. >> NO, I THINK IT'S BECAUSE WE ARE A SMALL SCHOOL. WHEN YOU'RE LOOKING AT YOUR LOWEST QUARTILE, LOWEST QUARTILE IS A SMALL NUMBER. EIGHTH GRADE IS 40 KIDS. I CAN'T LOOK AT LOWEST QUARTILE OF 8th GRADE BECAUSE A MAJORITY MAY BE 6 OR SEVENTH GRADERS. WE DO LOOK AT LOWEST QUARTILE KIDS WHEN TRYING TO MOVE THEM.
WHAT COMES OUT IN DATA IS DIFFERENT BECAUSE OF THE NUMBERS. >>Jessica Vaughn: YOU CAN IDENTIFY A IDENTIFY A GAIN. YOU COULD IDENTIFY A GAIN AND THAT WOULD BE REALLY IMPORTANT INFORMATION TO PRESENT ON THIS PAGE. NONE OF THIS FOR ME IS ANYTHING OTHER THAN TO MAKE YOU BETTER BECAUSE THE MORE YOU SUCCEED, THE MORE OUR KIDS SUCCEED. WE'RE ALL IN THIS TOGETHER. MY QUESTIONING IS BECAUSE I WANT YOU GUYS TO BE AS SUCCESSFUL AS POSSIBLE. IT'S HONESTLY CONCERNING TO ME THAT YOU DON'T KNOW YOUR PM 1 DATA FROM YOUR GRADES WHEN YOU'RE COMING TO TALK TO THE BOARD ABOUT WHAT THE IMPROVEMENT
LOOKS LIKE OR LOOKS LIKE OR WHAT WITH THE MOVEMENT LOOKS LIKE. MOST SCHOOLS IDENTIFY THAT THE DAY AFTER THEY GET DAY AFTER THEY GET PM 1 DATA, THEY ARE PUTTING UP THEY ARE PUTTING UP DATA WALLS, IDENTIFYING EVERY STUDENT AND HOW THEY SHOULD BE MOVING. THE FACT THAT YOU'RE WALKING IN HERE TO PRESENT THE GOALS AND YOU DON'T KNOW THE DATA OFF THE TOP OF YOUR HEAD, THAT IS THE KIND OF CONCERNING, LIKE WHEN YOU'RE SAYING, YES, WE'RE DOING DATA DRIVEN INSTRUCTION, WHEN I DON'T SEE IT IN
DON'T SEE IT IN ANY OF THE PLAN SCIENCE PROFICIENCY, DOESN'T TALK WHAT GRADE BANDS OR IDENTIFY PEOPLE, IT'S REALLY HARD TO GET A FEEL FOR HOW MUCH DATA IS DRIVEN INTO THAT INSTRUCTION. MY ADVICE WOULD BE TO REALLY CHUNK DOWN THE DATA TO EACH INDIVIDUAL GRADE BAND, EACH INDIVIDUAL SUBJECT, EACH INDIVIDUAL STUDENT SHOULD HAVE THEIR OWN GOAL. THAT'S HOW THE DATA WALLS WORK AND PLCs SHOULD WORK. YOU SHOULD BE ABLE TO PRESENT THAT AND NO THAT
THAT AND NO THAT INTIMATELY. >> I DID THAT YESTERDAY AT THE CHARTER OFFICE. WE WENT THROUGH EVERY GRADE LEVEL. I SHOWED HER HOW TEACHERS ARE DISSECTING IT DOWN STUDENT BY STUDENT. >>Jessica Vaughn: I WOULD LOVE TO SEE THAT INCLUDED IN THE PRESENTATION WHEN YOU PRESENT BEFORE THE BOARD. THANK YOU. THAT'S ALL THAT'S ALL THE QUESTIONS I HAVE. I WENT A LONG TIME. I APPRECIATE IT. >> THE NEXT SCHOOL WE HAVE IS WALTON ACADEMY. WE HAVE MS. WALTON. A LITTLE BIT OF BACKGROUND ABOUT
WALTON, THEY OPENED IN 2004. THEIR CONTRACT WITH US WILL BE UP IN 2029. LAST YEAR, THEY WERE A D AND THIS YEAR THEY ARE AN F. >> GOOD MORNING, GOOD MORNING. CHAIR, SUPERINTENDENT, MEMBERS OF THE SCHOOL BOARD AND MY FRIENDS AT CHARTER. MY NAME IS AT THAT MY NAME IS AT THAT NICA WALTON. I HAVE THE HONOR OF SERVING AS THE PRINCIPAL AND FOUNDER OF WALTON ACADEMY FOR THE
PERFORMING ARTS. THANK YOU FOR THIS OPPORTUNITY TO SPEAK TO YOU THIS MORNING. LAST YEAR I STOOD BEFORE YOU TO DISCUSS OUR SCHOOL DISCUSS OUR SCHOOL GRADE OF A D. TO OUTLINE THE STEPS, WE WERE TAKEN TO IMPROVE STUDENT OUTCOMES. WHILE OUR RECENT GRADE OF AN F IS DEPTHLY CONCERNING, IT HAS ALSO SERVED AS A CALL TO ACTION, PROMPTING US TO REFLECT HONESTLY, REEVALUATE OUR INSTRUCTIONAL SYSTEMS, AND
STRENGTHEN OUR SUPPORTS FOR BOTH OUR STUDENTS AND OUR TEACHERS. OVER THE PAST SEVERAL MONTHS, WE HAVE TAKEN DELIBERATE STEPS TO ADDRESS ALL OF THESE CHALLENGES. OUR SCHOOL IMPROVEMENT PLAN FOCUSES ON THREE KEY AREAS -- STRENGTHENING OUR CORE INSTRUCTION, PROVIDING TARGETED INTERVENTION AND PROGRESS MONITORING, AND BUILDING TEACHER CAPACITY THROUGH PROFESSIONAL DEVELOPMENT AND COACHING. BELIEVE ME, WE DO UNDERSTAND AND RECOGNIZE THAT THIS IS URGENCY
TO THE WORK THAT WE'RE DOING EACH AND EACH AND EVERY DAY. WE KNOW THAT IMPROVEMENT WILL NOT HAPPEN OVERNIGHT, BUT WE ARE COMMITTED TO DOING THE DAILY WORK, STAYING WORK, STAYING GROUNDED IN THE DATA, ACCOUNTABILITY, AND THE BELIEF THAT EVERY CHILD AT WALTON ACADEMY CAN AND WILL SUCCEED. OUR MISSION STILL REMAINS THE SAME, TO DEVELOP THE MIND, BODY AND SOUL THROUGH THE ARTS AND TECHNOLOGY. THIS MORNING, I WANT TO SHARE OUR DATA WITH YOU.
THE ROOT CAUSES THAT WE'VE IDENTIFIED, AND THE SPECIFIC ACTION PLANS THAT WE ARE IMPLEMENTING TO MOVE OUR SCHOOL FORWARD. SO TODAY, I HAVE WITH ME MR. WALTON, OUR FOUNDER. UNFORTUNATELY, MY SCHOOL BOARD CHAIR, SHE IS STILL AT HER ONCOLOGY APPOINTMENT THIS MORNING. SO ONE OF THE SCHOOL BOARD MEMBERS IS MEMBERS IS TRAVELING FROM ST. PETE BECAUSE HE HAD A PRESENTATION TO DO THIS PRESENTATION TO DO THIS MORNING. SO HE'S ON THE HOWARD FRANKLAND. HE SHOULD BE HERE HE SHOULD BE HERE MOMENTARILY.
THANK YOU FOR YOUR THANK YOU FOR YOUR SUPPORT AND PARTNERING WITH US -- BEAUTIFUL, THERE HE IS. ALL RIGHT. LET'S BEGIN. AT THIS TIME, OUR SCHOOL SERVES RIGHT NOW AS OF RIGHT NOW AS OF TODAY 118 STUDENTS. AND 7 CLASSROOM TEACHERS. AT THE TIME THAT WE PUT THIS PRESENTATION TOGETHER,
PRESENTATION TOGETHER, WE HAD 10 TEACHERS AND TEACHERS AND OF THIS SCHOOL YEAR DISHEARTENING DAY ONE. WE REALIZED THAT WHAT WE THOUGHT WE HAD 161 STUDENTS WE HAD 161 STUDENTS WAS 122 STUDENTS. WHICH WAS A HUGE WHICH WAS A HUGE HIT TO OUR BUDGET. DAY TWO, WE HAD TO DAY TWO, WE HAD TO TRANSITION IMMEDIATELY AS TO HOW ARE WE MOVING FORWARD. WE MADE PHONE CALLS. WHERE ARE THESE STUDENTS? WE DIDN'T KNOW WHERE THEY WERE.
WE ANTICIPATED THEM BEING IN OUR SEATS DAY ONE. SO WE ACTUALLY HAD TO MAKE SOME TRANSITIONS TO OUR STAFFING. LIKE MANY SCHOOLS ACROSS THE STATE, WE EXPERIENCED SOME STAFFING TRANSITIONS OVER STAFFING TRANSITIONS OVER THE SUMMER. AS FEW OF OUR TEACHERS ACCEPTED POSITIONS WITHIN THE DISTRICT SCHOOLS, WE HAVE SINCE SCHOOLS, WE HAVE SINCE FILLED THOSE VACANCIES AND WITH FEW OF OUR CLASSROOMS CURRENTLY SUPPORTED BY QUALIFIED LONG-TERM SUBSTITUTES WHO HAVE DEMONSTRATED INSTRUCTIONAL
SKILLS AND A GENUINE SKILLS AND A GENUINE COMMITMENT TO OUR STUDENTS SUCCESS. WHILE THE NUMBERS MAY SEEM SMALL RIGHT HERE, OUR TEAM IS DEEPLY COMMITTED AND COMMITTED AND GROWING STRONGER EACH DAY. AMONG THESE TEACHERS, THESE LONG-TERM SUBS, ONE IS IN THE MASTERS PROGRAM AT MASTERS PROGRAM AT USF. ANOTHER IS IN ALTERNATIVE CERTIFICATION PROGRAM. ONE IS CERTIFIED IN ANOTHER STATE AND IS WORKING ON HER FLORIDA CERTIFICATION, AND THEN I HAVE TWO THAT IS
I HAVE TWO THAT IS STILL STRUGGLING TO PASS THAT GENERAL KNOWLEDGE AND SUBJECT AREA EXAM. SO WE'RE WORKING WITH THEM DILIGENTLY. BUT I AM CONFIDENT THAT WE HAVE THE RIGHT TEACHERS IN PLACE. WE HAVE PASSIONATE EDUCATORS WHO BELIEVE IN THE MISSION AND ARE WILLING TO DO THE HARD WORK THAT IT TAKES TO IT TAKES TO MOVE OUR KIDS AND SCHOOL TO GET OUT OF THE PLACE THAT WE ARE IN RIGHT NOW.
WHEN LOOKING AT OUR DATA OVER THE PAST FEW YEARS, WE SEE A CLEAR DECLINE ACROSS ALL CONTENT AREAS. OUR ELA MATH AND SCIENCE. OUR THIRD GRADE ELA ACHIEVEMENT DROPPED FROM 67% DROPPED FROM 67% IN 2022 DROPPED FROM 67% IN 2022 TO 27% IN 2025. OVERALL, ELA AND MATH PERFORMANCE FOLLOWED A PERFORMANCE FOLLOWED A SIMILAR DOWNWARD TREND. LEARNING GAMES, ESPECIALLY AMONGST OUR AMONGST OUR LOWEST 25 PERCENT OF
STUDENTS HAVE ALSO DECREASED SIGNIFICANTLY. WITH THESE RESULTS, IT IS CONCERNING AND HAS GIVEN US A CLEAR PICTURE OF WHERE WE MUST FOCUS OUR EFFORTS, WHICH IS STRENGTHENING OUR TIER ONE INSTRUCTION, WHICH ADDRESSES THE FOUNDATIONAL READING AND MATH SKILLS OF OUR STUDENTS. WE NOW HAVE THE RIGHT TEAM IN PLACE TO MOVE THESE NUMBERS IN THE RIGHT DIRECTION.
OUR FIRST SCHOOL IMPROVEMENT PLAN, IT FOCUSES ON IMPLEMENTING BENCHMARK ALIGN INSTRUCTION TO RAISE OUR STUDENT RAISE OUR STUDENT ACHIEVEMENT AND LEARNING GAINS ACROSS ALL OF THE CONTENT AREAS AND WE IDENTIFIED FOR ELA, MATH, AND SCIENCE. OUR PRIMARY OBJECTIVE IS TO ENSURE THAT ALL INSTRUCTION IS DIRECTLY DIRECTLY ALIGNED TO GRADE LEVELS STANDARDS AND SUPPORTED BY CONSISTENT DATA MONITORING AND COACHING. THROUGH THIS WORK, WE AIM TO INCREASE TO THE NUMBERS THAT ARE
LISTED HERE ON THIS LISTED HERE ON THIS SLIDE UNDER THE MEASURABLE OUTCOMES. TO ACHIEVE THESE OUTCOMES, WE ARE IMPLEMENTED A STRUCTURED MONITORING PROCESS THAT INCLUDES BIWEEKLY DATA ANALYSIS, BIWEEKLY DATA ANALYSIS, WEEKLY LESSON PLAN REVIEWS, CLASSROOM WALK-THROUGHS, AND TARGETED COACHING AND SUPPORT. THIS FOCUS APPROACH THIS FOCUS APPROACH ENSURES THAT INSTRUCTION REMAINS ALIGNED, THAT OUR TEACHERS RECEIVE ONGOING FEEDBACK AND STUDENTS
ARE PROVIDED WITH SUPPORT THAT'S NEEDED TO MEET NEEDED TO MEET THESE GRADE LEVEL EXPECTATIONS. AND AND HERE IS AND HERE IS OUR 2025 SPRING DATA WHICH REFLECTS WHY WE'RE HERE TODAY. THESE NUMBERS ARE SOME OF THE LOWEST THAT WE'VE SEEN LOWEST THAT WE'VE SEEN SINCE 2011, BUT HISTORY REMINDS US THAT THIS IS NOT THAT THIS IS NOT AN THAT THIS IS NOT AN UNFAMILIAR TERRITORY.
IN 2012, WE ROSE TO A C AND BY 2013, WE 2013, WE EARNED AN A. THAT SAME DETERMINATION, TEAMWORK, AND COMMITMENT TO EXCELLENCE THAT CARRIED US BACK THEN IS STILL WITH US THEN IS STILL WITH US NOW. WE KNOW WHAT SUCCESS LOOKS LIKE AND, MORE IMPORTANTLY, WE AND, MORE IMPORTANTLY, WE KNOW WHAT IT'S GOING TO TAKE US TO GET THERE.
THIS THIS INTERVENTION THIS INTERVENTION ENSURES CONSISTENCY, STANDARDS BASED INSTRUCTION THROUGH WEEKLY COLLABORATIVE PLANNING, DATA DRIVEN DECISION MAKING AND CONTINUOUS MONITORING CONTINUOUS MONITORING TO IMPROVE OUR TEACHING OUR TEACHING EFFECTIVENESS AND STUDENT ACHIEVEMENT. SO OUR FOCUS, THIS IS OUR ACTION STEP HERE. OUR FOCUS IS STRENGTHENING OUR
TIER ONE INSTRUCTION TO ENSURE THAT ALL STUDENTS RECEIVE A HIGH QUALITY STANDARD BASED TEACHING IN EVERY CLASSROOM EACH AND EVERY DAY. TO ACHIEVE TO ACHIEVE THIS, WE ARE GOING TO -- WE ARE PROVIDING ONGOING PROFESSIONAL DEVELOPMENT THAT BUILDS TEACHER CONTENT KNOWLEDGE, INSTRUCTIONAL SKILL, AND CONFIDENCE. WE'VE BEEN MAKING CHANGES TO OUR PD AND OUR PLC CALENDAR IN RESPONSE TO THE INSTRUCTION NEEDS OVER THE PAST MONTH.
SO WE STARTED OUT THE SO WE STARTED OUT THE SCHOOL YEAR WITH AN ATTENDANT CALENDAR AND WITHIN THE LAST MONTH WE'VE HAD TO ADJUST BASED ON THE NEEDS OF OUR STUDENTS. SO THROUGH COACHING, MODELING, AND COLLABORATIVE AND COLLABORATIVE LEARNING, WE ARE DEVELOPING OUR TEACHER'S CAPACITY TO DELIVER CAPACITY TO DELIVER RIGOROUS, ENGAGING LESSONS THAT ARE MEETING EACH AND EVERY CHILD'S NEEDS. IN ADDITION, WE HAVE IN ADDITION, WE HAVE EMBEDDED
SOME COLLABORATIVE PLANNING LESSONS OR LESSONS OR SESSIONS, DECONSTRUCTING OF THE STANDARDS, AND WE STARTED THIS DURING PREPLANNING DAYS AND COMMON ASSESSMENTS TO ENSURE THAT THE ALIGNMENT AND THE FIDELITY OF INSTRUCTION IS HAPPENING BETWEEN MYSELF AND MY ACADEMIC COORDINATOR, WE HAVE COORDINATOR, WE HAVE BEEN IN MORE CLASSROOMS, CONDUCTING WALK-THROUGHS, PROVIDING FEEDBACK AND PROVIDING DIRECT INSTRUCTIONAL SUPPORT. SO BY INVESTING IN OUR STRONG
TIER ONE INSTRUCTION TIER ONE INSTRUCTION AND INTENTIONALLY COACHING AND CONSISTENT TEACHER GROWTH, MY HOPE IS THAT WE'RE LAYING A FOUNDATION THAT'S GOING TO BE LASTING FOR ACADEMIC IMPROVEMENTS AND BUILDING AN ENVIRONMENT AND CULTURE THAT'S GOING TO SUPPORT BOTH OUR TEACHERS AND OUR STUDENTS. NOW, WE UNDERSTAND THAT WITH STRONG TIER ONE INSTRUCTION, ALL STUDENTS WILL STUDENTS WILL GROW STUDENTS WILL GROW AND MAKE GAINS.
WE UNDERSTAND THAT WITH THAT, ALL OF OUR ALL OF OUR STUDENTS SHOULD BE MAKING GAINS, AND WE'VE IDENTIFIED THOSE STUDENTS THAT REQUIRED ADDITIONAL SUPPORT, AND WE STARTED OUR SMALL GROUP INSTRUCTION FOR TIER TWO STUDENTS AND TARGETED INTERVENTIONS FOR OUR TIER THREE STUDENTS SO STUDENTS SO THAT WE CAN CLOSE THOSE SPECIFIC SKILL GAPS AND ACCELERATE THE LEARNING FOR THOSE KIDDOS. OUR SECOND GOAL IS TO IMPROVE
THE DAILY STUDENT ATTENDANCE AND REDUCE THE TARDIES ACROSS REDUCE THE TARDIES ACROSS ALL GRADE LEVELS WITH SPECIAL ATTENTION TO THAT BOTTOM QUARTILE STUDENTS. WE RECOGNIZE THAT CONSISTENT ATTENDANCE IS ESSENTIAL TO BOTH OUR ACADEMIC GROWTH AND OUR SCHOOL IMPROVEMENT. OUR MEASURABLE GOALS ARE TO REDUCE THE CHRONIC ABSENTEEISM BY 20% AND DECREASE THE NUMBER OF STUDENTS WITH 10 OR MORE TARDIES PER QUARTER BY 25% BETWEEN THAT FIRST AND THAT
FOURTH QUARTER. AS A PART OF OUR MONITORING PLAN, WE MEET ON MONDAYS TO REVIEW THE REVIEW THE ATTENDANCE AND TARDY REPORTS FROM THE PREVIOUS WEEK. WE IDENTIFY SOME OF THE PATTERNS AND PLAN FOR NEXT STEPS, BE IT CONTACTING PARENTS BY CONTACTING PARENTS BY PHONE, BE IT SENDING LETTERS HOME, OR SITTING WITH THEM MYSELF. BUT I'VE BEEN SITTING WITH THEM FOR THE PAST THREE OR FOUR WEEKS IN OUR CONFERENCE ROOM. I CATCH THEM WHILE THEY ARE COMING IN. SINCE THE BEGINNING OF THE SCHOOL
SCHOOL YEAR, WE HAVE BEEN CONSTANT -- WE HAVE BEEN IN CONSTANT COMMUNICATION CONSTANT COMMUNICATION WITH ABOUT EIGHT FAMILIES WHOSE STUDENTS HAVE DEMONSTRATED ONGOING ATTENDANCE CONCERNS FOR THE PAST COUPLE OF YEARS. BUT IN ADDITION, WE'VE ALSO LAUNCHED OUR SCHOOLWIDE ATTENDANCE CAMPAIGN TO HELP PROMOTE POSITIVE ATTENDANCE HABITS AND RECOGNIZE THOSE STUDENTS AND FAMILIES THAT ARE SHOWING IMPROVEMENT.
SO THIS SLIDE SHOWS LAST YEAR'S ATTENDANCE DATA. WE SAW HIGHER RATES OF CHRONIC ABSENTEEISM AND ABSENTEEISM AND TARDINESS THAT INDIRECTLY IMPACTED OUR STUDENT LEARNING. THIS YEAR WE STRENGTHENED OUR MONITORING AND FAMILY COMMUNICATION. AND OUR CURRENT DAILY ATTENDANCE AVERAGE IS AVERAGE IS AT 96.03%. SO WE ARE ON THE RIGHT TRACK. I'M ENCOURAGED BY THE PROGRESS THAT WE'RE MAKING AND WE THAT WE'RE MAKING AND WE WILL CONTINUE TO CONSISTENTLY -- AND
THAT IS THE KEY WORD FOR WALTON ACADEMY, IS ACADEMY, IS CONSISTENT. CONSISTENT MONITORING AND KEEPING THE PARENTS ENGAGED AND KEEPING OUR ATTENDANCE STRONG THROUGHOUT THE ENTIRE YEAR. THIS YEAR, WE'VE IMPLEMENTED A MULTITIER ATTENDANCE AND INTERVENTION PLAN THAT FOCUSES ON IDENTIFYING THOSE STUDENTS THAT ARE AT RISK THAT ARE AT RISK WITH ATTENDANCE. CONSISTENTLY
CONSISTENTLY COMMUNICATING WITH PARENTS EVERY TIME WE MEET AND POSITIVE REINFORCEMENT. SO OUR GOAL IS TO SUSTAIN AND MAINTAIN OUR AVERAGE DAILY ATTENDANCE AND NOT DROP BELOW THAT 93%. THIS NEXT ONE, IN THIS NEXT ONE, IN MEETING WITH THE PARENTS, WE DISCOVERED THAT TWO OF OUR FAMILIES ARE HOMELESS AND IN TRANSITION. SO WE'RE ABLE TO PROVIDE THEM
WITH SOME ASSISTANCE AND WHATEVER SUPPORT THAT WHATEVER SUPPORT THAT THEY NEED. AND WE'LL CONTINUE TO REVIEW THE ATTENDANCE REPORTS WEEKLY, MEET WITH THE FAMILIES AND ADJUST OUR INTERVENTIONS. SO OUR ATTENDANCE, WE'VE LAUNCHED THIS SCHOOL YEAR, PARENT ATTENDANCE AWARENESS CAMPAIGN THAT KEEPS OUR FAMILIES INFORMED AND INVOLVED, NOT JUST WITH ATTENDANCE, BUT WITH ALSO IN THE ACADEMICS. IN ADDITION, WE ALSO, WE WERE
I'M IN FRONT OF PARENTS, BE IT THE GRANDPARENTS DAY, THE GRANDPARENTS DAY, BE THE GRANDPARENTS DAY, BE IT DADS TAKE YOUR -- PTO MEETINGS, I AM COMMUNICATING WHERE WE ARE ACADEMICALLY, MAKING SURE THEY UNDERSTAND THE IMPORTANCE OF ATTENDANCE AND BRINGING THEIR STUDENTS TO SCHOOL EACH AND EVERY DAY AND ON TIME. AS A AS A PART OF OUR SCHOOLS -- SCHOOLWIDE PBIS FRAMEWORK, WE ARE USING POSITIVE ENFORCEMENT -- REINFORCEMENT TO ENCOURAGE
AND SUSTAIN OUR ATTENDANCE ACROSS ALL OF THE GRADE LEVELS AND TO SUPPORT THIS EFFORT, WE HAVE ESTABLISHED A RECOGNITION PROGRAM THAT OUR PARENTS PROGRAM THAT OUR PARENTS ARE INVOLVED IN AS WELL, AND WE HAVE RECOGNIZED STARTING RECOGNIZED STARTING THIS PAST SCHOOL YEAR, WITHIN THE LAST MONTH, WE HAVE BEEN RECOGNIZING STUDENTS AND CLASSROOMS AND WHETHER IT'S GIVING WHETHER IT'S GIVING SHOUT-OUTS AND INCENTIVES EACH AND EVERY DAY OR EACH AND EVERY DAY OR EACH AND EVERY WEEK. IN CLOSING, WHILE THE DATA SHOWS
THAT WE HAVE SIGNIFICANT WORK AHEAD OF US, IT ALSO AHEAD OF US, IT ALSO REMINDS US THAT THE POTENTIAL WITHIN OUR SCHOOL COMMUNITY. WE ARE DEFINITELY DETERMINED. WE HAVE A CLEAR PLAN. THE RIGHT PEOPLE IN PLACE AND A RENEWED SENSE OF PURPOSE THROUGH OUR FOCUSED INSTRUCTION, ONGOING TEACHER DEVELOPMENT, DATA TEACHER DEVELOPMENT, DATA DRIVEN DECISION MAKING AND STRONG FAMILY PARTNERSHIP. AND THAT'S WHERE AND THAT'S WHERE -- THAT'S THE FOCUS OR THE MAJOR COMPONENT TO
PUTTING ALL OF THIS AND MAKING IMPROVEMENTS. WE NEED THAT FAMILY PARTNERSHIP AND WE'RE LAYING THAT FOUNDATION THIS SCHOOL YEAR SO THAT WE CAN LAST AND KEEP ON GOING. SO I THANK YOU FOR YOUR TIME TODAY AND YOUR PARTNERSHIP WITH WALTON ACADEMY ONCE AGAIN. >>Jessica Vaughn: THANK YOU. SO WE HAVE A FEW MINUTES FOR BOARD MEMBERS' QUESTIONS. MEMBER GRAY, YOU ARE FIRST IN THE QUEUE. >>Lynn Gray: THANK >>Lynn Gray: THANK YOU, MS. WALTON. WHEN YOU HAVE A SCHOOL WHEN YOU HAVE A SCHOOL AND
YOU'RE DEALING WITH ECONOMICALLY DISADVANTAGED CHILDREN, THERE ARE INGREDIENTS THAT MAKE THE SCHOOLS SUCCESSFUL. THE NUMBER ONE INGREDIENT IS YOUR MENTAL HEALTH. FOOD SECURITY, FOOD SECURITY, TRAUMA-BASED TEACHING. SO I LOOK AT YOUR BUDGET, 2 MILLION, AND I WOULD ASK, AND ANGELA, THIS IS FOR THE FUTURE. REALLY SHOULD HAVE MORE OF AN AUDIT, BECAUSE I USED TO HAVE AUDITS FOR CHARTER SCHOOLS. BUT IF I ASKED YOU FOR AN AUDIT AND ASKED YOU THE PERCENTAGE, HOW MUCH IS YOUR SALARY, HOW MUCH PERCENTAGE-WISE IS THE
MENTAL HEALTH THAT YOU'RE PUTTING IN FOR SCHOOL PSYCHOLOGISTS, WHATEVER PSYCHOLOGISTS, WHATEVER IT TAKES FOR THESE CHILDREN TO WANT TO COME TO SCHOOL, TO WANT TO LEARN IN SCHOOL, IN SCHOOL, TRAUMA-BASED TEACHING. I I WOULD ASK YOU WHAT PERCENTAGE OF YOUR BUDGET DO YOU HAVE FOR FOOD PANTRY, FOOD SECURITY. I WOULD ASK YOU ABOUT HOW MUCH MONEY YOU SPEND FOR MONEY YOU SPEND FOR PD, PROFESSIONAL DEVELOPMENT. THOSE ARE THE QUESTIONS THAT I WOULD LIKE WOULD LIKE TO KNOW BECAUSE
CHILDREN ACADEMIC PROFILES THAT YOU ARE GIVING AND YOU ARE GIVING AND ASPIRATIONS, THEY WON'T LEARN UNTIL THEY ARE MENTALLY, MENTALLY, SOCIALLY, PSYCHOLOGICALLY READY TO LEARN. I WOULD LIKE YOUR REMARKS. WE'RE RUNNING OUT OF TIME. ANYWAY, THAT IS A BIG QUESTION. >> WE ARE VERY FORTUNATE THAT WE GET A LOT OF COMMUNITY SUPPORT. JOSHUA'S WAY OF HOPE HAS BEEN PARTNERING WITH US
PARTNERING WITH US WHERE THEY PROVIDE SOCIAL AND EMOTIONAL LEARNING, POSITIVE, THE GROWTH MINDSET OF OUR MINDSET OF OUR STUDENTS, THAT HAS BEEN HUGE FOR OUR DEMOGRAPHICS THIS PARTICULAR SCHOOL YEAR, AND THEY ARE ALSO ENGAGING OUR ENGAGING OUR FAMILIES IN WORKSHOPS AS WELL. GETTING TO THEIR MINDSET AND WHO THEY ARE AS AN INDIVIDUAL, THEY ARE AS AN INDIVIDUAL, WE HAVE HAVE OUR HAVE OUR CORE VALUE CHARACTER EDUCATION PROGRAM. WE KNOW WE HAVE TO HIT THAT FIRST. HOW ARE YOU AS AN INDIVIDUAL?
HOW ARE YOU AS A CHILD? WE DO HAVE MENTAL HEALTH DOLLARS. WE DO HAVE MENTAL HEALTH CLINICIANS THAT HAVE VOLUNTEERED THEIR SERVICES TO US TO ACTUALLY PROVIDE CAREGIVER WORKSHOPS AS WELL AS TEACH OUR STUDENT -- OUR TEACHERS HOW TO TEACHERS HOW TO RECOGNIZE AND HOW TO IDENTIFY WHEN A CHILD NEEDS ADDITIONAL SUPPORT. SO THAT SO THAT IS IN SO THAT IS IN PLACE. WE ACTUALLY, THE ELEMENTARY --
BROWARD ELEMENTARY DOWN THE STREET A FEW BLOCKS, THEY HAVE A FOOD PANTRY THAT WE ALSO SEND OUR FAMILIES AND LET THEM KNOW ON TUESDAYS OR THURSDAYS THAT THEY CAN GO AND GET THEY CAN GO AND GET FOOD. WE ALSO HAVE -- I DON'T KNOW THE NAME OF THE ORGANIZATION, BUT EVERY FRIDAY, WE SENT HOME EACH AND EVERY CHILD WITH ONE OR TWO BAGS OF FOOD TO GO HOME. AND THEN WE HAVE SOME FAMILIES THAT WE KNOW OR SOME CHILDREN THAT IN THE MORNING WE KNOW THEY ARE A LITTLE BIT HUNGRY, ARE A LITTLE BIT HUNGRY, SO MY FOOD SERVICE WORKER WILL GIVE THEM A FEW EXTRA THINGS TO PUT
IN THEIR BACKPACK. WE DO RECOGNIZE OUR CLIENTELE AND OUR FAMILIES KNOW THAT WE ARE HERE NOT JUST TO SERVE THE STUDENTS BUT WE'RE HERE TO SERVE THE FAMILIES AS WELL. >>Lynn Gray: HUNDRED PERCENT OF YOUR STUDENTS OR MAYBE 99 OR ECONOMICALLY DISADVANTAGED. >> UM-HUM. >>Lynn Gray: MEALS, THE FOOD SECURITY IS CRITICAL. I'M NOT GOING TO SAY ANYTHING MORE, BUT I THINK DEFINITELY THE IMPROVEMENT IN MY OPINION NEEDS TO BE PUT, THE MONIES NEED TO BE PUT TOWARDS THE MENTAL HEALTH AND WELL-BEING OF THE STUDENTS. THANK THANK YOU. >>Jessica Vaughn: THANK YOU, MEMBER GRAY.
DR. HAHN. >>Stacy Hahn: THANK YOU. THANK YOU FOR COMING TODAY. I DON'T SEE MUCH OF A PLAN HERE, I'M GOING TO BE HONEST. I DON'T UNDERSTAND WHAT YOUR PLAN IS TO DIG YOURSELF OUT OF AN F, EVEN A D. ATTENDANCE ATTENDANCE IS 88.9% OF KIDS ARE ATTENDING SCHOOL. THAT COULD BE HIGHER. THAT'S NOT ONE OF YOUR BIG PROBLEMS. THAT SHOULDN'T EVEN BE IN THIS PLAN TO BE QUITE FRANK. IF THAT'S WHAT YOU ARE FOCUSING ON, WHEN YOU HAVE 27% OF KIDS
THAT ARE PROFICIENT IN READING AND YOUR AND YOUR DATA IS AND YOUR DATA IS LOW, I DON'T SEE ANY MENTION OF EVIDENCE-BASED INSTRUCTION. I DON'T EVEN KNOW HOW YOU'RE MONITORING YOUR STUDENTS OTHER THAN THE FREQUENCY OF IT. YOU SAY LEARNING STARTS WITH STRONG INSTRUCTION. YOU HAVE 60% OF YOUR TEACHERS ARE SUBSTITUTES. YOUR ENROLLMENT IS YOUR ENROLLMENT IS DROPPING. I WOULD IMAGINE IT HAS SOMETHING TO DO WITH THE ACTUAL FACILITY THAT YOU'RE OPERATING, WHICH I
HEARD IT'S BARELY ABLE TO BE OCCUPIED, QUITE FRANKLY. THIS IS NOT THIS IS NOT A PLAN. MAYBE ASK THE SCHOOL THAT PRESENTED BEFORE YOU TO LOOK AT THEIR PLAN. THERE IS NOTHING ABOUT HOW YOU'RE ADDRESSING YOUR BOTTOM LOWEST QUARTILE, WHICH HAVE READING -- THEY ARE IN THE READING -- THEY ARE IN THE 8%. HOW ARE YOU ADDRESSING THAT? I DON'T SEE ANYTHING. THIS IS ALL ABOUT WE'RE GOING TO TALK ABOUT STANDARDS. THIS IS LIKE
THIS IS LIKE THE MOST BASIC STUFF THAT SHOULD BE HAPPENING ANYWAY. BUT HOW ARE YOU ADDRESSING THE ACADEMICS IN YOUR SCHOOL THAT ARE JUST -- THERE IS NOTHING OF SUBSTANCE THAT TELLS SUBSTANCE THAT TELLS ME GOING TO THIS A BETTER SCHOOL GRADE. THIS IS SHOCKING TO ME. AS 30 PLUS YEAR EDUCATOR, THIS WAS SHOCKING. >> I APPRECIATE YOUR COMMENTS. I DISAGREE. IF THE STUDENTS ARE NOT IN THE
CLASSROOMS, IF THEY ARE COMING 20 MINUTES BEHIND, IF 20 MINUTES BEHIND, IF THEY ARE TARDY CONSTANTLY, BOTTOM QUARTILE, WE CAN'T TEACH THE STUDENTS IN THE CLASSROOM. WE NEED STUDENTS IN THE CLASSROOM IN ORDER TO TEACH. ALL OF OUR ALL OF OUR CURRICULUM IS ALIGNED TO THE BEST STANDARDS. >>Stacy Hahn: WHAT IS YOUR CURRICULUM? >> WE ARE USING WONDERS. WE ARE ALSO USING WE ARE ALSO USING SAVAAS AND VISION FOR MATH. WE'RE USING FLORIDA SCIENCE FOR SCIENCE.
WE ALSO USE WE ALSO USE I READY TO WE ALSO USE I READY TO HELP AS DIAGNOSTIC DIAGNOSTIC TESTING AND FOR INSTRUCTION. WE ALSO USE SUPPLEMENT WITH IXL. THOSE ARE TOOLS THAT WE USE THOSE ARE TOOLS THAT WE USE TO ENGAGE OUR STUDENTS AT HOME THAT WE'VE INVESTED IN. SO A SO A LOT OF WHAT I'VE SO A LOT OF WHAT I'VE SHARED THIS MORNING TALKS ABOUT SOME OF THE FOCUSES
THE FOCUSES THAT WE NEED FOR OUR DEMOGRAPHICS. WE'VE DONE THINGS IN THE PAST, BUT IN CONVERSATIONS WITH OTHER PROFESSIONALS, OTHER EDUCATORS, AND WITH MY CHARTER FRIENDS, IS THAT OUR FOCUS NEEDS TO BE MORE SO ON TIER ONE INSTRUCTION. WE'VE BEEN FOCUSING THE LAST COUPLE OF YEARS ON THE BOTTOM QUARTILE, ON THOSE TIER THREE STUDENTS AND NOT HAVING MUCH GAINS GAINS BECAUSE THEY AREN'T -- THEIR ATTENDANCE IS SUFFERING.
SO IF YOU CAN'T -- IF THEY ARE NOT IN THE CLASSROOMS, YOU CAN'T REALLY TEACH THOSE PARTICULAR STUDENTS. BUT OUR FOCUS IS SHIFTING FROM LAST YEAR'S FOCUS TO TIER ONE INSTRUCTION. SO IF WE HAVE A SOLID AND STRONG TIER ONE INSTRUCTION, THEN EVERY CHILD IS MAKING PROGRESS. >>Stacy Hahn: LAST YEAR, WHAT WERE YOU FOCUSING ON? >> WE WERE FOCUSING ON OUR INSTRUCTION, BUT WE WERE FOCUSING A LOT TOWARDS THOSE TIER TWO AND TIER THREE STUDENTS BECAUSE WE SAW WHERE THEY WEREN'T GETTING -- THEY WEREN'T
GETTING THE RIGOROUS. THERE WERE SO MANY LEARNING GAPS, AND WE WERE TRYING TO CLOSE THOSE LEARNING GAPS. HOWEVER, OUR HOWEVER, OUR FOCUS NOW IS TO MAKE SURE THAT WE MAKE SURE THAT WE HAVE A SOLID AND STRONG AND STRONG TIER ONE INSTRUCTION SUPPORTING OUR SUPPORTING OUR TEACHERS AND MAKING SURE THAT THEY UNDERSTAND THE CONTENT KNOWLEDGE, THAT THEY CAN DELIVER THE INSTRUCTION. >>Stacy Hahn: I WORKED IN TURNAROUND. WHEN YOU ARE IN A D AND F SCHOOL, YOU NEED TO HAVE STRONG TIER ONE, TIER TIER ONE, TIER TWO, AND TIER
THREE. SO IF YOU'RE GOING TO PUT ALL YOUR EGGS IN TIER ONE AND TWO, YOU'RE GOING TO LOSE THOSE STRUGGLING KIDS IN TIER TWO AND THREE. MY PROBLEM IS NONE OF WHAT YOU JUST SAID IS REFLECTED IN THIS PLAN. WHAT YOU JUST TOLD ME, THAT SHOULD BE IN THIS PLAN. NOW, THE ATTENDANCE IS IMPORTANT. OF COURSE, WE FOCUS ON ATTENDANCE AS ONE OF OUR BUCKETS, BUT THAT COULD HAVE BEEN A NOTE LIKE, BEEN A NOTE LIKE, HEY, BUT THE ATTENDANCE PIECE HAD THE MOST MEAT TO IT, YET NOTHING ELSE
DID. IT WAS VERY GENERAL. YOU JUST MENTIONED, YOU'RE USING IXL, USING IXL, USING i-READY, NONE OF THAT WAS IN YOUR MONITORING ON THIS. YOU JUST TOLD ME THE FREQUENCY. DO YOU SEE WHERE MY FRUSTRATION IS? >> YOU WANT MORE MEAT. >>Stacy Hahn: OF COURSE, I DO. YOU ARE AN F SCHOOL. I WANT THE MEAT. I DON'T WANT I DON'T WANT THE 50,000-MILE VIEW. I WANT IN THE WEEDS. I'LL LEAVE MY OTHER COLLEAGUES TO COMMENT. >>Jessica Vaughn: THANK YOU, DR.
HAHN. MEMBER RENDON. >>Patti Rendon: THANK YOU, MADAM CHAIR. I WAS OUT THERE A LITTLE OVER A YEAR AGO IN YEAR AGO IN THE SPRING YEAR AGO IN THE SPRING OF 2024. YOU HAD STUDENTS VERY ENGAGED AND REALLY WANT TO PERFORM AND LOVE THE PERFORMING ARTS PIECE OF IT. AT THAT TIME, EVEN THEN YOU WERE DISCUSSING SOME OF THE STRUGGLES THAT WERE GOING ON WITH THE SCHOOL AND THINGS LIKE THAT, ESPECIALLY NOW WE'RE HIT BY TWO HURRICANES AND MORE AND MORE THINGS. BUT AT THE END OF THE DAY, I
HAVE TO AGREE WITH HAVE TO AGREE WITH DR. HAHN. THIS PLAN DOESN'T REALLY REFLECT WHAT YOU'RE GOING TO DO IN THE SCHOOL. I UNDERSTAND THAT THERE IS A FOCUS ON ATTENDANCE. I UNDERSTAND THAT I UNDERSTAND THAT TARDIES ARE A BIG ISSUE. 89% ATTENDANCE SOUNDS LIKE A LOT HIGHER THAN EVEN MANY TIMES OUR ATTENDANCE RATES ARE. BUT THE MEAT AND POTATOES OF WHAT WE'RE GOING TO DO, IT CONCERNS ME. I WASN'T REALLY CLEAR. IT SOUNDS LIKE YOU HAVE SEVEN TEACHERS THIS YEAR AND NONE OF THEM HAVE A TEACHER CERTIFICATION CURRENTLY IN THE STATE OF FLORIDA. >> NO, NO. THAT'S NOT THE
THAT'S NOT THE CASE. WE HAVE SEVEN TEACHERS. FOUR OF THEM ARE NEW FOUR OF THEM ARE NEW AND FOUR FOUR OF THEM ARE NEW AND FOUR OF THEM, ONE IS -- ONE IS AT USF IN THEIR MASTERS PROGRAM. >>Patti Rendon: CERTIFIED TEACHER -- OR JUST GOT THEIR BACHELOR IN SOMETHING. >> THEY HAVE THEIR BACHELOR IN SOMETHING AND GOING IN THE MASTER. >> [INAUDIBLE] >> CORRECT. ONE IS IN ACP ONE IS IN ACP PROGRAM. ONE IS -- >>Patti Rendon: THEY HAVE A TEMPORARY CERTIFICATE. >> RIGHT.
ONE IS CERTIFIED OUT OF STATE AND WORKING TOWARDS A FLORIDA CERTIFICATION. AND THEN AND THEN TWO ARE ACTUALLY PASSING THE TEST, SCHEDULED TO PASS THE TEST. >>Patti Rendon: ONE TEACHER THAT'S CURRENTLY IN THE ACP PROGRAM WITH A TEMPORARY CERTIFICATE OUT OF THE SEVEN. >> UM-HUM. >>Patti Rendon: WHAT ARE WE DOING WITH THOSE TEACHERS? DO WE HAVE ANY MENTORING PROGRAMS WE'RE PROVIDING THEM? DO WE HAVE AN OUTSIDE WHERE WE'VE GOT SUCCESS COACHES WORKING WITH THEM? BECAUSE AT THE END OF THE DAY,
THE BOTTOM CORE IN THIS IS WE ARE NOT ARE NOT PROVIDING ARE THE -- THE INSTRUCTION TO THE STUDENTS. WE'RE SEEING A DECLINE OVER THE COURSE OF NOT JUST LAST YEAR, BUT OVER THE COURSE OF THREE YEARS, A CONSTANT GRADUAL DECLINE. THAT TELLS ME YOU DO NOT HAVE SYSTEMS IN PLACE TO DO TEACHER MENTORING, TEACHER EDUCATION. DO SOME KIND OF THING THAT WE ARE ENGAGING AND MAKING SURE THAT THE INSTRUCTION GOING INTO THE STUDENTS ARE MEETING THE STANDARDS. THEY ARE GETTING THE STANDARDS. IT DEMONSTRATES THAT THROUGH THE
DATA OVER THE COURSE OF THE YEAR. I WOULD I WOULD ASK TO LOOK FOR OUTSIDE SUCCESS COACHING FOR YOUR TEACHERS. AT THE SAME TIME, YOU CAN DO THAT WITH A TURNAROUND PROGRAM THAT CAN COME INTO YOUR SCHOOL TO WORK DIRECTLY WITH YOUR TEACHERS, STUDENTS, THINGS LIKE THAT. I KNOW YOU ARE A GREAT GIFT TO YOUR COMMUNITY. BUT IF WE DON'T HAVE SOLID -- I DON'T WANT IT TO BE A GIFT THAT'S NOT GIVING. SO WE WANT TO MAKE SURE THAT WE BRING THAT BACK TO YOUR COMMUNITY THAT IT FLOURISHES.
SO YOU SEEM TO HAVE A HEALTHY FUND BALANCE THAT WOULD ALLOW YOU TO BRING IN OUTSIDE SUPPORTS THAT ARE GOING TO MAKE SURE THAT WE GO ON THAT PATH AND THAT YOU CAN SHOW THIS BOARD THAT THE EFFORT IS BEING MADE TO TRANSITION IN A BETTER FOCUS. >> WE STARTED THAT. DURING THE PREPLANNING, WE HAD TWO CONSULTANTS TO COME IN AND WORK WITH OUR TEACHERS WITH LESSON LESSON PLANNING OR BACKWARDS LESSON PLANNING AND LOOKING AT THE DATA. SO THAT'S BEEN ONGOING. WE DO HAVE CONSULTANT THAT'S COMING IN. >>Patti Rendon: I THINK THAT
GOES BACK TO DR. HAHN'S POINT THAT THIS PLAN IS EITHER NOT REFLECTIVE OF WHAT YOU'RE TELLING US TODAY, WHICH WHAT YOU'RE TELLING US TODAY IS WHAT YOU'RE DOING AT YOUR SCHOOL. MAYBE WE NEED TO MAKE SURE THIS PLAN IS TRULY REFLECTING WHAT YOU'RE DOING FOR THOSE ACADEMIC GAINS. I THINK THAT'S REALLY IMPORTANT. WE ALSO KNOW THAT AS FAR AS THE FACILITIES GO, THERE ARE CONCERNS FROM THE CODE ENFORCEMENT. BASED UPON THAT SITUATION, YOU ARE AT A 30 DAY ARE AT A 30 DAY POINT. WHERE ARE YOU AT WITH THAT MAKING SURE THE IMPROVEMENTS ARE DONE? AT THIS POINT IN TIME, MY
BIGGEST CONCERN ARE BIGGEST CONCERN ARE THE 118 STUDENTS. IF THAT'S NOT MET, WHERE THAT'S GOING TO LEAD. WE DON'T WANT TO PUT MORE TRAUMA ON ANY STUDENT ON ANY STUDENT AT ALL. COULD YOU ELABORATE? >> OF COURSE. WE GOT AN EXTENSION TO NOVEMBER, THE FIRST PART OF THE FIRST PART OF NOVEMBER. EACH WEEK THERE'S PROGRESS EACH WEEK THERE'S PROGRESS MADE TOWARDS SOME OF THOSE REPORTS OR VIOLATIONS THAT'S ON THE CODE ENFORCEMENT REPORT. WE
WE ARE WORKING WITH WE ARE WORKING WITH TRIPLE-A, THEY ARE A CONSTRUCTION COMPANY, TO WORK ON GETTING OUR TO WORK ON GETTING OUR FLOORS. OUR ORIGINAL QUOTE LAST YEAR OUR ORIGINAL QUOTE LAST YEAR WAS $67,000. WE DON'T HAVE THAT TO REPLACE THE FLOORING IN OUR BUILDING. BUT WE ARE WORKING WITH TRIPLE-A, AND THEY ARE VOLUNTEERING THEIR MANPOWER TO DO THE LABOR. ALL WE HAVE TO DO IS ALL WE HAVE TO DO IS PURCHASE THE MATERIALS. THEY HAVE BEEN IN OUR FACILITY OVER THE LAST THREE WEEKS, AND
WE'RE COMING UP WITH A PLAN TO GET IN PHASES TO GET WHICH ROOMS, WHICH FLOORS TO START REPLACING. WE ARE PROBABLY WE ARE PROBABLY I WOULD SAY ROUGHLY 45 TO 50 PERCENT OF THE ITEMS THAT ARE ON THOSE -- THAT LIST OF LIST OF BEING LIST OF BEING COMPLETED, AND WE'VE HAD -- >>Patti Rendon: AS A BOARD, DO WE HAVE YOUR WORD -- WILL BE MET? >> MOST DEFINITELY.
>>Patti Rendon: WE WOULD BE REMISS IF WE DIDN'T ASK. >> MOST DEFINITELY. WE ARE ACTIVELY WORKING TOWARDS GETTING ALL OF THOSE COMPLETE. THE FLOORING WE ARE PROBABLY GOING TO NEED AN EXTENSION BECAUSE WE CAN'T GET BECAUSE WE CAN'T GET A 10,000-SQUARE-FOOT BUILDING 10,000-SQUARE-FOOT BUILDING WITH NEW FLOORING THAT QUICKLY. >>Patti Rendon: THERE COULD BE SOME JEOPARDY ON THAT. >> NOT JEOPARDY. THEY ARE ALREADY THEY ARE ALREADY AWARE. THEY ALREADY PUT IN PLACE THAT IT WILL TAKE A LITTLE BIT
LONGER. WE'VE BEEN IN CONSTANT COMMUNICATION WITH THE PERSON OUT TO THE SCHOOL. THEY KNOW WHAT WE HAVE DONE. ALL OF THE OTHER ITEMS, THOSE WILL BE FINISHED. >>Patti Rendon: THAT IS DEFINITELY A VERY BIG CONCERN OF OURS, THAT WE'VE GOT TO MAKE SURE IT MEETS CODE FOR ANY STUDENT TO BE IN IT. WE WANT TO MAKE SURE THAT WE'VE GOT THAT FOLLOWED UP. APPRECIATE YOUR TIME. I DON'T WANT TO TAKE UP MORE. THANK YOU. >>Jessica Vaughn: THANK YOU. MEMBER COMBS. >>Nadia Combs: THANK YOU. THANK YOU, MS. WALTON, FOR COMING AND FOR YOUR PASSION.
THIS SCHOOL IS IN MY AREA. I DO HAVE CONCERNS BECAUSE WHEN I LOOK AT BROWARD ELEMENTARY, IT WENT FROM A C TO A B. SEMINOLE WENT FROM A C TO A C. EDISON FROM D TO A C AND YOU WENT FROM D TO F. THAT'S REALLY CONCERNING. ALSO, YOUR ENGLISH LANGUAGE ALSO, YOUR ENGLISH LANGUAGE FROM 2023 TO 2024 WENT DOWN 25%. SO THE IDEA THAT YOU'RE COMING IN HERE WITHOUT A REAL PLAN FOR YOUR ENGLISH AND FOR YOUR MATH AND TALKING ABOUT -- THAT IS VERY CONCERNING. SO I DON'T KNOW WHERE YOU ARE IN
PM ONE RIGHT NOW COMPARED TO LAST YEAR. DO YOU HAVE THOSE SCORES RIGHT NOW? >> I WANT TO BE HONEST, THEY DON'T LOOK GOOD. IT WAS EVIDENT THAT THERE WAS A SUMMER SLIDE, THAT OUR PARENTS WERE NOT WORKING WITH THEM OVER THE THE SUMMER, THAT THEY DIDN'T PARTICIPATE IN OUR SUMMER IXL CHALLENGE, BUT OUR CHALLENGE, BUT OUR ELA FOR THIRD GRADE, AND THIS IS THE FAST DATA, 21% OF THEM ARE SCORING LEVEL 3 AND ABOVE.
GRADE FOUR, 24%, LEVEL THREE AND ABOVE. AND GRADE 5, 33%, LEVEL 3 AND ABOVE. >>Nadia Combs: THAT'S VERY, VERY CONCERNING TO ME. AND WHEN I LOOK AT THE LONG-TERM SUBSTITUTE TEACHERS AND NOT HAVING CERTIFIED TEACHERS, I HAVE TO SAY TO YOU, FOR ME, WHEN I LOOK AT YOUR NUMBER OF STUDENTS, A HUNDRED PERCENT OF THOSE ARE THOSE ARE DISADVANTAGED FINANCIALLY. YOU'RE NOT GOING TO BREAK THAT CYCLICAL POVERTY WITH WHAT YOU'RE DOING. I'M SORRY. THOSE STUDENTS ARE NOW AT THE LOWEST LEVEL AND IT'S VERY CONCERNING TO ME THAT THEY ARE
NOT GOING TO HAVE A GREAT OPPORTUNITY. I'M ALSO CONCERNED ABOUT YOUR FACILITY. THE MAINTENANCE OF YOUR FACILITY, HAVING WINDOWS BROKEN. YOU TALK ABOUT FLOORS NOT BEING REPAIRED. I'M CURIOUS, I SEE YOUR FUND BALANCE HAS BEEN CONSISTENT, BUT WHAT IS YOUR SALARY? WHAT ARE YOU MAKING WHEN THE FUND BALANCE IS SO LOW? >> MY SALARY >> MY SALARY IS 89,000. >> $89,000. WHEN YOU HAVE 122 STUDENTS AND YOU'RE MAKING 89,000, THERE'S QUITE A BIT OF -- THAT'S QUITE A BIT OF MONEY AND YOU'RE TALKING
ABOUT NOT BEING ABLE TO REPAIR FLOORS, FIRE CODE IS OUT, FACILITY IS NOT GOOD. I'M SAYING THERE ARE ISSUES WHERE YOU HAVE WHERE YOU HAVE VIOLATIONS. I CAN'T THINK OF A SCHOOL I'VE ENCOUNTERED SINCE I'VE BEEN HERE WHERE THERE'S BEEN VIOLATIONS, WHERE YOU'RE LOOKING AT 30 DAYS. VICTORY CHARTER, THEY CLOSED THE SCHOOLS AND PARENTS DIDN'T EVEN KNOW UNTIL THE DAY OF. THAT'S HAPPENED TO US BEFORE. WHEN YOU HAVE STUDENTS AT SUCH A LOW LEVEL PERFORMING AND THEN YOU'RE AT 30
YOU'RE AT 30 OR 60 DAYS. >> TALKING ABOUT FIRE ALARMS. HERE WE GO. >>Jessica Vaughn: MY FIRST THING IS ALWAYS QUALITY OF THE TEACHER. THAT'S THE MOST IMPORTANT THING. THAT'S THE MOST EFFECTIVE THING. ARE YOU A CERTIFIED ARE YOU A CERTIFIED TEACHER? >> NO. >>Nadia Combs: THAT MEANS IN THE ENTIRE BUILDING, WE HAVE ONE PERSON. >> IT'S MORE THAN ONE PERSON. >>Nadia Combs: THE MAJORITY OF YOUR PEOPLE, MAJORITY OF
EDUCATORS ARE NOT CERTIFIED, INCLUDING YOU WHO IS INCLUDING YOU WHO IS MAKING $89,000, RIGHT? YOU'RE MAKING THAT. YOUR ENROLLMENT IS GOING DOWN. FOR ME, NOT ABOUT THE SCHOOL, NOT ABOUT YOU. I DON'T CARE IF PEOPLE CHOOSE CHARTER, HOMESCHOOL, PUBLIC SCHOOL. WHAT I CARE IS WHAT I CARE IS ABOUT THE ECONOMICALLY DISADVANTAGED STUDENTS WHO NOW THEY ARE GOING DOWN. WHEN YOU SEE THE SCORES GOING UP IN THE ENTIRE AREA, BUT YOU'RE THE ONLY SCHOOL IN THE AREA THAT'S GOING DOWN AND YOUR PM ONE SCORES ARE NOT SHOWING ME THAT THERE'S GOING TO BE IMPROVEMENT, TO ME THAT MEANS
THAT CHILD IS GOING TO HAVE CYCLICAL POVERTY. AND THAT'S VERY CONCERNING TO ME. THAT'S VERY CONCERNING TO ME. ALSO, THE CONCERN WITH YOUR FACILITY, I NEED UPDATES ON A REGULAR BASIS, ON A WEEKLY BASIS BECAUSE IF YOU END UP NOT MEETING THOSE VIOLATIONS AND YOUR SCHOOLS CLOSE, I NEED TO MAKE SURE THOSE STUDENTS KNOW WHERE TO GO NEXT. THAT'S MY AREA. I KNOW THEY CAN I KNOW THEY CAN GO TO SCHOOLS THAT ARE STRONG. THEY HAVE CERTIFIED TEACHERS. THEY HAVE THE FACILITIES.
THEY HAVE THE CURRICULUM. AND THEY HAVE A BETTER PLAN. SO TO ME, I'M SURPRISED THAT YOU EVEN HAVE 122 STUDENTS. THAT'S VERY CONCERNING TO ME. WITH ALL DUE RESPECT. FOR ME, IT'S NOT ABOUT THE SCHOOL. IT'S ABOUT THE CHILDREN AND THAT'S VERY CONCERNING TO ME. >>Jessica Vaughn: THANK YOU, MEMBER COMBS. I'VE LOOKED THROUGH THIS. I THINK THERE SHOULD HAVE BEEN MORE THAN TWO GOALS FOR SURE. THE FIRST ONE TALKS ABOUT INSTRUCTIONAL PRACTICE. AND I THINK THAT'S OBVIOUSLY
WHAT WE -- THE WHAT WE -- THE FEEDBACK THAT YOU WANT TO HEAR IS WE PUT A LOT OF EMPHASIS AND WE TALK AS A SCHOOL BOARD IN OUR OWN SCHOOLS ABOUT WHAT THAT LOOKS LIKE A MAJORITY OF THE TIME. INSTRUCTIONAL PRACTICE AND WHAT THAT LOOKS LIKE. I THINK GOAL TWO IS IMPORTANT. WE DO TALK ABOUT ATTENDANCE. I AGREE THAT'S I AGREE THAT'S IMPORTANT, BUT THERE IS -- IT DOES SEEM LIKE MORE FOCUS ON THAT THAN THE FIRST PIECE. I THINK OVERALL THAT'S WHAT YOU'RE HEARING FROM THE BOARD IS THERE IS CONCERN, YEAH, THE KIDS HAVE TO BE THERE TO LEARN AND WE IDENTIFIED THAT. WE HAVE EVERY DAY MATTERS.
TO KIND OF GO OVER, YOU ARE USING WONDERS AS ELA CURRICULUM. DID YOU SAY YOU'RE USING I-READY FOR MONITORING? >> YES. >>Jessica Vaughn: YOU'RE USING I-READY. TO REINFORCE THE TO REINFORCE THE MATH, USING IXL. >> IXL. CURRICULUM IS CURRICULUM IS SAVAAS. ENVISION MATH. >>Jessica Vaughn: I'M NOT FAMILIAR WITH THAT ONE. IXL PIECE, HOW AGGRESSIVELY ARE YOU MAKING SURE STUDENTS ARE DOING THAT AFTER-SCHOOL AS PART OF THEIR HOME OF THEIR HOME WORK? A BIG PIECE OF THE SUCCESS IS NOT JUST IN THE CLASSROOM BUT ENGAGEMENT OUTSIDE OF THE
SCHOOL. WHEN I SEE YOUR POSITIVE BEHAVIOR REINFORCEMENT, THE FOCUS ON THAT, ARE YOU REALLY INCLUDING TO MAKE SURE THAT IXL IS GETTING USED OUTSIDE OF THE CLASSROOM FOR THE BEST -- >> PART OF OUR >> PART OF OUR PBIS >> PART OF OUR PBIS AND OUR OCTOBER CHALLENGE. AUGUST AND AUGUST AND SEPTEMBER, IT WAS MAINLY FOCUSING ON MAINLY FOCUSING ON I-READY. AND SO NOW IN OCTOBER IS WHERE WE KICKED OFF THE IXL CHALLENGE SO THAT THE STUDENTS CAN EARN POINTS FOR BEING PROFICIENT AND
TIME SPENT. SO MEETING WITH THE PARENTS OVER THE NEXT MONTH, WE HAVE THREE OR FOUR DIFFERENT OPPORTUNITIES THAT WE'RE MEETING WITH THIRD GRADE PARENTS, KINDERGARTEN PARENTS, PTO MEETINGS, PARENTS, PTO MEETINGS, PBIS KICKOFF SO KICKOFF SO THAT WE'LL BE KICKOFF SO THAT WE'LL BE TALKING ABOUT GETTING ON ACADEMIC ACHIEVEMENT, TALKING ABOUT ATTENDANCE, TALKING ABOUT IXL AND ALL THE THINGS. >>Jessica Vaughn: I THINK YOU IDENTIFIED THE CULTURE YOU NEED TO CHANGE IN YOUR SCHOOL. I HEAR A LOT ABOUT THAT.
IF YOU'RE USING I-READY AND TALKING ABOUT, ANALYZING DATA BIWEEKLY, I THINK THAT YOU SHOULD MAKE THAT A WEEKLY ANALYZATION AND EVEN A ANALYZATION AND EVEN A DAILY ANALYZATION EVEN IF YOU TAKE 15 MINUTES TO LOOK AT WHAT THE SCORES LOOK LIKE. REVIEWING LESSON PLANNING WEEKLY. BLOCKS OF WEEKS OF LESSON PLANNING AND ONLY DOING ONCE A WEEK. CONDUCTING WEEKLY CONDUCTING WEEKLY WALK-THROUGHS, YOU SAID YOU'VE BEEN IN THE CLASSROOM A LOT. EVERY SINGLE DAY YOU'RE WALKING THROUGH THE CLASSROOMS TO SEE WHAT THAT LOOKS LIKE.
DO YOU KNOW IF YOU ARE USING THE TOOLS EMBEDDED IN I-READY AS NOT JUST PROGRESS MONITORING BUT ONCE THEY IDENTIFIED WHERE THEY ARE AT TO USE THOSE TOOLS TO ENRICH -- >> THOSE TIER TWO AND TIER THREE INSTRUCTION, THEN DIGGING DEEP TO SEE, OKAY, WHAT ARE THE GROUPINGS AND WHAT SKILLS GROUPINGS AND WHAT SKILLS THOSE STUDENTS NEED AND ALSO WHAT LESSONS GO ALONG WITH THOSE SKILLS TO SKILLS TO HELP WITH THAT, CLOSING THE GAPS. >>Jessica Vaughn: SIMILAR TO THE OTHER SCHOOL, DO YOU HAVE YOUR PM ONE DATA? >> I DO.
>>Jessica Vaughn: DO YOU KNOW WHERE YOU ARE WHERE YOU ARE AT? SORRY, I MISSED THAT. THANK YOU FOR HAVING THAT. I APPRECIATE THAT. THE OTHER PIECE THAT I WAS WONDERING -- AND I'M NOT -- I HATE TO LIKE POINT OUT A SPECIFIC SPECIFIC CURRICULUM, BUT WE HAVE HAD SO MUCH SUCCESS WITH U FLY AND YOU HEARD THE OTHER SCHOOL TALK ABOUT U FLY. GREAT PIECE FOR BREAKING DOWN PHONETIC AWARENESS AND GETTING BACK TO PHONICS. YOU FLY REALLY ENFORCES THE PHONEMIC AWARENESS THAT KIDS SEEMED TO HAVE MISSED IN THE
EARLY LEARNING STAGES. >> YES. THE CHARTER OFFICE, IN OUR CONVERSATIONS YESTERDAY WITH THE CHARTER OFFICE AND REVIEWING OUR BEGINNING OF THE YEAR DATA, WE TALKED ABOUT YOU FLY AND INCORPORATING THAT AS WELL. WHAT I BELIEVE I WOULD LIKE TO SHARE WITH THE CHARTER OFFICE IS FOR US TO BLEND IN THE SCHOOL IMPROVEMENT PLAN ALONG WITH OUR BEGINNING OF THE YEAR DATA BECAUSE THE BEGINNING OF THE YEAR DATA ACTUALLY SHOWS WHAT WE'VE BEEN DOING IN THE LAST TWO MONTHS.
SO WHEN WE SO WHEN WE DID THE PRESENTATION OR THE SCHOOL IMPROVEMENT PLAN PRESENTATION AND SCHOOL IMPROVEMENT PLAN THAT WAS TWO MONTHS AGO BASED OFF OF LAST YEAR'S DATA. SO THOSE ARE NOT AS DETAILED AS WHAT WE'RE DOING FROM DAY WHAT WE'RE DOING FROM DAY TO DAY. I DID HAVE SEVERAL OTHER GOALS. I HAD ABOUT FOUR GOALS INITIALLY. I SPOKE WITH INDIVIDUALS AND THE TRANSFORMATION REPRESENTATIVE, AND THEY KIND OF SUGGESTED, NO,
YOU NEED TO HONE IN AND DO TWO GOALS. SO WE'RE GETTING SO WE'RE GETTING CONFLICTING INFORMATION. I JUST WANT TO MAKE YOU ALL AWARE THAT, YES, THERE HAS BEEN MORE IN-DEPTH IN OUR SCHOOL IMPROVEMENT PLAN, BUT WE'VE CURTAILED IT TO FOCUS ON THE TIER ONE INSTRUCTION. >>Jessica Vaughn: OKAY. I JUST I JUST HAVE ONE LAST QUESTION, JUST SIMILAR TO THE OTHER ONE WOULD LIKE TO SEE MORE SMALL MEASURABLE BEGINS THAT ARE SPECIFIC TO THE STUDENTS AS FAR
AS EACH SUBJECT AND WHAT THAT LOOKS LIKE. SINCE YOU ARE A PERFORMING ARTS SCHOOL, IS THERE AN SCHOOL, IS THERE AN INFUSION OF THE CURRICULUM INTO THE PERFORMING ARTS? A PIECE OF THAT? THEMATIC LESSONS, PROJECT BASED. HOW ARE YOU INCLUDING THE PERFORMING ARTS PIECE TO KIND OF MOTIVATE THE STUDENTS ACADEMICALLY? BECAUSE THAT'S WHAT I HOPE THAT WE WOULD SEE IS THAT INFUSION? WHAT DOES THAT LOOK WHAT DOES THAT LOOK LIKE? >> THERE IS ARTS INTEGRATION IN OUR ACADEMICS AS WELL AS IN THE ARTS CLASSES.
JUST THIS PAST FRIDAY AND MONDAY, MY FOURTH AND FIFTH GRADERS, I SNUCK OVER TO THEIR CLASSROOM WHERE THEY WERE DOING PRESENTATIONS ON HISPANIC HERITAGE MONTH. SOME OF THEM HAD TO USE THEIR iPADS TO CREATE SLIDE iPADS TO CREATE SLIDE SHOWS OR CREATE BROCHURES AND ALSO TO HAVE ENTERTAINMENT COMPONENT OF IT, WHETHER IT'S IT, WHETHER IT'S MUSIC. WHETHER IT'S DANCE. SO ACTUALLY THEY WILL BE AT THE COLOMBIAN RESTAURANT NEXT THURSDAY PRESENTING THOSE PROJECTS AS WELL.
YES, WE DO THAT. >>Jessica Vaughn: THEN YOU ARE TYING THAT INTO INSTRUCTION SOMEHOW. >> YES. >>Jessica Vaughn: OKAY. THAT'S ALL THE QUESTIONS I HAVE. I APPRECIATE IT. >>Van Ayres: REAL >>Van Ayres: REAL QUICK, THANK YOU. FOLLOW UP ON THE DISTRICT SIDE, A LOT OF THE DISCUSSION AROUND PM 1 AND PROGRESS PM 1 AND PROGRESS MONITORING. AT THE BOARD MEETING ON AT THE BOARD MEETING ON TUESDAY, DURING MY COMMENTS, DISCUSSING PM 1 DATA, WHERE WE PM 1 DATA, WHERE WE ARE AT. MOVING FORWARD. MAKE YOU AWARE OF THAT DURING MY
SUPERINTENDENT COMMENTS WE'LL HAVE AN EXTENSIVE DISCUSSION. >>Jessica Vaughn: THANK YOU, BOARD MEMBERS. WITH THAT, THIS WORKSHOP IS ADJOURNED.