Currently they just don't work well. And so when there's issues and things, we have trouble. So, we'll be doing some work with that. So, it's a flight guard security systems were all connected together. Deck. Um we met on March 18th and discussed a few things at calendar. Uh their only question was why do you use the decorate rate and we're starting later in August, right? So that was the calendar. Uh you discussed that we're getting a new website, design, and you told them
about that and the parent from Olathe Elementary was talking about how she liked the talking points program. And yeah, okay and then, Montrose High School and no update, you're doing a new survey and that's coming up in a few weeks and just a follow up on getting data and discussing what we need to do next. And then, let's see. Uh charter school application. Uh we discussed that
and how we received it on the first and it's a 90-day process and we're we're going to set up the schedule tonight and the the role of the dad, we kind of talked about that because we mentioned, well, we've done this before. So, it sounded like they more wanted to review it and give input and pros and cons rather than a vote like before. So, that was kind of what they came up with that. We have the finance update that we got here. Um and then some of
the clothes that we had from the various schools, OHS, they said Heather, oh it's gone. There was a really nice art display for Olathe High School that was there and they really appreciated that. Uh Johnson, Elementary, they got a grant that was like $5000 Yeah and a lots of positive feedback on your TLA. You're getting national recognition and people are coming to visit. So, that was Johnson, Olathe Elementary, is doing a community outreach. We're they adopt a grandparent. They have a kindness
chain. They do Heroes Day for first responders. Uh Cottonwood capturing heart kids hearts. They're having success with that program. Um let's see. Olathe Middle and High School is doing I kept ICAP sessions with students and career pathways with the book. And then Outer Range is doing a fundraiser, a 5K run, or a one K nature walk. Uh sponsored by the Middle School,
Their middle school kid, Danielle Musser is going to be in charge of that. It will be a fundraiser and that should be me for. So, information coming on that. I think that's all and pretty much discussed. Anything to add in the spark? I know you're in that. Oh, were you in that meeting as well, Claire? No, she was not. Okay. So, nothing bad. Okay. Um any other committee updates? Okay. Um I also realized that in the excitement of
the technology and my swinging in here right at the last minute. Uh I forgot to ask missus Balak to let us know where what her location is for the this this current meeting and why she is not present. Missus Dolly, could you provide that information so that we have it on the record? We're supposed to do that for folks who are not located with us. Misha, you're muted. I am in Elizabeth, Colorado and I am not here because I am traveling to
Denver tomorrow and I wanted to drive before it was dark. Okay, perfect. Thank you so much. Alright, so let's move on to the superintendent's report. Um we're going to go to the TLA presentation, please. Very good got connected here. Notice how Tom is using the whole desk. It's impressive. Look at That's happening. Why am I trying to alright You guys need your own desks too. Okay. Alright. Go. Thank you. You bet. I'm not sure where to point you.
Misha, I think maybe at the screen. Um okay. So, here we are. One year later for TLA and the Teaching Learning Academy. So, we've got some great updates for you this evening and a lot of people in the audience that have come to support and share their experiences as well. So, going to start by just revisiting. So, for those folks that are unfamiliar with the teaching learning academy, we'll revisit a little bit of that vision. Uh talk about some staff data, what teachers and staff are
saying, what students are saying, what parents are saying, and what the nation is saying. So, to explore our vision statement once again to cultivate a collaborative and inclusive educational environment that nurtures educators and students alike so that our community is empowered with a diverse, well-prepared, and locally-rooted teaching force fostering a richer, more personalized learning experience for every student. Throughout this presentation, I would love for you to take a look at all
of those things on the right-hand side and listen for those hear people speak and as I as you see some of the information that I'm going to present to you this evening. So, revisiting that staffing model. So, we started with the thought of the one teacher, one classroom traditional model and wondered if things could be done a little differently in order to map match the vision that we were trying to achieve. And so we came up with the
teaching and learning academy where a team of students is led by a team of adults. Miscreated a new career path for us. So, starting with our teacher cadet program in the high school, moving on to instructional assistant, then, facilitator, then teacher, and then lead teacher. Allows us different access points into the education profession with different salary ranges in order to help facilitate those folks that want to
have a career in education. So, got some statistics worth noting tonight. I think it's also worth mentioning that most of what you will be seeing as far as statistics are one semester worth of work. Um because we do our assessments at the beginning of the year, mid year, and end of the year. We have not yet done assessments for the end of the year. Um the same assessments and so this will be a little bit of of current state. So behavior data, student
wellness data, staff data, and a little bit of academic data. So, looking at behavior and social, academic behaviors, and social behaviors, something to really note, there has been 38% decrease in overall behavior referrals at Johnson Elementary. So, I think that's worth noting. At Pomona Elementary, the third grade, what you see there on the right with the green and the red, that is a universal screener that we use called Sabres
and it really helps us to identify struggling or at-risk students with academic behaviors as as well as social behaviors. You can see just looking at third grade across where the red circle is, looking at across. Third grade is by far. Um the lowest out of Pomona of all of those grade levels with at-risk behavior. So, third grade had the most dramatic positive shift in emotional well being across all grades. Behavioral improvements show that those third graders are becoming more
responsible, self regulated, and socially and overall academic and behavioral supports are working, evidenced by the increased no risk students at in the mid-year checkpoint and I think you'll hear some of those comments from staff and parents and students as well. So, here is our staff that took a risk and jumped on board with this new model this year at Oak Grove at Pomona and at Johnson. Um certainly worth noting that 71
percent of all of the TLE's TLA staff this year are either licensed, teachers, and lead teachers or are actively participating in an education program. So, there's that pipeline at work into the education profession. So, year 171%, pretty pleased about that. Uh also worth noting that four instructional facilitators have already received teaching positions for the
twenty-five, 26 school year and I would know we have one more that is interviewing. So, hopeful for that one as well. Some staffing by the numbers, 94% of TLA licensed staff is going to be retained for the twenty-five, 26th school year. Looking at Johnson Elementary alone, that is a drastically different retention rate than we have seen over the last even five years. 33% of our
instructional facilitators are going to be licensed teachers for the 2526 school year, 42% of our facilitators and assistants are in an education program this year and again, five student teachers were working in the TLA model this year. Um so, again, so far for next year, the twenty-five, 26th school year, we have Ben Stevenson that has been actively working with our college partners and we have five student teachers from I believe Western
Colorado University possibly one from CMU. Don't quote me on that. Um that have already applied for open instructional facilitator positions for next year. The student teacher Ben would tell you are really excited about this program and really want to be in this program. So, taking a look at some of our academic data from midyear. You can see here that three of the five grade levels exceeded all traditional
classrooms in Dibble's growth. And there's a lot here. Um you can see but the takeaways here, this is a graph that shows the percentage of students who made average above and well above growth from beginning of the near beginning of the year in dibbles to middle of the year in dibbles. So, the highlights are three TLA grade levels at Johnson showed higher growth compared to traditional classrooms. Pomona TLA was 20% higher. Yes, that's correct.
20. Percent higher than all district third grade classrooms and six highest overall compared to all grade levels across all schools. Oak Grove TLA was fifth highest overall first grade and across all schools and grade levels. This graph shows you just those students that demonstrated above average and well above average. Um this is Johnson TLA compared to
traditional. So, you see that first, third, fourth, grades were a considerably higher, second, and fifth were slightly lower. Have a shout out to the NWEA Growth. This is a different assessment but it's still beginning of the year to middle of the year. 76% of Pomona TLA students may met adequate growth this year in MWEA reading which is the highest in the district. Revisiting our vision statement. You can see where those check marks
are. I think we are well on our way to being able to achieve the vision in those particular areas. Alright, now the best part of the presentation is really to hear from all of the practitioners in the buildings and I do want to make sure that everyone knows who the principals are of these buildings but I don't know that they're doing a lot of talking but I want to make sure that everyone knows who they are. So, Chris Lehman at Pomona, you did it. Um Dana Edwards at Oak Grove and Kirsten
Bloomfield at Johnson. Would any of you like to make any opening mark remarks or you want to turn it over to the I'll say something I would just like to say that I am so incredibly proud of the hard work that the staff has done. They amaze me every day with the work that they do for our children in Montrose and I think you as a board should be so incredibly proud of this Johnson staff. They have worked through trials and tributes and tears and the work that they have done and where we are at now is incredibly amazing and
so I just think they need a huge, huge round of applause. There are a lot of them here. Uh there are some couldn't make it and I just I'm so incredibly proud of them and the work that they've done. So. I was going to add for Pomona. Um one, we got a music performance couple people on our team and third grades also getting after the team right now. So, but since then, what a heck of the same sentiment that a character just did but very proud of our team taking a risk and it's been awesome to watch them come together. They have a group of teachers working together
to see like a synergy around taking risks and trying things. Uh they didn't just hit the ground running in September and just have it all figured out. I think adjusted and tweaked their plan and their system throughout the year. So, super excited about that. Um love what they're doing for our students. That's that's in my mind, that's the most important thing. Um the differentiation that's happening on the top end and the low end, pushing our kids really that differentiation is fantastic and then the the final thing is they're
happy coming to school. The teachers. Like the kids are too. Yeah. The teachers like there's joy in working together. There's support. Um and there's they like if someone has to miss for being sick or they have something happening at home. They can lift each other up and kind of carry the load and and we're not missing out on quality instruction. So there's some great things happening with this program. My colleagues said their things and so I'll keep it short. Um principals we like to talk occasionally. Um our
our team, our first-grade team kind of followed the the steps that you saw there, headed to the letter. We had a lead teacher and we had a brand-new teacher who just finished strong student teaching. Join us and then we had two student teachers as our instructional facilitators and from the viewpoint of watching these ladies work together and collaborate and help grow new teachers as two teachers. That was and first grade became just a nice little beehive of activity and it was a great place to visit. I'm very proud of Alright. So, next slide is, what
staff are saying? So, April, Carly, Hailey, Nancy, Valerie, Sarah, Kim. Come on up and I'm going to ask you to make sure that you use the microphone, please. Okay. Um I am Valerie Hanson, third grade lead teacher at Johnson Elementary. Um I'm not sure if this is working. It is. You're good. Okay. Um this is my thirteenth year as an educator. Obviously, the first 12 have been in a traditional classroom. It's been amazing this
year being part of this journey. Just the innovation that we've been able to bring to making education better for everyone. Um I love being part of a team that is able to mentor teachers who are coming up. Um the couple of women on our team who are going through their schooling. I can't wait to see when they're finally done because they're just picking up so many things left and right, doing amazing with that growth. Um the pipeline piece of it and then, it's just been so wonderful being able to have five adults working together all the time. We're moving students.
Every time when we come to plan, like the planning is so different from traditional In traditional, we're like, okay, this week in math, we're doing this. Then, in writing, we're doing this but here, it's like, okay, these kids need this. What group are they going to how are we going to move them and kids are moving and as a result, they're growing and it's really powerful and has made me relove teaching again because it's not an easy profession I'm going to read it because I'm kind of nervous. Okay. Um hi, I'm Sarah Panko and I'm a fifth grade
teacher in the TLTLA model this year. My path to teaching was not traditional. It was through an alternative licensure program. I jumped immediately into my own classroom without the without the benefit and experience of co-teaching or student teaching. With the implementation of this model, I have made significant growth professionally and I feel like a stronger teacher every single day. Uh model supports new teachers, supports collaboration, and individual growth which all impacts students positively. It has been
amazing to co-teach, collaborate, and observe my colleagues as teachers this year in this model every single day. I am excited to support other new teachers next year. Okay, my name is Kim Martin. I am the building resource teacher at Johnson and I've been at Johnson's since 2017. First as a math interventionist and Stem coordinator and I've been the BRT for the past four years. And this year was one of my favorite years as the BRT because I got to work with the IFs and the IAs and they are the most passionate, eager people I've ever
coached or worked with. Um a couple of things I've done. I've done an induction meeting once a month with all the IFs and IAs covering things like classroom management, how to run small groups, how to have a presence as a teacher. Um and also it was their time to collaborate together to problem solve and to just share what was going on in each of their individual teams. I also coached the IFs and IAs. I helped them plan. I modeled lessons for them. I went in and watched them and gave them
feedback. Um I set up observations with each other so they could go watch other IFs and IAs and for them to observe other teachers as well. I also coach the lead teachers. The lead teachers have a whole different role right now. They're mentoring. They're facilitating meetings. So, I supported them with that as well. One of my favorite things that has built me as a coach is I have a coach myself through the ASU program that I meet with monthly and then I get to participate in the lead teachers coaching with them once a month or once a quarter as well. So, that's
been really beneficial for my own development and my skills but the best thing like I said is watching the growth and the excitement of these IFs and IAs, they're so eager. They're constantly asking for help and questions. I have them like running down the hall. Kim, Kim, watch me like, come me do this group or come watch me walk the kids to lunch. They're just so passionate and eager. It's been just a pleasure watching them turn into educators in our building. I'm Carly Ellen. I'm the first grade lead teacher at Book Grove Elementary. Um I'm also going to
read because I'm also nervous. Um so, our first year as a TLA team has been exciting and interesting. Um it's been a great adventure. We have a team of five adults, two certified teachers, two student teachers from CMU, and one instructional assistant who came with over 20 years of experience. So, she's awesome. Um our team of five worked with sixty-five first graders as a whole. We got to view them as an entire group rather than just a class which was probably my favorite it. Um the most fun part of the TLA model for me personally was being able to track data for the entire grade level. We
love a good spreadsheet and in first grade. We love color coding. Um it was awesome to see our entire grade grow but also to be able to find those students who had gaps in their learning. We could use all this data and work together as a team to figure out the best way and who the best person would be to help fill those gaps. Um with our team, we were able to work collaboratively to assess students' progress and figure out the best team to work with our struggling students. Having a team of five with only one experienced certified teacher had his challenges. Kayleigh is also a certified teacher but came with one
year. She's a brand new teacher. So, but as the year moved on, we were able to do a great job at exploring our strengths and weaknesses as educators and our team within our team meetings. And work together to do what was best for our kids. Hi, I'm Kaylee. I'm the first year teacher. Um being a first year teacher, this model has been very helpful for me for introducing me into my own classroom. There's been quite a bit of collaboration throughout this process between me and Carly. We are constantly changing things up and adjusting schedules, routines, and small groups based off of trial and error.
Lots of trial and error and our data sheets. It has been really helpful and exciting to see growth in many ways from this group of students. The kids have been very flexible and usually go with the flow and have been able to master really quickly. Um as a first year teacher, I know there was so much to learn having been in this model for my first year teaching has been Has been, sorry, has been, has given me so many tools and ideas because our team has been able to bounce off of each other's strengths and weaknesses and grow in
many ways. Carly has been a huge help in starting me on my teaching journey. I've had so much fun just coming into school each day and I look forward each morning. I wake up and and ready to work and see the kids. So, it's been really fun. I'm April Kenyon. I'm lead teacher at Pomona third grade and I think one of the biggest things for my team that we've talked about is teacher satisfaction. There's a whole bunch of research that goes into when teachers are more satisfied and happy at their job. That translates into kids being happy. I think you saw from our Sabres data. Our kids well being and social emotional well being is really good. They feel safe
at school. They like coming to school. They're happy at school. And when kids are happy at school and feel safe, they're going to do better academically. So that has been a huge difference. Teaching is very isolated experience in traditional classrooms and when you're around other people that you can plan with that you can bounce ideas off of that you're not the only adult with children asking questions from 730 to 330. It makes a big difference. It makes a big difference to have those other adults to rely on and you can really dig into the planning because you're not making every single decision by yourself. So, we spend
every planned time together and I'm really helping our teacher, Rebecca. She is an all-licensed teacher. She's had one year under her belt. So, really helping her dig into the standards of this is what's most important and this is how we can teach those things and helping her realize the different ways we can teach Things rather than just focusing on behavior management all day or on all the other little things that teachers need to focus on. It's also a great way to divide and conquer all the little things that teachers have to do because as you're probably aware, teaching is not just a student-facing job. There's so many other things that go into it and when
you can split that among so many other people and really rely on each other's strengths, that makes a big difference. Um something I'm really excited about at Pomona is we've started small and we've really set the stage for how we can grow this in the future and really be successful with any other stuff I think? We've got a couple more. There we go, Dakota. Oh, thank you. You. Dakota, Sarah, and Jayden. Representing the IAs and all the IAFs. Perfect. So, I'd first like to thank the board for having us here tonight and I'd also like to thank my
team because I have grown so much because of them. So, my name is Dakota Young and I serve as an instructional facilitator at the Teaching Learning Academy at Pomona Elementary. I want to take a moment to share how this program has shaped me into an the educator I am today. Far beyond what a traditional college education could offer in a typical college program, you spend a lot of time learning theory from textbooks and lectures. But in the teacher learning academy, I've had the chance to live the learning from gradually taking on responsibilities Starting with observation then co-teaching and eventually leading instruction.
I've been able to grow in real time with real students. One of the biggest differences in how deeply I've learned to plan with purpose and in in the academy, I design lessons and see right away how they impact student engagement and understanding. That hands-on feedback loop plan, teach, reflect, has helped me improve faster and more meaningful than I could ever do in a traditional setting. Thanks to the teacher learning academy at Pomona, I feel more prepared, more confident, and more connected to my students. This program hasn't just taught me about teaching. It's
taught me how to teach. Thank you for time and we're continued to support this powerful program. Hi, my name is Sarah Wessner. I'm a fifth grade instructional facilitator at Johnson Elementary School. I have actually been a stay-at-home mom for the last 14 years, but prior to that, I was a teacher for 3 years. Um this has been an incredible program to get my feet back wet into the becoming a teacher. Um I've been able to watch some incredible teachers each and every day. Um kind of learn what's new in
education. Um I've been able to get feedback. Um been able to be fatigue, been able to be mentored, been able to kind of learn from either one of my teachers is amazing at writing. I have a teacher that's amazing at math and I get to just glean all of their wisdom. So, that's been fun. Not only am I an instructional facilitator, unless can I share my parenting role on this part too? I also happen to be a parent of three kids that are at Johnson Elementary. I have a kindergartener, a third grader, and a fifth grader. So, one of the reasons
why I chose to take this job is I really to get in there and see how this program was going to work and how it was going to affect my children. My children have absolutely loved it. They have thrived. Um my biggest passion as much as I love teaching my biggest passion in life is to make sure that every kid feels valued. Um that they have something to offer. What I love about this program is every kid gets to come to school and be praised by five to six adults every single day. We get to see the value
that kids have. We get to talk to them on really deep levels. We get to encourage them and celebrate all of their growth and all every single day. Um it's been huge for my daughter in third grade. She's struggled with reading her entire life. She gets to come to school and get celebrated by six incredible teachers. So, she is like, I can't wait to get to school and tell my teacher what book I read last night. Um my kindergartener was super scared to go to school this year. He gets to be loved on by five incredible teachers each and every day. Um It is a blessing as a parent to
know that your kids are going to a place where they feel valued and celebrated. Um it makes the role of a mom. It's just as awesome to know that your kids know that they have value and they have something to offer and I love that we get to do that as teachers each and every day to the kids that we get to see. Hi, I'm Jaden Key. I am an instructional assistant in third grade. Um I am currently a full-time student at Colorado Mesa University and being able to work and do my schooling at the same time is such an amazing opportunity. I love the team
that I was chosen to be with. Or they show me a variety of teaching styles and strategies and I'm able to both see them in action and do them in action and sometimes, I'm like, how did you guys just do that? And then, I try it and it does not go as well. So, I'm also learning what that what works best for me as a educator to be. Um I love how I'm able to also apply what I'm learning in school to the classroom almost immediately. I
remember at one meeting with Kim. She was talking about a model that we were doing and I went tour afterwards and I was like, I just learned this in school. Like, this is so cool that I get to learn it and do it and so, I am just incredibly, incredibly thankful for this opportunity It has helped me grow both as a student and an educator in training. Thank you. How about a Ray I am? Alright. Now, we're going to move on to a few parents. I think we have Chris Vessler Am I the only parent? We have one on
video as well. Okay. Alright. Hello. I am Chris Bessler. I am a parent of four. I have a fourth grader, a second grader, a first grader, and a preschooler. She'll be in kinder next year. And I'm happy to say that one year ago, I stood at this exact moment. I was driven by fear and anger, and definitely probably driven by the masses. And I asked you to say, and vote no, on this exact
model. And, I said, no matter what, I'll support the teachers and no matter what, I will hold you accountable and no matter what, I will be in there to see it and I will believe it when I see it and I have never been so excited to say that I was absolutely completely wrong because it has been the most amazing thing for not only my family but for this community and for our district and I am so proud of the teachers and of
the staff the students, I mean, absolutely 100percent. I met everybody here where they were and I have been in there and I have seen it in action. I've seen it live. I've been part of the the tours, the the panel, the the just every, you name it and I just, I needed to see it and I, it's a culture. It has literally been a movement of change and it's been so wonderful to see everyone come together and walk in every day and and
I'm in there. I'm in there a lot and it's it's not because I'm being big brother, I promise. I'm not holding everyone accountable. I'm actually, I love it. I love walking in every day. I love just, I love these people so much and they're just amazing and it's I've seen so many changes. The behavioral statistics, it's true. I can tell you endless testimony of kids that I was with last year that have changed tremendously and they've really shown wonderful changes with just empathy, with other students. They've also gone above and beyond which is behavioral issues and it's
it's amazing. It's it's more than just tests to me to be honest. I've also seen the changes with my own children and you know, I I could talk for hours and we don't only listen to me do that. So, I'm just going to say it's amazing and you know, I I I also have to say our student teachers because there is no, I know we've broken this presentation down by titles. There's no titles that exist. I walk in every day and I can tell you really who the lead teacher is. I can't tell you who the student teacher is. I can't even tell you who
the IAIF and not because I don't know. It's because the students don't even know. They look at them all as teachers. They're all equals. And that's that's a whole culture. That's a whole environment that that's been created. And for me when I say who's your teacher? And my son's like I have six of them. That's all I need to know. That tells me that they're comfortable. That that tells me that they feel safe. And that tells me that they're loved by Ready? Thank you. My wife and I have a daughter in the third grade here, Pomona. This year, they started a new program
Uh my wife and I have a daughter in the third grade here at Pomona. Um Hey, Brian. This year, they started a new So my wife and I have a daughter in the third grade here. My wife and I. When you have a copy of this presentation group. I'm so sorry. So. We are not getting the sound. And it's on the website Alright. Okay. Do you think we have a couple of students? Kirsten, is that right? Yes. Alright. So, Titus and Grayson,
thank you for being here. Thank you. Thank you. They said they didn't need a speech. They have it in the Google doc in their head Just use the microphone voice. Yeah. Just use the microphone. Uh I am Grayson. I'm from fifth grader from Johnson. Um one thing, a few things I like about the new model that we have is that I get to be more with everybody in my grade instead of just paired off with
another 22 students or something at one class and I only get to see other students at lunch or recess and now that I get to be in groups with them and classes with them. It's nice to get to know everybody in my grade. Um I feel it's really helping with everybody being social with each other. Um another thing I like about the model is that we're grouped off into our kind of groups. So it's not a kid
having to get pulled up to another group that he's not ready for or a kid getting held back because there's not more kids in this group now. There's a lot of kids that are kind of the same category that they're able to learn at their own pace and that's just something I really like about it. Good job. Yeah. Thank you. Uh my name is Titus. I am also a fifth grader at Johnson Elementary. And a few a few
things I like about the model are that you a lot of you have a lot of different teachers to teach you a lot of different things. And so it's like you have like one teacher to teach you writing. Another teacher to teach you like math. And so it's just kind of Another thing I like about the model is that you rotate you're rotating around a lot instead of just being cooped up in one classroom and so you
get to just move around the wall. Okay. And Titus and Grayson, correct me if I'm wrong but you both did some tours this year, didn't you? Watch people around the building? Yeah. They were, they were two of our fifth grade group that provided tours once a month to adults and community. So, thank you so much. Thank you. Alright, in addition to our district, we have started to receive quite a bit of attention on this model
from both statewide as well as nationally. Um transcend, I will go into here in just a minute. I've got a couple of slides on them and then these other organizations, Empower Gates Family, Mortgage, family, those are all philanthropic organizations. Um Colorado Association of School Executives, Mesa University, Western Colorado University. We also have two school districts that have reached out Canyon City is going to be coming in a couple of weeks for a tour. Um so,
people are kind of interested in in what's going on here. Um specifically, Transcend is an organization and the introduction to this organization was made for me by the Commissioner of education, Susana Cordova. Um she saw a presentation that I did last year at Case, she introduced me to Transcend and through a series of meetings, they chose Montrose County School District for a grant where they came
and did a site visit and what you're seeing on the on the following slides or what they were looking for in this site visit as well as what they saw. So, what they were looking for in this first two here. Really looking at the teacher experience and sustainability, looking for indicators of teacher fulfillment, effectiveness, long-term sustainability, and I'll let you read that. There's a lot of texts on the following slides just for your reference and then, they were also
looking at the student experience and were the students driving their own learning. Was that was that student ownership increasing in this model? So, they spent two days in the various classrooms at Pomona, Oak and Johnson. They spoke to students. They observed. They spoke to teachers. They spoke to parents. Um and really gave us a lot of great feedback. Um in return. Um and and they were the ones that are giving us the $5, 000. So Kirsten you don't even
know that. So it's not necessarily just for Johnson, sorry. Um alright. So, the first theme that they came back to us with was that overall, the model's impact on students seems to be multifaceted, addressing both academic and social emotional needs through a more flexible and personalized approach to education and I think you heard a lot of that in the testimonials tonight. I'm not going to go through all of the contributing factors but there's some great quotes there as well that they captured when they were here.
For example, the model encourages students to advocate for themselves and make choices in their learning environment, fostering independence and engagement said by a teacher and then just one more multiple teachers observing and working with students provide a more comprehensive understanding of each child's abilities and areas for improvement and that was from a parent. The second theme that they identified was that teachers feel an increased sense of sustainability and fulfillment and again, a lot of
contributing factors there. Um two notable quotes, I'm able to go home and be a mom without feeling behind on work. We don't hear that very often from our teaching staff. So, that one really got me and then having a collaborative approach helps distribute the workload and reduces the amount of time I spend on planning individually. The third theme that they identified, they said there's early evidence that instructional facilitators and instructional assistants feel supported and are
therefore more likely to remain in the profession. You certainly cannot ignore the passion that you heard from Dakota, Jaden, and and Sarah tonight. Um and then they have some contributing factors there as well. You can see hands-on experience, sense of involvement, and purpose. Um observe and learn from different teaching styles, certainly clear pathways. And that concludes our presentation. We would love to take any questions that you have. I'll do a comment. Sure. Love the
tours at Johnson. Uh I just, you know, after teaching 35 years, traditional classroom teacher, I thought I knew what I was doing. This is so much better and I I walked into your classrooms and all the kids are doing different activities. It's differentiated. Um I didn't see any behavior problems which would have been happening in the traditional classroom. So, that's thing I noticed was that all the kids were on task when they went into your I I'm
just very impressed with this model And just you're doing a good job. All of you. You're doing a good job. I think we should be very proud. I'm sorry. Go ahead. Go ahead. I think we should be very proud of the teachers that have done this. I started from ground level zero. Yeah. To where it's at now. And I always do Bowery would be a winner this thing because I was high school. When I was teaching that because she was a go-getter. Yeah. And she's been a great contribution to Johnson and I I've been in and out of the schools from the very ego and I I think
I will watch the involvement of the craziness and the fear kind of in the beginning and just the unsure like I you know getting away from that traditional way of teaching into this collaborative way of teaching. And as I pop in and out I watched evolve. So that's been fun. Um and the admin cited So before we go anymore, I think Nation can't hear anybody at the moment. Can you hear me? Amen. Yes. Can you hear me? Yeah. Okay. Okay. Well, I just wanted to add. Um it
sounds like everybody's putting a huge amount of effort and it's kind of need to to see that feedback. Successes that you guys are getting. Uh the question I had was, what do you think What do you think is specifically affecting the lowering of the behavioral issues? What what do you think is making that? Like from the teachers or even from our I think one thing I've noticed is as adults we're less stressed going to work. So, when the adults are less stressed, you are able to better deal in behaviors. Whether it's
recognizing that case escalated. So, I'm in a better place mentally so I can handle that better. That's been a big thing. I took a no step to mono is that we are kind of like you've seen, we are, like people have said, we are coming to better, coming to school in a better place so that you're able to help handle those kids better and you have more adults, you have more eyes on kids, and some of the boys were saying, they're working at their level. So, we're really able to help kids grow where they're supposed to be growing and we're not pushing them and they're not as bored. So, it's really easy because we're here at academically as well which is causes
a lot of behaviors when kids are pushed too hard or they're bored. So, those are two big factors I think at the moment. I think one big factor for behavior at Johnson is the fact that with this many adults on our team, if there's a student who needs a break, there's an adult who can take them out, take a break, they're able to build that connection, have that one-on-one time to work through whatever they remain struggling with and then, now, the adults are still in the room for the learning to continue in a traditional model if a student is struggling or having a
situation where they may require more one-on-one support. You have your class of 25 or more kids who are just left to have to work on their own when you're the only adult in there. So, that's been really powerful to having multiple people to help in that situation as well as you know, just like we as adults have different personalities, our kids do too. Some kids gravitate more towards one person on one teacher on our team versus another and they can find someone that they connect with and it's really just helps them to deepen that relationship and feel
like they have someone on their side. Um and then lastly, since they're moving so much, I think that's just a built-in bravery for them. They're able to get up, shift from one activity to the next. We know how much they need that so they're not just sitting in one task all day long. You. Thank you. Um I think the thing that I'd like to say is that there's been a lot of I, I just feel a lot of positivity amongst the team members, and, it's quite clear that you're supportive of each other, and and there for each other and that's a really, that's a really important
factor here in this particular model, but I just think it speaks to the culture that's, that's kind of being built around it. Uh, and that's obviously successful. So, I think that's a huge part. Um, and it's really great to see it. It's awesome. Um, And I really appreciate you all coming this evening. especially for the the parent input and I know we didn't get to hear from that one family but it will be posted with the with the meeting so so people will be
able to see that too but yeah it's good to hear that feedback. You know I will say that often times I will come into a room and say I've got a great idea. And you know sometimes that causes people to leave the room very quickly. Um and I will just say that I am so grateful to all of you. For not leaving the room and for joining in on this you know, this idea that just started and then with with great collaboration ended up even better
and I know it will continue in you know, iterations for years to come and become even better and better. So, I am just so grateful for all of you for taking that risk and just going along that journey with me. So, thank you and thank you so much for being here tonight. Do we have plans for what happens at Oak Grove or Pomona in terms of will they stay with just one class or what are their feelings? Chris and Dana you want to mention that or you want to address that for
next year? Sure. So, yes, we'll be doing more of this next year. Um we had an opportunity to take a team to Arizona to through ASU's next generation workforce program to learn about collaborative planning, collaborative practices. So, we're we're going to be implementing some of that work without even changing the structure of the staffing piece. So, we are all in on the collaboration and planning piece for sure. Um I don't have the numbers at fifth grade to support like a full-blown TLA
model to small group of kids going up to fifth grade but we're going to do a pseudo version of it won't be, it'll be three staff members. What we're looking at, two teachers and a a Um and so yes we grow in the fifth grade and with anticipation over the next two years to be I'd like to be a 25 second grade through fifth grade for sure. Um Playing twenty-six, 27. What do you think will happen with your kids that are in third grade that go to fourth grade? I forgot that. That's the most exciting part. Our third graders to we're going to
have our third grade team blew up with those students. I was just curious. They've been a part of the model and then they go back in the traditional Wednesday. Yeah. So, our plan is we kind of started sharing that like a little anecdote. We we share that with parent conferences. April and her team started to just kind of let that slide out and organically come out and most of on all the parents were very excited. The best one that was like this little girl to the side. We introduced Saint Said to the mom. The mom's like, oh that's great. That's wonderful. And the girls off the side, she's like, heck yeah. Sorry. Okay. Um so, Hook Grove
our two first grade teachers are going to teach first grade next year. It's a smaller group of students and they're going to do the TLA model again that put the one instructional facilitator instead of two which is based on numbers. And then what we've been doing this year is rotating other teachers through. Just observe. You can see what's going on. Uh to plant seeds and also building on just the concept of team teaching. Um so full-on model yet everywhere but just working on collaboration and teaming differently and then, so, the seeds are planted and I'm sure that the next
principle of the growth relative as well. Kirsten, do you want to address what you're doing next year? Yeah Uh so, we at Johnson because we have had such great success with our model at Johnson, we are going to move to a full model next year. So, we will not be offering a traditional option. Um it will be full model and we will have depending upon the grade level, if they will have three certified teachers, one to two instructional facilitators, and one
instructional assistant. So, in every grade level, we are adding another certified teacher to the team and IFs and IAs will stay about the same. Any other questions? Great. Thanks. Alright. Thank you. Thanks so much. So now we are going to move on to community input. Uh the board welcomes comments from our community members and has dedicated this portion of the agenda to providing an opportunity for the community to present positive comments, concerns or complaints to the board. The board typically does
not engage in discussion or provide an immediate response to the input but will ask district staff to respond at an appropriate time. The board is committed to providing a safe environment where all members of the school community are treated with dignity and respect and expects all speakers to exercise their speech rights responsibly. Please also recognise that students often attend or view our meetings. Speaker remarks therefore should be suitable for an audience that includes kindergarten through 12th grade students. Speakers will be
heard in the order they signed up and comments are limited to 3 minutes. Disruptor speakers may be asked to leave at the board president's discretion. Please stand on the podium when your name is called after being recognised please state your name for the record. Leah Vander Seuss. You ready for the timer? Yes. Thank you. So, okay, if I use the wireless mic. Uh does that work the same? I think so. Great. Yeah. Yeah. Okay. Good evening, Board. I'm back again. Um I want to address the issue
of the use of technology in our classrooms. Today, students are on computers and cell phones not to mention us for hours every day and the research shows that this is not healthy. Most of us believe that reading is reading regardless if it's on a screen or a book but that is not the case. This has faced scientific scrutiny and I'm some of the text from an Epic Times article from this month, last month. Findings published in the Social Psychology of Education show that while the number of print books in a
home strongly predicts academic achievement, the number of Ebooks shows no similar correlation. Researchers call this the screen inferiority effect and was demonstrated in a 2000 twenty-four meta analysis of 49 studies involving thousands of readers from elementary college. It revealed that those who read on screens reliably score lower on comprehension tests than their peers reading the same text in print. Another issue is the hypnotic effect
of screens. A study at Johns Hopkins involve MRI scans of 19 kids ages 8 to 12 to assess connectivity in brain reveal that kids who spend more time reading physical books have greater connections between brain regions involving language processing, and cognitive control. Those on screen-based media demonstrated fewer connections between the same regions. One of the associate professors stated, quote, as developmental cognitive neuroscientists, we are afraid that
certain abilities like attention, processing, speed, and inhibitory control will not develop as they should. Another study had two groups of preschoolers. One group was read to by an adult and the other watched the same story screen where the book pages were seen along with an adult narrating the story. Six weeks later, the kids watching the screen story performed significantly worse on tests of attention and showed brain wave alterations similar to kids with ADHD. Professor
Tammy Katsir of University of Haifa discovered that screen-based reading increases quote cognitive load. The amount of strain we placed on our brain when completing a task. Basically, the brain is multita managing content, comprehension, making constant decisions about scrolling, and maintaining their place in the material. This reduces the capacity for deep comprehension. Technology is here, but we should not ditch books. I've printed out the article for each one of you. Please consider having our
students using books more. Thank you. Um can I please remind the members of the public to turn their phones onto silence the second time. That's been an interruption today. I agree Sit. Alright. Let's move on to old business which includes this whole slew of policies. Missus Murphy lot of policies here. Yes, there are. This is the second reading though. So, Title 9 has gone through several
changes in the past year prior to August 20twenty-four. Districts were following title 9 regulations of 2020. However, the Biden administration released updates to the regulations that took effect in August of 20 twenty-four. Requiring districts to adopt new policy. So on January 9th 2025, a federal judge ruled that the Biden administration's 20 twenty-four title 9 regulation exceeded the scope of the title Night Am or therefore unconstitutional which
resulted in regulations being vacated. Okay? For this district that means the following policies must meet the requirements of the title 9 regulations of the twenty twenty. Do we make a motion and then discuss does anybody have any specific questions to administration before we go into taking motions on any of these specifically? Um AD, let me see, ADF and ADF are specific to the school wellness revisions Right.
And so they are apart from the from the title nine. Um effective policies each. Um so I can take motions however you want to give them to me. I could take him for the whole bunch or individually or something. By the way to a group. You don't you can do them all together or you can do them grouped or however you would like to do that all together Okay. Um so I, let's see how we do
I make a motion that we accept board the revised board policies of AC, AC dash E dash one, AC dash E dash two, AC dash R dash three, eight ADF dash R GBA GBAA, GCE slash GCR, GDE slash GDF, JBE, JBB,
JF, JFBA, JFBB, J I C D D, J I C D, E J I H N J I have a good mom Ladies Yeah. Yes. Okay. Okay. We got them all right. Thank you. Do I have any discussion? Okay. We are voting on a motion to approve. Do I have any discussion? Yeah, Kenisha
hear us. I can see a smile so I'm thinking you can. Yeah. Okay. Uh okay. Uh all right. We're voting on a motion to approve board policies AC AC dash R dash three, AC dash E dash one, AC dash E dash two, GBA, JBB, J G C E forward slash G C F G D E
forward slash GD GDF. JB, J F. GBA. J I C D, J I C D E, J F B A, J FBB, and JII as presented. Make sure I see you all in the right order. Hold on. Missus I. Oh it's a horrifying echo. Sorry. Sorry. Missus Black said I. Uh Missus Fishering votes I. Missus Hufty.
Aye. Missus Murphy. Aye. Mister Valario. Aye. Mister West. Aye. Thank you. We are now moving on to the consent agenda. Any items to be pulled? Nope. Alright. Can I have a motion on the consent agenda, please? I'm usually consent agenda as prison. Do I have a second? Second. Any discussion? Voting on a motion to approve the
consent agenda as presented. Missus Fallock. Say that again. I, very young woman. well, that's one love. Uh missus fishing boats. I, missus Hufty. Aye. Missus Muffey. Aye. Mister Valerio. Aye. Mister West. Aye. Alright. Which brings us back to the discussion, the item charter school application timeline. Uh which was moved from the superintendent report down to new.
Okay. So, we have a decisions, some decisions to make regarding the application timeline for the the chart school. Uh we did receive an application on the first of April. And so now we are back in the process of reviewing that. Um so I think it's important to make sure that the charter school understands the timeline that we're going to follow. We can either do this sort of
make a decision on this by consensus or we can actually take a vote on it. Um either way. Uh it sort of depends on how how you want to proceed with that but we can either just kind of provide a head a thumbs up when we've discussed this and we're clear on what the timeline is or we can actually vote to approve the timeline as presented or amended depending on our discussion. So, just so everybody understands what sort of we're looking for out of this part of the agenda? It would be just as
easy to vote on this campaign I I think so too. It provides fun, direction, and makes it clear that it's the board's timeline. So, I'm totally fine with that. Okay, Um so, Uh the first part of the timeline based on our policy and also statute requires requires that the DAC reviews the application doesn't it doesn't really provide any kind of guidance on what that means. Um I know that Alice was at the meeting with the deck in their last when they
discussed this as you've already noted. And it sounds to me like their input was that they would like to provide pros and cons. Or yeah just what they feel like about. Okay. Rather than. Um. Is that different from the boat itself? Or is this what's called the car? Cos it comes versus a recommendation. This is a recommendation one way. Yeah. But for not to give a recommendation. They prefer a review. Yeah. The conversation was kind of. And our
board policy doesn't say one word or beyond. It doesn't just as that they have to review it. It doesn't say what the outcome of the review has to be. Right. What their role is. Which is we've had the discussion that those policies need. Fleshing out and reviewing but we need to we have to do our due diligence by this particular application and we can't wait for new policy based on. Correct. That's so. Um. Um so we don't have any further direction for the for the deck on that point so far. But it sounds like they have been very it sounds like they
were clear that they really wanted just provide us with just these are the topic were you to consider? Okay. To them. Okay. It I would really like to receive any questions that they might have. Yeah. For the applicants if they have specific questions, that's something that we can those are those are questions that we can knit into the board's interview with with with the applicants which I think would be a great way of making
sure that we're we're using the feedback in a way that's really that's potentially constructive. Um and the review by the deck by May 5th. When does the DAC next meet? Can you remind me? May 5th. May 5th. May 5th. Right. So that will happen at a meeting. Okay. Um. And and maybe just for clarification or I know that somewhat in the areas of mathtics but I know we we said pros and cons. Um maybe a way to look at his strengths
and weaknesses. Absolutely. You can ask for that instead. Okay. So, the board would like to provide direction to the deck that we would like the strengths and weaknesses of the application and also any questions that they have about the application that board members then can direct. To the applicants and that that will be done by May fifth. I believe that I
mean the board the DAC meets on the schedule that it meets and so delaying that and it would. Will they have access to the application prior to making Yes, we sent it to them electronically. Before the meeting. Yeah, yeah. And then they'll know that on the agenda that they're going to get strengths, weaknesses, and specific questions. We can do that overnight. Okay. And how many times are they going to be before that meeting or is this like the meeting they just show up? This is the meeting. It's what we have scheduled. So, they have they
have just under a month. Well, they've they've had the application for more than the last few days, right? They don't have it yet. Deemed complete so we're waiting from that for that process for. Okay. Legal first. So once it's considered complete, then, it will go to the deck. Okay. Will they get a rubric too to kind of that's a that's something that you need to discuss as well. Yeah. Um so, So let's talk about the timeline. So the Darkoni meets want to have what
was that? May 5th. May 5th is their scheduled last year. They need more. We can try to get them. Right. Um more but Okay. So, the dock meets on May 5th Uh there, they will receive the application as soon as possible. They have at least recently been through the same process and aren't completely unfamiliar with this with this particular group but we also know that there's significant there's additional pages and so there's it seems as though there's
been significant work done on the application so we should expect them to there is significant work still for the DAC to do And then we would have a special board meeting on May sixth. Which would allow us to receive the strengths and weaknesses and questions that the that the deck has for us. Uh and that would be our meeting to for the board to decide whether the application is is complete or not. We will remember this from the first time around, right? And then then
we'll have a additional special meeting which would be the interview with the MCA Board on May twentieth. Then a special meeting with the with the MCA board for public comment on May twenty-seventh. And then a final resolution by the board on June twenty-fourth and that keeps us in line with the required timeline to get this reviewed without delaying the final decision beyond what's required. The timeline, I mean,
it's, it is tight. So, you said we're waiting to see if the lawyer, is that what you said, says if the application. So, we received the application on April 1st. We have until April 15th, 15 days to let them know whether or not there is any missing information. If there is missing information, then they have 15 days to submit the missing information that takes us until April 30th. Um, and then we would be able to provide it to Dak at that time. So we're not going to provide it to
Dak until either April 15th or the 15 days afterwards. Yeah I mean it's a little bit of this is flexible because if there's no missing information, right? We also have to make a few assumptions that they've turned this application in once already. Um and they have remedied the missing information that there was before. I'm going with the assumption that there's not going to be much missing information. So I I would anticipate the timeline to have to shift based on that. So, I can't imagine that they
took anything out of their application. I just wanted to understand the decks having enough time to look at it and be able to do what we're asking a minute. Yeah. And and if they don't have enough time, then, we'll have to. Adjust. We'll have to adjust that. Thank you. Yeah. But we need at least a timeline. No, I I know. Yeah. Yeah. That's okay. Yeah. This is about the best time to look at it. Yeah. Yeah. Like that. Um. So, potential they could end up with 5 days. Okay. They could potentially or we can delay the meeting. Right,
sure. Yeah. Yeah. Which would then delay our our special meeting and it would have those it would just it would push everything. Correct. But we we need an an initial timeline. So that everybody knows what we're working with. And I I think it would be it would behoove the board to have these things on our calendars so that we're available for those meetings as well. And so the MCA board has an idea from those meetings will be too. Um the majority of the the same or different. I think it would be the same. The Lord is saying
Christmas. Yeah, it was just this fall. Okay, cool. Yeah. It seems like it went on for a long time. It did. I'm sorry. Um So, that's the timeline. Um we also should discuss rubric. So as we know the current MCA of the applicants know what that rubric looks like. We didn't actually receive any negative feedback about that rubric from the
outside reviewer or anyone else. Um but my main thing with the Rubik is this MCA board already knows what that rubric looks like. And I have to assume that they've been building their application based on the feedback that they were provided with including the rubric. And so we need to decide if we would want to modify the rubric. Um if we want to create a new one or if we don't want to use a rubric at all. Um the benefit of
having a rubric is that it gives gives people who are not expert in reviewing charter applications something to measure it against. Kerry had something. I was just going to say we did identify just recently. Nisha brought it to my attention. There is a typo on the rubric that noone caught. Um where the section on fully developed is really just a duplicate of paragraph about. So, we'll fix that messages language that comes directly from the Kax Guruberg. Okay. So we need to make that decision to
do I have any bold on that? I I guess my first reaction is unless somebody's can tell me something different is to use the existing rubbery to change things and modify things for at this point unless there's a real specific reason. I I just don't I think it would be changing things after they've, after the, their board already has. Right, exactly. Become familiar with the current rubric. I'm behind for keeping access to. I don't have it
right in front of me, but I just not hugely, it doesn't really change things in a massive way, but I, I know what you're talking about. Um, it was part of like the heading before it was in that one, in the one spot. And I think we did bring it up of, you know, why was it kind of in just in two different places? Yeah, you can see it's just type of. Yeah, just getting that into there. So, as I don't know if that's really changing it. I know it's technically changing it but if we make it so it's in line with what it was intended to be. I don't think
that's a huge deal. Yeah. Okay. So, we would just need to bring that to their attention. Right. That we made that specific change. Would the board like to make a motion on that or just provide direction? Will be providing directions. So, direction would be to direct a superintendent to make that adjustment to remove the what is a typo and what we all agree is a little bit confusing. Um and to make sure that we just can see a lot of headlines. And then make sure that that's communicated. Alright. And
then can we make sure obviously that's really communication to the NCA board. Please and thank you. So have I captured all the board? Okay. Um okay, we have to determine if we would like to involve an external reviewer or not. Thoughts on that. How much does that cost? By the way 1500 maybe? Okay. To keep the process sellers I agree. Okay. Perfect. Uh with the board like to make a motion on that or are you fine
with just providing direction and consensus? Correctly Okay. Where are we going to use the same in external reviewer because there is nobody else, right? Uh well, that's up for discussion too. Does anybody have any other ideas about other external reviews they'd like to include? Keisha was more knowledgeable about that than the rest of us We can't hear you. Okay, now we can. Go ahead. Okay. It's not echoing. Um yeah, I I did reach out to
Doctor Kahn just letting her know that this application was possibly going to be submitted and that it was. And so, she said, you know, you can either, we can either have a different reviewer from Kexa if we wanted to or her again and I said, well, to me, it makes more sense because you're you're familiar with that to to have you do the review again if that's what the board decides and I asked her what her views were on that and she agreed with that. So, if the board is okay with Doctor Kahn from
Texa reviewing again, then, I would be good. I would be fine with that. Does anybody have any opposition to that? Yeah. Okay. I think we know what we're getting with Kaxer and I think having an outside reviewer is is a good idea. Okay. Okay. So, the board is directing you to engage with Kaxa again. Great. Um as the outside reviewer for the MCA application and specifically Doctor Khan, right? It sounds like it, yes. Okay. Am I correct? Yeah. Uh all right. Then
we have the DAC review process. So there is the question our board policy states that we will have two additional members of the DAC. They're sort of like honorary members of the Jack in this weird situation. Um where they're not normally members of the deck but in this particular situation they are members of the deck and it has to be someone who is familiar with and knowledgeable of charter schools and a parent of a
local charter school. In the previous round, we invited and they accepted a a parent from Vista and a board member from Vista. They are our local charter school. So, that makes perfect sense. Um does the board have of a suggestions that you would like to make of ideas about other folks who would make sense for that particular situation. So, would you like us to
invite those folks again? If they're willing. If they're willing Any other thoughts on that? It seems to me to make sense that those are the options we have available to us and obviously the board member from Vista is knowledgeable on how charter schools operate specifically in our district and the parent is also knowledgeable from their standpoint as a parent within our district of a of a charter school student. So do we agree that we will direct superintendent to engage those
folks? Okay. So please invite those same folks again if they're willing. Um if the specific people who agreed to last time are not willing. Uh does the board agree that we can work through our work through the best of board until we find a willing member and the same with parents such a vista? Yeah I would. Okay. I know. Okay. Thank you. How's that capture the board's desires. Okay. Um and then we have to decide what we sort of
discuss this a little bit earlier. Um what what the what we mean by the DAC review. Um and it seems like we're directing the deck to provide us with strengths and weaknesses of the application as they see them and and the questions that they have and I don't think that we need therefore consensus from their bore from the deck in terms of whether they would approve or deny the application. Okay. If it was their decision but
just to submit those strengths and weaknesses as DAC members and then they can. They would really have to come up with a consensus among themselves to come up with strength and weaknesses Well, so that's too distinctly that that seems too distinct things to me. So, because I could sow election of their strengths and weaknesses or do you want to consensus of their strengths? and different things? There's clarity on that Cos Alice and I could have two completely different ideas of what the
strengths and wonders are. I think a collection of their strengths and weaknesses. I think a collection also. That collects all of their thoughts and doesn't require them to come to consensus which is I think what they're apprehensive about. If they're also willing yeah to put a little bit of, I guess, good explanation within that from each individual person and maybe that would, I'm thinking out loud. Maybe that would give em a little bit more of a voice individual people to kind of to say what they think or say what they
feel about what they've read. Okay. Yeah. Yeah. Okay. I don't know if they will be interested in attaching their names. That's fine. To it. Okay. I just want to make sure I hear you correctly. Yeah just as long as we get everybody's help. I think getting everybody's input right from the deck is probably a position of strength in terms of actually hearing what they think. Okay. And I mean there's power in what they're thinking and the questions that they have for us to consider as we go
through the process. Right. Without their consensus Thank you. Great. Okay, a week. Is so. Yeah, because I think just to not to be labor the point but I think the the Dak may have been feeling a little bit like they made a recommendation and they came to a consensus and they worked on that and we didn't necessarily take it which we don't have to, and that's, you know, what we can do, but I think this other route may give people I guess, more of a voice. Well MA also empowers some
some of the deck to speak up when they didn't feel empowered to do so last time as well. So we may actually get a truer sense of their actual are those endings open to anybody to go? Are those just meetings for themselves and we're not invited to go in a very under the moon? Uh if more than the usual two board members would like to attend we do need to let Laurie know. Gisting but for the board to understand that and that we're not supposed to participate in that meeting. But if you wanted to go and observe that meeting let's just make
sure that Laurie is aware of that. Uh how how much time in advance would you need to know? Uh more than 25 days. 5 days? Okay. And you know what it's going to be? Cuz we're about to reveal that. So yeah so if you'd like to observe the meeting. Sarah Nisha has a question. Let me turn you up Nisha Okay, go ahead. Our board members going to add to the DAC review. Our board members going to add to the Davi Review. Miss, are we, are we
going to match the strengths and weaknesses We just talked about it last time not doing it but I I think that one that there was a board review was done on the DAC and submitted on the DAC. So, and not do the roomwork and add it to the deck or should we No, so I believe what happened last time was that the DAC reviewed the applications and provide the application and provided us with their consensus on whether they would recommend for approval or not. The board members did not have the deck, didn't the board members on the
deck did not participate in that recommendation because we have our own decision to make as a board. Otherwise, it gives those board members who attend the DAC meetings essentially to bites of that apple in terms of sending the application for approval or not. So, that actually that's not how it went last time. The board members did not influence the decision of the of the DAC and did not participate in votes. With the DAC.
And it doesn't since we're asking for the strengths and weaknesses from the deck, you're going to get the opportunity to discuss what you would think the strengths and weaknesses are of the application outside of the Dax feedback. So, it would seem duplicative to me to submit to have those board members submit their strengths and weaknesses in in that forum and in the forum of their position on the board. Do you see what I'm getting at? Understand. Oh, I think Nisha is
trying to talk. Hold on. Nisha, you want to repeat your last statement? I agree with you. Outside of the deck if I agree Okay. Okay. Okay. Perfect. So, so, the Dak and the Dak alone with the additional honorable honorary DAC members, those two that we just discussed from the Vista community well provide us with strengths and weaknesses and questions that they have. And we will have those in time
for our special meeting on May sixth. Because they will meet on the on the evening of May fifth. So that we can decide if we as a board want to accept or deny the application as complete. Remembering that there's far far more that has to happen after that regardless of that determination. Specifically if the determination is that we accept it as complete. Okay. So, we're in agreement or have consensus on what the DAC will do. Okay.
Alright. Um now, we also need to establish the process by which interview questions will be. Created. Um and and lumped together. So the board has a a battery of questions of course when we did this last time we had questions that we'd likely heard from community members that we asked we had Questions that the administration and all the folks had
put to us as well and then our own So how would the board like to proceed with that part of the process? So you're wanting us to have specific questions crying. And not just do what we did last time. Where we went through our own notes and things and come up with our own questions and then we asked them as we went. That's what I'm asking. I'm asking how the board would like to do that. Whether would you like input on questions? Um from other people. Obviously we've already asked for input from the DAC.
So that's part of how those how some of those questions might be present sort of generated. Um how else would you like questions that the board is going to ask specifically to be generated? Understanding that the community has the opportunity to ask questions in their in their meeting. Not they may not all get to do that but depending on the time limits and if you remember we set a time limit on that particular meeting last time. Um but we did get through all the public questions actually. Um I
think it'd be difficult for me to say what questions that I want to ask at this point Having not read the application yet. Wouldn't, well, I'm not asking you to tell me what questions specifically, but I'm asking if you would like other input or to generate questions in other ways. So, would you like to have our educational experts from the district leadership. Provide us with questions that we could or could
not ask, you know, obviously have to ask any of those questions. Yeah, that very helpful. But if you education. We're happy to do that again if if that was helpful last time. I think it's fine. I just like to as soon as we could get it better so we can kind of Um so we would get them as soon as possible before the May twentieth. Those aren't going to be our only questions. No. No. They're just suggestions if you want to use them. Great. If you don't, that's okay. You just have to actually use those questions if you don't want. Yeah. Precisely. I think. So, what if you
remember what occurred last time is we were provided some questions were presented to us that some people had and if we don't want to ask those questions, we didn't. So, I picked some Questions that I thought were great questions that that I asked but actually a good portion of those questions that were provided to us what were actually not asked. Um the vast majority were asking questions directly from the board that were not generated any other way. But if you would like to receive
them from that perspective. We'll put some together for but not necessarily Right. And in in the community has an opportunity to ask questions. So I don't know if I need to take the community back into our questions. No. I mean, if people contact us obviously. Well, and. Also, to be clear too, I mean, the DAC is going to generate questions. They could be the same very questions that you already have or not or they, you know, or they may be duplicative. We also what I noticed when we went round and we asked our questions you know, Tom
asked a question that I that I would have asked if Tom hadn't already asked it. I'm not going to ask a question again. What an idea. You know, then I crossed it a lot. Questions here. I think. Yeah, exactly. I like how we did it last time and I did asking the to give us questions this week. I think so too. I think having some of those other perspectives help us ask smart questions as if it's a good idea. Okay. So, we would like the leadership to also pull questions that the board may or may not decide to
include in their own. Great. Um battery of of questions. Okay. Please is that does that correctly capture? Divorce thoughts? Okay. And then we have the question of how the process called public comments Related the application. So Well, last time we limited the length of the meeting. Which sort of necessarily limited like the amount of questions I think that went very smoothly. Yeah. The whatever we had come up with. I mean, I thought it was
relatively smooth. In fact, we finished sooner than we even anticipated. Love and fear. I think we're limited to 11 PM. And I think we were done by about ten. No, it may even have been better than that. Yeah. 90. Ten, everybody was quite efficient as it turns out. And stuck to bedtime and all the stuff. So, it was all good. Um, would we like to duplicate that process? I like I liked it. Any thoughts on that? You didn't see a problem with that? I know we had actually a pretty healthy
debate about that particular part of the process last time. We did last time. If noone sees any particular. I feel like it wasn't too complicated for public to to understand and also if it's similar if not exactly the same to last time. It actually provides some comfort level there as well. Unless anybody disagrees. So, we'd like to duplicate the process of public comment from the previous application period. Okay. So, let's return to the timeline. Because we didn't I didn't get the
consensus one way but understanding that some things could change if we don't hear back from legal within if we don't if if we don't hit back from legal wire the 15th and then the and then the chart school has significant amounts of additional information to provide and they have 15 more days. The DAC may want extra time to review the application because then they will only have 5
days understanding that we may have to adjust and we won't we can't anticipate that right now. but knowing that we also want to provide the board both their board and our board with dates to put in their calendars as we're we're also entering an extremely busy time of the school year as well. And people are going to be planning what they're going to do after graduation and so forth. So I do want folks to be able to get this on their
calendars. As much as we can possibly be firm on the timeline right now. I would like to I'm going to make an assumption and I know that's a bad thing to do you know, this is not the first application, It's the second. They've been through the process. I would be surprised if the application was not complete So, I feel like we can keep knowing that it's probably 99% complete. Okay, any thoughts on that from anybody else? Okay. Hold on.
Can I just add that I would like to have cactus review before interview So I just don't know where to put that in or how how we want to let her know 'cuz I know it takes about two weeks for her We wouldn't want to send it to Kaxer until we decided whether it's complete or not because we wouldn't want her to start on a review That bucked the the votes the the ward's own vote on completion or not. So she would have to receive that. So she would receive that on the seventh.
Challenge it looks like. I'm going to look at my phone so I can put my calendar more easily. Which is yeah that's a Tuesday and the special meetings. I mean on Wednesday. Yeah. Exactly. It's almost exactly too. We can send it to her that next day on Sunday. Alright. So, she would get it on the seventh. I don't think there's two weeks in the time zone, Misha. Time frame. There isn't exactly two weeks in that time frame. Unless we move the special meetings out farther. Right. Yeah. I think we're in prayer.
Yeah we're really cuspy on the Yeah. Um and knowing too that we we want to give the deck as short as time it may be but at least the most time they may have. Um So hopefully Doctor Khan decides that she can that she'll be able to keep with that timeline. Bearing in mind that she's familiar with the applicants already. And there's a good possibility we may get that sooner. So. Yeah. That I hope so. Yeah. Okay.
Um so we could request that we have the Kaxa review before the interview. Yeah, we'll send it to her just as soon as I think we decided earlier that we'd like to actually vote on the timeline to make it clear that this is the board's timeline for the. Would we vote on all of these together? I think we did two, three, through six kind of by consensus. I can take, frankly, I, we can go back through it and I can take motions on
each one. That do you mean A through E or one through? Sorry, yeah, which one do you mean? I assumed you meant the entire document but did you just mean the timeline? Yeah, I was thinking the entire. Oh, okay. Or comment. I I think we're there. Um and just to clarify, just kind of run up through the numbers. So we have on number one, we have review by the Dak on May fifth. Includes strength and weaknesses Uh I think it's covered
later on. Uh special meeting will be May sixth. So, we're not changing that special median MCA interview, May 20 which no changes and then special meeting of CA public comment, May 27th, no changes and then board meeting final resolution to accept deny, June twenty-fourth no changes on that and then, number two, decide on the rubber before reviewing the charter application We will use the same rubric with the type of correction to match and I don't know
what the right word to match. The Capsuber. The capsule. Casa. Yeah. CAC. CAC say. Okay. So, to match the cacs and rubric. So, that's the only thing that needs to go and then number three, determine the to involve an external reviewer which will be utilize the same review we did last time and then number four, a deck review process, select additional
members to add to the district capability committee. Uh we will offer that to the those who are on the board in that position from before which I think that was and I don't know Trisha's and if they do not, if they're not able or do not want to, then, we will find someone else with the same credentials and then Dak review process B. I decide whether Dak should only review the application or provide a recommendation and once
again, we're going to ask them to give us strength weaknesses and questions recommendation to approve or deny establishing the process for creating interview questions. I think we'll handle it the same as we did last time so no change there. Uh established number six, establish the process for public comment related to charter application. I think How do we handle that in the boat? Uh well, we need to make emotions. Thomas, I gotta repeat it. So, I don't know that you need to make a motion because we have consensus and we have it in the notes. So. Okay. So.
Okay, so, so we agree to what you just went through. One through six. One through six. With the change that we would like the Kaxer review to be in the board's hands before the interview date of May twentieth. Yes. That was the one part I think that was missing from that. Okay. Got it. Okay. So we don't win. So I'm not getting emotion. Can we do a thumbs up on it? What do you want? We can do it. We can am
I getting head nods or am I getting emotion? I'd rather do a motion. I know it's going to be kind of clunky but. Alright. So, I'll I'll try and make a motion. And you guys can help me remember what it is about I said. Is that? Okay. Okay. I move to a process for the MCA charter school application as follows. The timeline will follow the following dates. The DAC will
review the application on May fifth. The board will have a special meeting to accept or deny the application as complete on May sixth. The special meeting for the MCA school board interview will be on May twentieth having received the review. The special meeting for the MCA Board and Public Comment will be on May twenty-seventh. And the board meeting for final resolution to accept or deny the application will be on June twenty-fourth. With regards to the rubric, we will
maintain the current rubric used in the previous process with the changes discussed earlier in the meeting. We will determine to involve a external reviewer from Kaxa as before. The Dax review process will provide the board with strengths and weaknesses and questions on the MCA's application. We will invite Brian Balerio and Trisha Bush to participate in the Dak
Review as the Vista representatives as parent and board member. Should they agree? Other representatives from Vista will be invited should they not agree? The process for establishing and creating interview questions will be as before and will also include potentially questions from the DAC. The process for establishing questions for for public comment will be as before. I said. Okay. Alright. Any
discussion? Hello. I'm going to do it again. Okay. The board is voting on a motion to approve the timeline for and process for the MCAs charter school application. The timeline shall be as follows. To review the the DAC will review the application on May fifth. The special meeting of the board to accept or deny the application as complete will be on May sixth. The special Meeting
for the MCA and school board interview will be on May twentieth. Having received the Kaxa review beforehand. The special meeting for the MCA public comment shall be on May 27th and the board meeting for final review for final resolution to accept or deny the application will be on June twenty-fourth. The rubric used to review the charter school application will be the same as before Reflecting the changes discussed previously in the
meeting. We will utilize a external reviewer as previously noted from CAXA. The DAT review process shall be that they will provide us with strengths and weaknesses and questions relating to the MCA application. We shall invite Brian Valerio and Tricia Bush from the Vista Community to participate in the DAC for that purpose Should they agree? Should they not agree? We will find alternatives from the same
community. We establish the process for creating interview questions which will reflect the same as the previous process and the process for taking public comment will reflect the previous process. Okay. I gotta make sure I say Missus Ballard got it. I. Missus Fishering votes I. Missus Hufty. Aye. Missus Muffey. Aye. Mister Valerio. Aye. Mister West. Aye. Okay. We got them. Do you have all of
that then? Here we go. Yes. Okay. I got 90% of it. Oh, good. Okay. Luckily, there's a recording and it's on Facebook and everywhere else. So, Okay, perfect. Um can we please move on to the enrollment report? Um so, April's enrollment is five thousand nine 937 students. This is 34 students down from last month. In prior years, we do sometimes see a slight decline in the spring cleaning up enrollment before the
end of the year as well but there's thirty-four less than last month as as shown on the agenda item on the enrollment report and then compared to last year at this time, one and sixty-three students less. Um I took a I did a little bit of analysis on just comparing my grade level based from last year and the biggest pocket that that you've heard from me before and that the demographer spoke to as well is between pre K, K, and first grade, it's a reduction of 105 students compared to last year. So, that's the biggest pocket in those early
grades. Um, with the lower birth rates that we've heard from the demographer as well. Um, there was a 33 lower in seventh grade, which may be in a smaller class, you know, moving up. And then and the tenth, 11th, and 12th grade is a net of of ninety, have a reduction of 19 students. Um, so that's a hundred and six three less than last year. And I think we're going to continue to see, I mean, I think our kindergarten I'm hearing is not enrolling at the rate that Correct. Norris Preschool. Or preschool. So I think
we're that. I think that's something that we need to keep. Any of the thoughts. Thank you. Thank you for. Sticking with us. Yes. Um alright. Um Do I have a motion on German? Oh, sure. Second. Any discussion? Okay. Really? Do we have some discussion ponds though? Okay. Alright. We're voting on emotions with Jan. Um Missus Bowen. Yes. Yes. Okay. Um missus Fishering votes. Hi, missus Hufty. Hi. Missus
Muffy. Hi. Missus Barrier. Hi. Miss West. Hi. Thank you. Okay. See