School Board Workshop

>> We can use that phrase. You map to find out >> I get get it. In the >> Good morning, everybody. Welcome to 9/16/2025. School board meeting County workshop when officially called this meeting to order there are no real agenda amendments. So will skip to public comments, which I do not. Believe we have any. So will jump right into our presentations for the First presentation is 80 school, the arts and sciences. 25 26 school improvement plan. Welcome. Superintendent you want to mention thing before we get to them. >> Good morning morning. As required per statute. Any charter school in the state that have 2 consecutive letter grades d are required to present a sponsor which with the members of the board and so we've invited ms a s here today to share their school improvement plan and presentation DR. Valerie, Higher, who is the coordinator of our charter schools in the district? Well introduce msa s administrator years. Thank you, Doctor Breslin. >> Next to me here we have Clinton Jones, who is the principal of Manatee School of Arts and Sciences. Okay. 5 charter school here in Manatee County School District and behind me or chair gym Brand Manatee School of Arts and Sciences. Sorry. First time ever doing one of these. >> get either should you should have a and with 3 pieces in just first, the official said looks has this cover here. So that is the full official sep the presentation, which is just a representation of the power plant itself should look like that right there. That's what I'll be going over mostly here. And then a second or 3rd piece is this called cli Partnership Agreement. And I'll be getting to that. It's part of our plan to get everything back on track and going well. So just a little bit and that's a s a we've been around since 1997. I believe we're the first man to first charter school in Manatee County. We MAY have been one of the first or the first on the West Coast. >> So we've been around for quite a while. I've been with the school for 5, 6, years. It's hard to keep track, maybe even more and when we when I took over as principal, I was a history teacher in the for that. We had a big culture shift that we wanted to make. And so we spent the first several years working on that, making it a place where parents and kids felt welcomed safe and just wanted to be there. And we've really succeeded on that because that one things I love about our school is our kids. The kids to graduate from 5th grade last year were kids. I had kindergarten. They stuck with us. And I mean, the majority of our that. But now we've had a crossroads where? We can't just be safe. Welcoming place. We have to push the envelope with getting these kids prepared and ready for middle and high school. And that's where over the last 2 years we had a little bit of a struggle. We have plan to fix that. And we're working really closely with Dr Higher and with the district in general and some other resources so that we can accomplish that and I'm 100% sure on mission statement and all that. If you want me to read it verbatim, it's here that right there is kind of that just of what we are safe, loving environment for kids where our teachers, parents and kids feel seen heard. Welcome. They can excel. And that's the that last part that it that selling part is what we're really focused on right now. Because when it comes to things problems in our schools behavior, that's not one of them. We we really have to reach a couple of demographics that we're really focused on and I'll get to that. >> On the 9th time find what dance, the fire. Okay. Sorry. Yeah. I think that would be helpful. Thank you. Go sorry about that >> this is our academic data for the last 3 years. There's some good points there. Some not so good points you can see that it's 23. 24 25. It compares district state and school. So if you back to 23 on the la achievement achievement as how many of our kids are, 3rd grade scored a level 3 or higher. So back in 23, the score is about 30. We've jumped to a 42. So we have. We're still behind when it comes to where we are for says the district in the state. But we had a 12 point gain over those 3 years. So we continue that we're looking really be in a good spot for those kids that are on grade level and pushing them above when it comes to. And this data right here, I'm gonna flash between want this page and another one. So you can kind of compared this page here to this page, which is the next one. And it kind of just gives more of breakdown on those data points that I'm referring to. So I go back to that. Great 3 achievement. We start out at 28. We went to a 46. So we had one point drop there from the previous year. But we've still made quite a bit gains over the last 2, 3, years. And we're working on that. Now. Here is where our issue is with our learning gains and our low as 25%. So the learning gain is when we're trying to get a student who is at a level 2 to cross those borders to score a and we've been bringing them up. They have been making gains. However, they have to make a certain amount of gains for it to count. And we have been running right up to it and we MISS Those marks several times over the over the last couple of years. So that is one of our big push to try to make that more rigorous and get those students to cross those boundaries. To achieve those learning gains in our lowest. 25 percentile is in the is in the same boat there. You can see that there's actually no data on those 2 right there for 24. 25 because we did not have enough students to even score data points. And I question requests >> Okay. On this page, the far right? Yes, ma'am. 2023 La. Learning gains. There's no data. Can you did I MISS That? I was trying to find I believe I believe that's the year that. >> We changed over from fast. And so there was no data because nobody see a district. Nobody received it for those certain buckets. So, yeah. Okay. And then math, which is actually crept up on our radar. We were doing very well. We're making some really good gains when it came to the math in. 23 going to 37. However, we slipped this year. And so we have also addressed how we're going to attack that problem and fix that as Because at first we thought we were on our way up. We were doing what we need to do. So we've got that to work with the learning gains and the math achievement. Now, when it came to learning gains, we actually increased from last year. We went from a 32 to 34. That's good. But it's not enough. We need to. We need to be more rigorous and we need to push harder. At 25 Los percentile again, we didn't have enough of our bottom. 25% score in that great in that van. Even register permit data for us MR. Jones's that number for the states that still 10 students minimum. >> Yes, you need. So you don't your lows courthouse. Not even 10 kids. It was 9 night. Got Yeah. That was that was rough. >> We had a really good group and we had 9 kids. Yeah, that account. >> Okay. Now I just want verify. Yeah. Yeah. Yeah. It's still 9 students actually even wrote that in their own. Just remind me. And so that also then played into apart with science because that was our 5th grade class or 5th grade class was the class that only have 9 students. So there's no data for And 24 So total number of students that you have here are. As of today, 108. Yeah. During 26. 25 year was charming. It was. We started with 115 and we ended with about 100 in. For 5. I think that 5th grade class started out at around 12 or 13 kids. And then because we had several siblings are and what not. We lost few together. And so we dropped. This year. We are grades are all. >> Staff are filled with the prerequisite number of kids, which is really So we're looking forward to that. >> This data here is just the breakdown over the last 3 years, one of the shining points that I want to show in here besides are jumping la achievement. >> And our big jump in grade 3 achievement was also the eaa. The very bottom are 3 years ago we were at a 45. Now we're on par with the state and district in sick at 63 and we have a large population of a Spanish speaking in the El students who we've really been trying to work to bring up and and get to where they need to be. >> The next slides. These next slides are just kind of. Putting that into numbers and you can see. >> And that's a for in the l ii la achievements over the last 3 years, we've gained 12 points. >> The District week game 5, Florida as a holding 6 on la achievements gains our school gained 18 points over the last 3 years. Manatee County, 3, Florida, 6. Here's our learning gains. This is that area again where we're we're. This is where We're putting our efforts in. We dropped 8 points. The district dropped one point and Florida held event compared to the last couple years. And you also see that there's no data for 23. There's that blank area there. Again, going back to that data was not available because of the fast change. And Ariel 8.25% You can see that there is no data there. We did not have enough kids register score data for us Manatee County held the will and Florida as a whole dropped one point the next page is the map breakdown there. And you can see that we dropped over the last 3 years. A total of one point in math achievement gains. When it comes to math, learning gains, we actually increased 2 points. And then when it comes to math low as 25%, I hope again, we did not have enough students that if the market too. Score data points. And then this is the last break down slide. I believe this is our science achievement gains. This was one that was a real big guy, real big focus for us last year. We're looking at from 23 to 25. We've had a 10 point slide. We started out strong. We had some issues in 24 where we went through a time of about 3 or so months where our 5th grade science teacher was not available in wasn't around. And we had subs and we're fighting that battle. We got it fixed. However, we also then found that's that the great itself just. For a lot of success is got to be that connection with that teacher. And we did not have that connection with that teacher. And that's specific grade level in 5th grade. There. But we've got that taken care of this year as well. And so you can see the science achievement, 10 points down. And Ariel, a achieving profession, proficiency gains. We jumped 18 points over the last 3 years. To put this in a kind of another perspective last year we missed we we missed being a c school by one point. Last year. This year we missed it by 2. Maybe we slid one more or 2 more points. So we are right on the cusp. We are right on the cusp 2 years ago. We were actually thinking we're shooting and we are getting so close to it. Be. And then this came around and we had to re-evaluate like what we're doing and how because we're very we're very excited. And then we got last year's data. So, yeah, we've made a lot of changes. And then that's what the slides are. How are making these changes? What we're doing because we know the data we know we've got to do. We've been really working closely with the district so when it comes to enhancing our delayed shipment, learning gains there, some key areas that we've got to focus on. We've got to focus on boosting reading comprehension. Weve got kids. They they read very well. But what we're finding is there's a disconnect between reading comprehension keys. And so we're working. We're dedicating more time in the classroom to reading comprehension. We are working with our parents, every single conversation that we have with parents nowadays goes back to. Yes, you read with your children at night, but you've got to be asking the who, what, when, where, why asa's higher order questions. Get them think about why this person in this story felt this way and see if get them to get that comprehension. Elevated. We've got to work on our writing proficiency, which we have dedicated time into our schedule this year, protected time for writing and typing because one of the problems we saw was when they go to take these tests a lot of times they have to answer questions and these kids they don't grow up with a computer on their desk. They grow up what they had in their hands. And there is a significant difference between typing on a computer. And typing on the pad. And so they're slow and they're not confident. And so those are one of the things that we're working on hand writing and typing and being confident and what you're doing there that way you can then take what you know and put it on the test because we come across a lot where. Should have known that they do. They can tell you it. But put it on the in the test They were having trouble. Increasing academic vocabulary is always a thing that we're working on kids know what Ed means, but they have trouble when it says more than or Johnny has less than and what's the difference? So that's the academic vocabulary that we're really pushing on. And that really that starts in our younger grades, too. And so making sure that within the ela we are release putting that time building that academic vocabulary not only with our kids, but with our parents because a lot of this happens at home as well because when kids are one or 2 grade levels behind the home, learning is key and they've got to it's got to continue there as well. Promoting confidence and participation. This is one of our key areas. This is one of the reasons we have a lot of struggle is a confidence last year I sat down with the kid. Kiddies is bright ease. He's with it. And he is sharp as a tack. He scored a level one. And we're like why? What happened? I got nervous. And then I choked. So I just started it. His confidence level. His test taking confidence level is not there. And so working with Dr Hire. One of the things that we talked about a lot was stamina, building testing stamina, which it's something I'd really not thought of and so getting them used to a testing environment where you have to be focused and locked in for extended amount of time. But then also having that confidence to get there. And so one of the things we do is we have a class that meets every so every couple of weeks where we build its its confidence and test-taking strategies and how do you deal with it when you as a child start to get nervous and flustered? What are some things you can do? What are some things that would bother the rest of the class where things that will. Refocus you. And so we've been talking with our kids and and working on those things with them. We have Centerstone coming in every week doing group work with our kids, trying to build that confidence level in them as well. And then ensuring academic rigor, this goes back to our teachers and making sure that. As a teacher, your heart wants to help those kids and sometimes your heart then kind of simplifies it. And that's great. But it doesn't do the kids service. When we win, they need to be on a 3rd grade level. But you're teaching in the second grade level. And so the academic rigor piece is making sure that we as teachers are understanding and focusing on the level in which we have to teach to and then scaffolding and building them up and bringing them up to that level. Not dumbing it down. Per se. These rules next slide clear about this before we move next line. And yes, start know. You just said something. Pick my attention. Yeah. And then I went looking for it. But you're actually right like our job so much easier when we've got support home right? >> So do you are you doing now is part of the improvement plan finding ways to engage? The parent or parents and home? >> Yes, absolutely. Because. Over the last several years there's been this. This this lag. Kids that were born for 5 years ago and social social and education. They missed a lot of time. Some of them online school and things like that trying to bring that gap in close. That gap is one of the big things. And when you've got a kid, I mean, we've got 4th graders who are tested level one right? That's 3 years worth of gaps that we've got to fill as a teacher. That is that's insanely hard those gaps can be filled, but it is everything. It's the school, its home. It's any extracurriculars that they might be able to get involved with that do that. So we're working with our parents and we have to Munich Haitian with our parents is one of our he things that was part of the plan years ago. We've got to talk with her parents. We've got to keep them informed of what's going on in the classroom. We've got to help them with resources on what they can do at home. And we've got to be there to help them because I mean, let's face it. If anybody and he remembers teaching Common Core math to one of your kids, I had to go on to Google and I had to look at, ok, how do I got I remember how my teacher taught me, but it's not that way. And a lot of those pants were in that boat. And so. With title one, we do parent with this third-party out. Talk about here in a little bit. They're going to come in and they're going to help us work with our parents and provide resources and other parent nights trying to help our parents learn what resources are available, how to watch for it, how to implement it at home because one of the other problems we struggle with is on time as home time. They've got to be with their family and building that that community and that that social peace there, too. And so we've got to find that nice balance of you can't assign 5 hours of homework to a 3rd grader every night. The parents burnout, the kids burnout. And so then the parents get frustrated. So our communication, their parents is very open and we are trying with to help them. Be better situated to. Handle that extra workload. That does come with it. >> Yeah, that's just you MAY already be doing this. But connect your families are soaring for once a month. Yes, the bishop museum. Yep. Because they walk away with resources. Yeah, materials and books. We we work when brain, you know, those flight because get nervous. But I mean, we we work with self-feeding feeding in Tommy's mothers helping mothers. I cannot remember the company right now are the group right now. But every year they donate hundreds and hundreds of hundreds of books and resources to us. And we just hand them out but we also want our focus is besides just handing them out those resources, showing them how to use it. Yeah, that's and how to do it because again, we get it and that we gave them the resources. And and yeah, we read through it any Reddit find did amazing. He doesn't have a reading problem. But did he understand that I didn't ask those comprehension peace questions. And so that's part of the education of the parents as well. Does that answer your question thank you. Okay. Excuse Yes, I'm sorry. Do you have a reading coach? >> Yes, we Because of because of the score from last year, we actually have a resource teacher, a dedicated person who's highly qualified, reading indoors. I mean, kids absolutely adore him. And he goes in every single day. Seas are bottom. 25% in our bubble kids. Absolutely. For sure. Works with them. Polls helps them with individual like almost one-on-one. Usually it's one to 2, 3, kids at the time, possibly. Working with them. He also works with the rest of the group to works with them. And then he just kind of stays in. He's in class every just going to every single class. Now we're a small school. So we only have k through 5, 1, class, a beach. So we get to every single kid every single day and work with them and then in are built into our schedule. So, for example, State says that we need and our 90 minutes uninterrupted for ok? So we have that we also have an additional 30 minutes within the day that we can do additional la. And then on top of that, we have an additional hour that we split between la your math, depending on where the need of the individual kids are. So, for example, in ela, we could potentially be getting hour and a half 30's. That's 2 hours. Almost 3 hours of additional ela work. And so our resource teacher helps out with that. So you have that individual last year's? Well, yes, we've had that. This is the second year we've had that. Yeah, you can. Cause. >> The data that I I have district. Your data for last year yet in your role meant for this year and your own life or 3rd grade as of 9, 8, 24 3rd graders. 11 kindergartners 16 0st 22nd. Like you're saying there's the mall and of it. They're small classes. And that's actually one of the biggest classes. Those numbers are bigger than >> Rice. Stark Lee for us. Yeah, right? Yeah. >> Last year, 3rd grade reading. 30% your 3rd graders Betras. I don't know how many had last year. I'm guessing probably somewhere around 20 was 30%, level one. >> can't remember exactly how many we had 3rd graders. Anything about my 4th grade because it's pretty much my 4th grade with number. Does the f or 4th grade. This year. I this year you have 23. Okay. So yeah. It would be 20. That's about it about right? Yeah. So you probably right. Okay. >> Because we most of those students remained. There's a few new in that. >> And that great band. But most of them remain okay. But yeah, we're we're really trying to. Take any additional time. I mean, years ago we had our block of art and things like that. We have, unfortunately, we've had to re. Redo our schedule so that we can hit these things that are really important for those problems. And >> we've made a lot of movements within the school to with our teachers. >> Kuz uncertain, great I think I might the into that. Yeah. Coming up, it it shows a couple of teachers that were in our lower grades and we've actually move those to the upper grades to get more of an impact because they there were outstanding and what they did with second grade a few other ones sorry to that. Answer your question. Yes. >> I also have a question. Like MR. Kennedy, I wanted to know more about the parent involvement and you're going to discuss further later. >> It's kind of just an ongoing that that one is just that is a struggle constantly for us. We're tied at one school. We are 100% drop-off and pick-up. No bus. We have some walkers. We have. I mean, I would say low and engagement and volunteerism on the school itself, but her parents care parents, you know, they do it's really a lot about. We have generational parents to they went to our school 20 years ago or 10 years ago and now their kids or their grandkids goes here and it's it's a constant battle of. Trying to give them the resources and tools they need in this new. It's it's a daunting for a 34 year-old parent or whatnot are 20's, whatever it is to have to go back and try teaching their kids as well. Any other grade levels. Like I said when I did it with my son, I had to go back to Google just a to refresh it to freshen up and I'm a teacher. I just it was not my particular area that I excelled in but problem is a lot of these parents are working 2 jobs. I talked to yesterday that we've been working very closely with. She doesn't get home until 8 or 9 o'clock at night. So that means she doesn't get to say and do check the homework. It's a grandfather who does that with the kid. The grandfather's, you know, he does what he can and does his best he can. But a lot of these kids are taking care of themselves or challenging situations. That doesn't really allow for home education to happen. How I remember it. You know, I remember was that now at dinner table with mom and dad over dinner doing more not a lot of these kids don't have that. And so we're just trying to provide the services. We have aftercare services that we do it. The school where kids can stay. It's ran by teachers and they can stay. And if they thought they need extra work, they can set with teachers extra. >> Working accomplish? Publish it that way too. >> I taught title and slide. You understand the challenges. Yeah. I was just kind interesting how what it looks like. Are you getting by and are more parents becoming involved years of. That's still a big struggle. I yeah, I would not say more. Parents are becoming involved they're interested in. They're worried. But I think a lot of them don't feel equipped or have the ability to like. Feel like there. Able to provide that level of support at home. To the kids. I that it's a costly that's been one of our real big struggles over there. And I'm not not just over the last 2 or 3 years, but I mean, ever since I've been there like. Just trying to get that parent involvement. We get a lot of parent involvement and we do fun things. We had amazing art huge art gallery. This entire room size art gallery. It was amazing. We had 11020 parents show up or something like that. That's huge for us. We did Halloween events and we did some other things. We did some those that we did a reading event. 20 people stuff. So that's that again, that kind of falls on us, though, to how do we pull off those reading events and make it where we can get That buy-in from the and that's what these guys are really going to help us with. So I keep talking about this is the should okay. Children's Literacy initiative. It's a third-party nonprofit that they come in and what's going to happen is once a week for the rest of the school year, they're going to have a person come who is a teacher and they're going to work individually with every single one of our teachers me, my staff. They're also going to be working with her kids and they're going to be working with our parents by doing then some things like that trying to. Provide professional development for the parents for the teachers support for that parents. Data for me. And guidance on like, ok, here's our data where we go with it. And how do tackle it? So and that that's always been a struggle like nationwide with with. >> Certain populations of kids when their parents to work 2, 3 jobs and you know, if somebody can cracked the code on that, the millionaires but want know what your I haven't seen a significant improvement and I don't know. I don't know what the answer is on that. We just. >> doing what we can and trying to figure out anything else that we can do to help. Because I mean, we got we got fantastic kids. We got fantastic parents and families. We love him to death. Some of them need a lot of support because there some very real struggles that are going on every single day. I mean, you should know how many out of our 110 kids or whatever. There's quite a lot of struggle going on personally and their life. And that can cause a problem on the education. Because when you're worried about how you're getting fed or who's picking uup that night, or am I staying at this hotel where that hotel or no hotel how you going to sit down, do your homework. And so that's kind of where we're at. Matthew can see here this slide actually that I have shown. So there's 3 Morse. There's 3 slides in here that aren't in possibly the hard copy version that you have at the moment. >> We added some asked specific data that is there and it will be up loaded. I've given it to Dr Higher and that will be in there. But let me just kind of go through this really quick about what we're doing about math, boosting math, fluency math facts, just basic math facts. We're finding that they're struggling with. So one of those extra blocks of times we've set aside, we have teachers just working on building flashcards building games, building mathematics. Tools and resources that they can use. But then they also take it home for the parents and the kids can teach the parents how to use it as well. And then that teacher, well, we use Class dojo is one of our big communication pieces. They send it to the parents on class dojo and they send it like here's how you do this so they're making these tools in these resources to work on math facts and things like that in the class working on it and then it's transferring home. So that's one of the things that we're really pushing small group instruction across the board. We have we we take our data and every biweekly and we have biweekly meetings where we set with our teachers large team and we go over the big, broad picture. Then every other week we set individually with the individual teachers and we dive into the data. Look at what the data shows us. That's how we did again. Our grouping set up and how we form our plan of attack for the coming weeks on what we're going to really focus on based on that day at data we use fast, we use I ready and imagine learning as 3 of our big data points as well as in class assessment. Obviously. >> And then that's where we build our tier 2 and tier 3 groups and we target our intervention. And again, that resource teacher that we're talking about is a key part of this, working with those kids in a very, very small group setting. Go after those skills that need to be brought up. So yes, your 3rd grader, but you're lacking in these first or second. Great skills were targeting those skills, building your confidence and building that up. And then incorporating high engagement games and tools again, like I was saying, building those things at in the classroom, sending them home. And also Lake weve got kids that go home and they competitions on prodigy at home and they come home. We have leaderboards and parents will be like yet. They went home and instead of hopping on fortnight, he hopped on prodigy like, that's pretty crazy. Heat off my own boy does that sometimes not much as I'd like. But yeah, but the thing is the engagement piece because that's where we're getting. That's where we're losing. A lot of our lot of our kids on the engagement it boring to them. And when they live in a world of game of vacation and instant of everything. Setting down and learning, you know, basic algebra is really boring to them. So anything that we can use reflex, math prodigy those 2 to make it more. Game of 5 really does help. But the key is on that is making sure that you're balancing the in-class work with the morph fun delivery and presentation. We have several achievement objectives. So overall in la, we are aiming to go from 42% at or above grade level to 50% by the end of this coming year set a clear target achievable, maintains the moment and that we had and it's going to narrow our gaps. Then I break down. Here we go into individual month. Kindergarten goal these are the individual grade levels. So in kindergarten, for example, we're looking to get are on grade levels from 50 to 58% raising our scale score from 7.62 to 7.80, good target of measurable goal to hit. We really think we can and it's. Ambitious, but it's still. It's still doable. And by building those kindergarten, that foundation in kindergarten, everything trickles down from kindergarten. We've got to make sure that our kindergarten is is doing well. And so where we hired a brand new kindergarten teacher this year, we made one of our changes because one of our better teachers last year was in kindergarten. She is now 3rd grade and we hired a very qualified 23 year. Veteran kindergarten teacher. That's all she's ever taught. And that was one of things she's like. I don't each kindergarten let's go. First. Great goal was the next goal. And that one is to go from a 50 50 58 again. And that's an 8, 0, 9, 28 40. So we've got some clear goals that aligns that's more in line with the state and district expectations gets closer to that again, numbers that we feel like that we can achieve. Second grade. I kind of have a shout out on this one. Second, great for us. Last year was 12 points above state and district. And the scale scores and our proficiency rate was 4% higher. We had one of one of the difference is that teachers highly engaging. Very engaging, very personal, very structured to that teacher is now a 5th grade teacher because we needed where we are proven where we have proven expertise and success. She stepped up and took 5th grade over so now our 3rd grade 5th grade have are too 2 of our more experienced and successful teachers in charge of them. So we're aiming to go from a 55 to 60%. There. Keep pushing because we really like that trajectory that second grade in the second graders in our 3rd graders. So we're really pushing for that. They're great. We're 6 points below the state and 3 points below the district. So we're trying to go from a 48% on a grade level to 55%. We're looking to close that gap and it's a reasonable goal that we're setting trying to get much closer to the state. So after one or 2 years, we then should be on par. 3rd grade math goal. We are 8 points below state. 7 points below district in scale score 19 below the state in 18 in proficiency. That is right there. That's what some gar our math proficiency and scores on the last one on the last last year's results. So we're aiming to go from 44% to 54. 54 1% on level on this one. And just working to close that gap, providing those tiered supports targeting those low as 25%. Because that's where we're going to see the most. We're going to see the most bang for our buck. Those low as 25% in our bubble. Kids that are right there on that edge. 4th grade. We had some really good on 4th grade when it came to 6 points about state, 7 points above no 7 points above the district. 6 above the state we are 11 percentage points above the state in terms of proficiency. So this actually was one of our stronger performing grade levels. This teacher is still in 4th grade. So we've taken are 3 highest-performing teachers and now they are 3, 4, 5, teachers. And and we're pushing on this when we've ambitious. Go are trying to go from 67 to 70% on grade level and the higher you go, tougher it is to make that. But we've got some really good confidence because, again. That teach the kids really respond to this teacher really engaged and a lot of times it comes down to that parent or that student teacher relationship and so we're really trying to take advantage of of that. And math goals. Math wasn't as good there. We're 7 points below the State. 4 below the district. So we're trying to go on our scale score. We're trying to go from 38 to 50. That would be a 208, scale score 2 to 12 by the end of this year. And again. Securing that time. You've got the hour for math. We also have upwards of an hour additional that can be used for those math. We've got we've got the intervention us that goes in and work specifically with those kids. So they've got their main teacher teaching math. We've got interventionist working with them. The resource teacher. And so we're try and provide it to them in multiple ways and give them as much extra time as we possibly can to work on closing these gaps. And then we come to 5th grade. 5th grade was a disappointing great for us last year. Again, that's the great that for about 3 months our teachers situation was not solid. It was not good and then we just had some general in consistencies and buy-in from the students and engagement was a a severe problem for us. So we were very below in math. And la on Now, again, we are only a k through 5 school. These 5th graders have moved on to 6 great. But my question, is the feeder school for? This is cane. So we're right next to prime. But >> little cool. From 5th grade, they move on primarily to what would you say, sir? So the names when the pants come talk to us and we do matriculation and things like that, we hear we hear oasis we hear and that's a. >> Those kinds of schools you So still some charters. >> Some some of our parents stay. But I mean, saga is a large, a large amount of where they would go this was a very challenging class that 5th grade class. I remember it goes back to kind of parents, parent involvement. I remember having this conversation with a specific student, 4, 5, 6 times throughout the year of just not doing not engaging in anything and like flat out asking why. I know I'm graduating. I know I'm not back. I know if on this test doesn't affect me. But when you go on to middle school, you're not going to be able to do these electives. That's fine. I'll do. I'll do the remediation course. And talking with mom, the answer was That's my daughter. And when a group of flight 5 you know, 5 to 10 kids, one is a huge demographic of that group and it wasn't one that I had that conversation with motivation, encouragement and building that level of confidence in the kit. That was a struggle. All remember that kid for a very, very long time because I I could not motivate that kid. I could not find. What needed to happen for that specific. So I'll interested in seeing how she's doing. However, this year, 5th grade is looking much different. We have a highly engaging teacher with a reporter with the kids that is part of 9. So we're really looking for a gigantic change when it comes to the scores this year compared to the scores from last year. In the 5th grade math go. It goes right back to what I was just saying. Again, it was abysmal. It was a 13%. That was it was. I I didn't know what to say. It was just it was a lot. So we're 13 to 30, however, with the 5th grade group we have now. It's not even it's going to be higher than that. Just because of the the group difference in that 5th grade not carrying on with us. So it's a different it's a different piece there in a different set of kids. The monitoring moving forward. Sorry, I'm a talk. Baseline data collection. So we use we to fast. Imagine learning we do in-class assessments we take that data. And like I said, every other week we said is a large group go through the data on a big, broad picture. >> And then every other week we set as a small group, one to 2 teachers with me, the resource teacher and we go into the nuts and bolts of the data and formulate the plan on what needs to happen then we ongoing formative assessment. Every week we're having formative in some of the assessments, grades going into the book. Every single week that way it communicates what's going on? Homework being post on Class dojo. Trying to communicate what's going on in the classroom with them so that they can help with the home learning piece. >> and just constantly monitoring those. >> check. >> Every either in a large group this week or in a small focus group the next week. Data review. Those are those biweekly meetings that I was just mentioning. So when we meet all the group, that's our professional learning community talking it out, trying to figure out where are strengths and our weaknesses are and then formulating an attack plan to to keep it going. And then the other weeks are the smaller group, individual teacher meetings that we hold. And then just monitoring the progress using the data. That's the key. We've got several good key points of data between fast. I ready. Imagine learning. And then the in-class assessments. We have to use that data to then formulate a plan on what these kids need. And then we adjust our interventions cause. We've got some really great and wonderful in tss rti thing who really set down and dive into what is working for the kids. What's not working for the kids? What changes can we make? Let's get parents in here and get them part of it. We've had 2 or 3 of those conversations and meetings just in the last 2 weeks getting parents involved in what their kid has. It's kind of interesting how often you have a meeting for an it or something. And it's like I don't know what's in it. We've got to know. You need to know what your rights are. The student needs to know what they got that way. They can take advantage of those things. So just communicating and keeping that open with the parent is is key then providing the professional development to our teachers when we find an area that we're lacking or our teachers are saying, hey, I need some help with this, then going and getting Pg e's that target that that's where we came up with some of this. This company because they were like I'm needing help on how to reach my lowest. 25% when I've got a group of 20 kids. How do I? How do I get those those 3 or 4 kids? They're struggling. What are some techniques in some ways I can do it? Well, this group is going to be part of helping us with that. So they'll be providing professional development for all of us on that. Stakeholder feedback, talking with our parents with our kids talking to the kids and saying how is it going? What's going on? What's working for you? Where's your struggle? That's that's one of my points of pride in the school. My office door and administration, our administration very small. To people. Our doors are open. And when kids come in like very, very rarely, is it like it discipline? Think it is more of having this kind of an issue. How do we fix it and we communicate. We talk and we bring whoever needs to be brought. It fits Centerstone for something social emotional. It's parents for something behavior. If it's another teacher like okay, you're just not driving with this teacher. Well, Mrk, he could. He's got a little time. He could work you into his schedule. Would you like, you know, a day or 2 every week to go talk with him and work on something specific. Maybe he'll teach it to you in a different way. And so that stakeholder feedback is really important. Also be in the title one school getting that info from our parents. What works for them? What did they see needing periodic evaluations? This is where I'm going into last year. I last year there wasn't enough hands ongoing in observation and this year I am going in every single week and my teachers know I'm not in there. It's not a got you. It's not looking to catch something bad. I'm there to there, too. It's funny. What might just my presence in the classroom does to the overall demeanor, the class, you know, because we all have a really good relationship with each other and they put on their best faces. And so just supporting our teachers in that regard going in there and you need a co-teacher for a little bit. Yeah, I can do that. Let's take 2 or 3 kids while you work with the group. I can work with 2 or 3 others so just supporting them in that way. And then in our by in our biweekly meetings that are one on one with the teacher really talking with the teacher about have you tried this or let's let's bring MISS Mrk. And because he's had experience in field, maybe you know something that might be able to help you in this regard. Just trying to get them that information and data and evaluation on what could they do? That could be a little bit of a change or would they need? And sometimes they have needs that they've never brought And then they're like, oh, we need this. Okay. Lets. Let's see if I can get you a sub in here every month. That was one of the things. Can I get a sub once a month? Every day. We'll just put it on a schedule that way I can then take and I can pull small groups and work with the small group of the sub takes the large group. Yeah, let's do that. And so we lined up subs every month we're continuing to do that this this year as well. Just those kinds of things to support the teachers. Ready. This is just kind of it. Exploitation of what I ready is, but it's evidence-based intervention. It Taylor's itself to the kid. They take diagnostic. It sees where they are. And then the program automatically Taylor's itself to the level that the kids that with a goal of constantly bumping them up until they can get them on level. This is one of the things that parents can monitor and be a part of it home as well. Imagine learning is another program. We don't we try not to dump too many computer programs on our kids. One to 2. That's pretty much Imagine learning is another one, but it has a better track record with Tier 2 and tier 3 interventions and also a lot of yeah, well supports built-in to for non English-speaking kids. And so between I ready and imagine learning these are 2 main programs which we get extra practice remediation important data points. And then the cli that is this group that talked about a couple times. This is new to us. So they are. They have the What Works Clearinghouse. They have the highest evidence standards that show that in Tier 2 and tier 3 interventions that they can make a huge difference. They've gone into other schools and over the course of several years, they been able to bring those schools up that were failing and bring them up into very high standards. And so we're really looking forward to working with Cli and we're going to have our own personal person that comes in every single week and works with every single one of our teachers myself, my staff, my kids. And then also the parents part. And it's not thankfully it's not just once a week we actually are going to have them for most of the year will be once a week. But for about a month or 2, they'll be also be in there twice a week. So we opted for that as well. We want as much support to our teachers as we possibly can. Ppi s the slides. These are talking about positive behavior system and how we incorporate that with our parents. Kind of give you a bigger fraud overview because behaviors is not one of the things that we struggle with. It's. Because of partly because of this. So we use class dojo and we do a point system based on. Homework attendants, attitude, all those kinds of things. Then it's a token economy because you can take those points and we have a school store and then they can go and purchase things that they need want like they want this nice backpack that we've got in there. That's great. You want that hockey stick. All right. 1300 points. So we've got this gamut of different things ranging a 10 points to 10,000 points and they do that every other Friday. And so that's like a big motivator in a drive walking around campus with the phone out and when they transition, it's like silent transitions in line care. Transitions are very long. Very short takes about 20 seconds and they're walking perfectly. Got phone. They hear that positive points going in. They know that's cash money for the store. And so they get really excited with that. We do little drawings and things that launch trying to cite them up and motivate him, getting that engagement again, getting excited about being at school because one of the other major problems that we've had is attendance. And actually that's going to be coming up here in just a little bit. But this system is all about getting kids engaged, excited and present at the school. And so that's what we use it for. But overall, honestly, behaviors are are big behaviors that our school other schools and look at us. That's that's nothing that's little. So we're happy with Some kind of just going through because 4th 5th, the p b, I s it's the same. It's the same for all of these so be because of the implementation of class dojo that that community we've tried to build in that culture of our Thankfully behavior is very low of a a problem for us. It's more of a honestly it's more helping kids deal with their own personal issues that are going on home or interpersonal issues between 2 kids at school who just haven't learned some of those social cues or know how to communicate or deal with conflict. That's been a lot of it with these little kids for several years. Conflict resolution over simple things. So yeah, we're working with them in that regard. And Centerstone is a really big part of that, too. Centerstone. We have 3 representatives from Centerstone. We have one representative that comes in on Monday and he works on a one-on-one basis with about I think we got 9 kids this year, 8 or 9 kids that one-on-one time go with them. And it's like. Therapy through Centerstone because they're going through. They're going through a lot. And then we have another group that comes in and use does full group and that's conflict resolution that somebody makes you angry. How do you deal with it? Kind of and social cues and reading the room and that's tough. And then we have a couple of private their pets that come in for individual kids that they were privately with. But yeah, we've Centerstone supporting us and that way 2 to 3 times week, every single week. So we're very happy with that because, yeah, it really does make a difference when those kids have somebody to talk and you can tell a kid all the time you can come talk to me. You can come talk to this teacher, but sometimes sometimes are just too close too close to home and they need that other party or that that other person to talk. Attendance. Now, this one. This is another big, big part of for the last 2 years. This win. >> at night and makes me sick. So chronic. The school year. Okay. So >> 27 kids of our 100 and let's say 9 students last year. 27 of them were chronically absent. And you know what? >> a large percent. Those kids were They're not at school. They're not here. And I kid you not our blog every day. Parents, if they come in like that and the reason we have to report that. I apparent last year. 23 times had a flat tire. But that's the struggle that we're fighting against and being a very, very small school not. The small schooler, one or 2 others are small but being a very small school. 27. >> That is huge percentage of my population. Yesterday. My no, my 4th grade >> out of the we had 5 weeks in school. Now we've only had 4 days where we've had to pick it. And we are. We contact the parents. We talked. They block that's on there. They don't pick up on the cell phone some time wellness checks like making we had to even be like just right by just let us know that you're still. Okay. We had kids last year that went on vacation for over a month overseas and and right before testing during testing, we had a parent she knew they knew about the testing windows for like 3 months because there we know them pretty well. We publish them and get them out. And then on the day of the la testing halfway through she comes in and take my son for the doctor's appointment and he worked his b# # off for it. And you should his face as he left knowing that just not pass out the window. And he worked his b# # off for it. So. Engagement of the kids wanting to be at the school. Buy-in from the parents are 2 of our biggest challenges that we're fighting against. I tell you what my teachers, they are good. They are highly educated. They have good backgrounds. They've been teachers for a long time. The youngest teacher I've got is 2 or 3 years. And my my most rookie teacher and they care is the other. That's the biggest thing they are willing to put in the work for this. But sometimes they feel like they tell me it's like an uphill battle fighting against kids that don't show up and then come to take a test and tell me I don't care if I passed. I'm just going to check report it. But again, that's our responsibility on how we're going to That's not an excuse, but it is. Part of the reality. And so that's what working on. So again, we're really trying to hit focus on our attendance this year, too, and making sure every kid is here. Kind of wrapping up because I know I'm a I'm a talker and I apologize data collection and analysis. We are always collecting our data every single week with in-class instruction online. I ready data. All of those things. We are meeting weekly as a group and then every other week, biweekly as a group and then on the off weeks, we're meeting with the individual teachers going over that data looking at it. What does it mean? How do we use the data? We're reviewing that data were having quarterly meetings every quarter for the big picture. So we're setting short-term goals were sent and medium-term goals is quarters. And then we're setting our long-term goals for the end of the year. And we're having these talks every tomorrow. Tomorrow's Wednesday tomorrow at a meeting and we're going to be going back over We've got our first month under our belt where we asked what are we doing, how we're going forward and then how is what we're doing having an impact? Is that having a positive impact negative impact? What do we need to change fix or keep on going with? >> But >> getting sore. Sorry. Just a couple of things that mentioned and I MAY already have. We have that dedicate first asked about I made a note on. Doing that. Data-driven instruction the kids are excited when they do that to end of it. That that kid get's outside of a group of 20 kids, they get that one-on-one time with the teacher. There are more tapes. They're more into it and and that pressure of being asked that question in a group of 20 kids and being one of the lower kids and not knowing if you know the answer that pressure gets taken off them and that in that situation. And so that really helps the chill initiative where we have to work. Using a good amount of funds to help with this and to get them to come with us and help us trained us work with our kids, work with our parents. So we're very excited about that. And I'm actually should be hearing back from them this week on getting the schedule. We've gotten all the document signed and everything. So I'm hoping a week after they're going to be they're going to be on the ground with us. So really looking forward to that Centerstone has been for us for the last several years. Are to come, which that a lot. And then when we couldn't. That that relationship. Plus that relationship again because our kids come I mean, just like every kid. There's things that they're struggling with. Play math and science science and instructional time. So l a not just the bare minimum, they can get upwards of 3 hours of additional ela, not just the bare minimum with math. They can get upwards of an hour and a possibly 2 hours of math, depending on how we where the need is science, not the bare minimum of 30 minutes. We've made in our block because those are we've got to be bringing these kids up. We've got to be getting there, letting them realize their potential and motivating them to get to that bi weekly team meetings Plc's continuing and going on our interview. Each intervention meetings that every other week after that continuing to go on communication with the staff and communication with our parents, keeping them in the loop, knowing what's going on happen. Parents in to inviting and in parents set with their kids before already this year, can I come and just provide him just a little bit of motivation that he might need. And it's funny to see that that change in the kid when they see Graham, all setting out on a bench, just kind of watching so that's where we're We this is going to work because it's I've got the teachers. I've got the resources. I've got the curriculum where we've got the training. We've got the data and we've really narrow down our areas of concern with our low as 25% or bubble kids and our engagement. And we are laser focused on tackling those those issues. So instead of just reacting we're taking that data making a plan and going after it. So when I come back here, imagine have to come back here sometime next year. Yeah, we want to update. Yeah. You know, we want to hear has success. Because none of my teachers are there for the paycheck alone like they got into education because they And in transit. Drive-in love. And I'm tired of hearing my teachers call me and cry on the phone and say. I don't know what else to do. And so we're really trying to. To make it for them for the teachers and parents and the kids. I hope that answered everything you need. I have is the first time ever these. I got no clue. I'm bored to death for talked way too much. I apologize. MR. Jones, I commend you. This is not easy to do, especially for first time. The cover lobby that well. >> 2 things, real quick, I have from pretty experienced volunteer connection. She worked with children's Literacy Initiative in Philadelphia. Okay. With 1.5 million Dollar Grant had some incredible. Academic learning gains as part of that grant. She now lives in Sarasota. It is very involved Sarasota and with I consider that she's more in Sarasota now. Got your contact info that cli agreement. I. It sounds like you got everybody ready to go. But I just want to she she's she's retired. But this is like her life's work. Yeah. And she would love an opportunity I'm open just put it connect the 2 of you and you can take it from there. Anything that yeah, and I'm really happy to see that our former superintendent is working with you from see a Agreed signatures on the sale like all I did not realize. So you're in good hands. One of my Thanks for the presentation. Any other questions they missed anything. No questions. Yeah. Thank you very much. Thank you. Appreciate it. >> movements I look forward hear about the result. Yeah, yeah. Really, really passionate about it in. We're excited to see the results. It was really it was really something. We are one point. We slipped one point to that guy. And then this year when it was one to 2 more points slip, it was just. It's honestly it's a fire. I talk with Dr higher. And there was a day that I was not in a I was not in a good mood that day. And the next day I talked to her and I said I I've I've had to think I've had come decompress of that to change my mindset. And now it's fuel for the fire So thank you. Got Things very today. Yeah, I'm heading back in. Tackle it again today. >> Jeanne, time to put any presentations. You're no, you're good. Anyone? He did take very good. Looking Simply Yeah, >> I so next topic is the annual investment port. Fiscal year in JUNE 30th 2025. >> just It's second Yes, that's correct. Yes. >> thank Judy. Our resident and you can introduce. >> absolutely all that sellers introduce. Our next guest will be giving us a briefing. Honor annual investment report for the fiscal year ending JUNE 30th 2025. >> And Good Morning, everyone. Today is. Even if you just slide it next to you. While you're talking they they hate it when So with us today from deep blue. We have Dominic Crist, the 5% or 10 and it's Scott a lot of these Houston >> good morning. Pleasure to be here today. Presenting the new report before we get started. Just want to fleet reduced ourselves because this is the first time presenting for the 2 of As you mention, my name is Dominique wrist. Far on director of Klein Advisory Services for the Blues. John Scott is Cline Associates. Also advisory we serve as the district's investment advisory firm. And a little bit background because it's very is very unique. Both of us come from the school district side previous deep blue. I was finance director and treasurer of Pasco County Schools. So I've served on your side of that. People should I say. And John comes from being a middle school teacher, which is even harder many years, 14 years and mortal man, 14 years. Couple, godless. Yeah. So I'm very because he's very patients. Very, very patient in the things we need to do. Before I have our annual report. This is the report investment part for the fiscal year 2024. 25. So I'm going to turn to page turned the page c 2. I will go to great detail because I know we we're limited on time on the economy. I just want to mention today and tomorrow the Fed is meeting. Our expectation in the market expectation is that the Fed is going to cut 25 basis points. As you probably have heard, inflation is still lingering. We've seen a little bit of uptick in inflation over the last few months. However, we start to see sort of a deterioration of the labor market. And so the Fed, I think, is poised to make sure that they get ahead of them. And so we expect that the Fed is going to cut 25 basis points tomorrow. Additionally, the the expectation is that would likely going to see probably another cup before year end. Okay. If if there's no questions, I want to move to the media presentation the report. But I just want to mention that because I know that everyone's focused what's going on. The Fed and the