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Good morning. Good morning.

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Good morning.

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Uh, we will get started probably at 9. 0. A. M.

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Hello.

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Hello.

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Laura, can you make.

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A Co presenter, it looks like I'm not able to do it from my screen.

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Huh.

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Hello.

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Right.

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Okay.

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Hello.

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Right.

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Um.

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Morning everyone welcome to the initial accountability meeting committee meeting for academia. Antonia Alonzo.

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A couple of things before we get started just a.

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1st of all a reminder to you if you are not speaking.

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Also, when it is time to speak, just be conscious of.

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Of 1 another, it's tough to navigate back and forth when you're.

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On a screen like this, and the last quick reminder that this is a public meeting.

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The public may join this meeting, but may not participate.

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And with that, I will hand it over to your person Clark.

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Thanks so much we Ryan, my name is Kim Klein. I serve as the associate secretary of operations support for the Department of education, and his chair of the charter school accountability committee also known as C.

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This is the initial meeting of and the 1st of 2 committee meetings, relative to the major modification application submitted by economic academia. Antonio, Alonzo.

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Academia has applied for a major modification to its charter to change the locations.

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Add grade 6 through 8 to its current kindergarten through 5th grade configuration.

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An increase authorized enrollment by a total of 312 students representing an increase of 52.

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The proposed modifications would be effective next school year.

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With the addition of grade 6 grade 7 would be added in the 2324 school year and grade 8 in the 2425 school year.

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In accordance with 14, Delaware code section 511 3.

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In addition to meeting the approval criteria,

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established in section 512 of this title when the department considers a modification in which the increased enrollment will occur less than 18 months from the date of application shall also consider the potential positive and negative impact of the expansion

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on the schools and the community.

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From which the charter school's new students will likely be drawn.

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In reviewing the impact, the department shall consider all information furnished to it during the application process.

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And may exercise reasonable discretion in determining whether the proposed expansion is contrary to the best interest of the community to be served.

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Including both those adults likely to attend students. I apologize likely to attend the charter school and those students likely to attend traditional public schools in the community.

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The purpose of today's meeting is for to discuss the application with the applicant, ask any questions that committee may have and identify any areas of concern based on preliminary review of the written application.

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This meeting also serves as the applicant's opportunity to provide verbal remarks supporting their application.

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This discussion will be outlined in an initial report.

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Which will be issued following this meeting? No later than March. 1st.

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The charter schools response will be due. No later than March 16.

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I now ask Mr trevor's to check attendance of each voting member.

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Non voting member and staff to.

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Thank you, uh, Gregory focus it is, it.

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Good morning. Good morning present.

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April McCray. Good morning here.

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Tiffany green good morning present.

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Present.

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Brian more will be joining us a bit late today.

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Chuck Taylor.

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Good morning here TED.

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To your affair.

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Hi, how are you guys.

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Non voting members Kendall massive.

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Good morning present and good. Sloping.

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Present.

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Um, staff to see cycle is he a boss?

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How's that? John? Carlo? Good morning present.

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Person.

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I rewrote Travis and I will turn it back over to.

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Miss Clyde. Thanks again. Lee, right? I now, as representatives from the charter school to introduce themselves.

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So, yes, so good morning, everyone my other cost of directors of the dimensions bracket image. I know lots of charter school.

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Dr, Maria along. So president of academia.

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Jennifer Jones dean of operations in school advancement.

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Mercedes Alonzo executive director well, mounted dean of instruction and curriculum.

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Pauline reduced the dean of curriculum and instruction.

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Fairly standard well, Dina equity inclusion and access.

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Sylvia semi special education consultant for academia. Antonio. Mine. So, Travis.

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For certification.

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Dan Hermione, uh, lead, uh, social studies instructor and good morning. I'm the dean of school called for an appointment.

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Nora Lewis board member academia.

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Michelle hasty business manager, but thank you on mute.

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Yeah, do we have anyone else joining us this morning John it sounded like you thought there was.

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We do have some Deborah and house or project manager for LA, academia, Antonio, Alfonso, charter school modification.

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Thank you so much I will note for those of you joined together in 1 room if you have an opportunity to speak throughout this meeting we just ask that you speak loudly. Some of the introductions were a little hard to hear.

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So, we would just ask that you place yourself near the speaker and make sure that the rest of the committee can hear you.

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This client, it's helpful if I put names and positions in the chat.

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For everybody sure that would be helpful. Yes Thank you.

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Okay,

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before I asked the charter school to give a brief introduction to the application,

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I will note that the department completed a preliminary review of the new charter application to assess its completeness and quality based on the approval criteria outlined in 14,

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Delaware code section 512 and the department Dean,

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the application sufficient to.

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To receive a full review at this time. I'd like to give the applicant an opportunity to summarize their application taking no more than 15 minutes to do. So.

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Good morning good morning and thank you everyone for the opportunity to share a personal message with you about our school Academy I'm donated also charter school. Uh, my name is Dr Maria long. So again, board president.

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So, every 2nd, we have practices here, so we're gonna start off by sharing a video about our schools. So we hope you enjoy.

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In business where jaguar, which means he would Congress with woman here after that meeting, we are the jaguars.

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Jaguar, and we believe and and merge ourselves in the environment of, like.

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Our core mission is to create a school where students investigate who they are, what role they play in a diverse society.

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We encourage students to become strong community leaders as well as advocates on a global global level for a child to learn.

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We need to make sure that we are seeing a whole child,

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and that we're serving the whole child that means not just the child doesn't learn them,

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but also their social emotional world,

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the physical cells and the family component we need to see our full child to serve and learn scans for you and stands for.

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Never give up.

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I stands for D, stands for discovery stands for ownership stands for 7 days.

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Meaning they're not going to use the same thing. No secret score.

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I mean, that's not accurate.

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Yes, yes, yes.

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Uh, during the English language arts translation so maybe in the future, but they also learn Spanish language, arts, science, and math, uh, with their Spanish teacher. So I guess really.

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Foster culture that is welcoming a culture in which the conditions for body are ever present culture, which we examine our behaviors, how they affect us and how they affect others. It is great to see how they learn how different cultures are.

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And how they talk to each other, I've been given this experience.

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For the past 5 years as for the CD school, which means that all students 8 for free.

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Breakfast and lunch every day, that that is for that.

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Did he said, well, I can just get him okay. My 3rd persona to see if that is okay and W, oh, goodness.

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Samples or ideas but I don't know. So, as a dual language school, we'll make sure that our communication will be delivered inefficient to you.

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So, everything is simple, both English and Spanish Spanish speaker parents don't have to worry they have open vacation available for them as well as English.

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We can we get to the 2nd time.

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We academic Tony charges.

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Thank you.

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It can folks hear me.

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My cousins.

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Okay, can you hear us.

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The volume is a little bit low. Okay. Can you hear us now?

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That sounds better. Perfect. Okay. I'll keep my, I guess, what a teacher's voices. So, in the time we have a thank you for that. I'd like to share a little bit more about our school's roots. What we call our right.

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I know some of you may know was quite well, but there are others who may not. So to, to set an even playing field. If you will, I have a few slides that I've prepared.

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That will offer some information about who we are, where our school has been in the past where we are currently and where we are moving forward. I'll start with just a little quote. That's always a favorite of mine.

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Who said that,

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when you leave behind is not what is engraved in stone monuments but what is woven into the lives of other sites please India was an idea,

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merely a dream a decade ago and though we've been in existence for 8 years in reality the who we are that which is reflected in our mission and vision and values is rooted and begins with 4 amazing women over a

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century ago.

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So I hope, you can indulge me for a few moments of storytelling regarding our school's roots. Storytelling is always a powerful and immersive way to share about one's identity cultural values. So the 20 s in Havana, Cuba, there were 4 women.

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They weren't younger when they did this. They, the 4 with the arrows over over their heads.

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They were all teachers who would travel enforced back from the city to the countryside, their mission to teach children, who would not otherwise have the opportunity to learn how to read and how to write these 4. women were Antonio Alonzo as maternal on.

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These 4 educators believed need us, they could create a more, just inclusive and kind of world in their work. And Tony, that's how Antonio was referred to by our colleagues followed in there, footsteps, and became a teacher as well.

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She was educated in the language immersion school in Cuba taught at the University of Havana, and also at an orphanage called, which provided children among many other things, the gift of a 2nd language.

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She was a steward of a community always seeking additional resources for the children to make sure that everything they needed to learn.

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Tony instinctively understood even back, then they need to support the whole child and she was dedicated to providing equity and access and education. Not unlike her maternal ons.

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Tony also talked for 30 years in Delaware attorneys the person on the right for 30 years in. Delaware became a visiting teacher to support and represent the many anticipated needs to be spent during the busing and desegregation era.

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Her advocacy an activism for the Hispanic children, and families of Wilmington intensify clearly during this period and culminated in her work in the traditional courts.

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There are 3 things that you would always hear Tony saying, and education empowers you to be anything you want to be. And it's something that no 1 can ever take away from, you.

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Being bilingual is an advantage that will open doors, relationships and opportunities beyond what a monolingual brain can ever dream of and lastly, in order to accomplish anything it means must be done.

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We'll need those like, the fingers of a hand, working together in unity only then anything is possible.

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So, I want to, um, here it is our mission vision and values so you can begin to see the roots here. Um, these are mission vision and values.

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Well,

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I won't name it all you can take a look are seen and heard in our classrooms in our hallways in the everything we say,

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and do at we'll need us in a more just inclusive and kind of world our mission to inspire children become joyful.

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Competent creative bilingual learners.

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Um, so, as I promised, I said, I would talk a little bit about our past a present in our future as a school and I am going to focus on a few areas that you can see here below. So, let's start with leadership.

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So, we, at the beginning of the 1st, 4 years, we had 6 leaders in the 1st, 4 years. Um, and then after that.

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Um, we, uh, actually had the opportunity to have a new leader we've had for the past 3 years since 2018, which said is how long so, uh, has, uh, brought to academia.

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She has a background of the 2nd,

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language acquisition and bilingualism,

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uh,

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from,

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and also a masters in science and organizational dynamics from the University of Pennsylvania as the leader she's grounded and understanding of best practices and education,

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but also how to create effective organizations.

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Um, this is our first fifth grade. You can see there that, um, we came here as a 3rd up to 3rd grade. This is our first fifth grade. So, in spite of the changes in leadership, we did it.

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We, we, we actually had our 1st class in 2018 graduate, um, 1, last thing about our leadership. I know when we're saying is 1st, derive teacher retention was at 68%. Today. We are at 90% of May I add this was achieved in the midst of cobit, 19.

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Okay, in terms of operations, our enrollment in the past.

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We had we started with the, in the fall of 2014 by 2018, as I said, we got to, uh, K through 5 and it is our hope starting in the fall of 22022toexpandto, a middle school, starting with the 6th grade.

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In the area of communications, you could see, we started with very humbly with the school newsletter that was translated into Spanish. And today every document in the organization is available in both languages.

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Transportation that's a story to be told, um, at 1st, we started with 1st state. Um, and we know with 1st data, it has its well known problems state wide.

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We took matters into our own hands and purchased and now own our own fleet of buses that you can see around Delaware with academia, Anthony, alone.

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So, on it currently, we're also partnering and serving a school district who asked for our help with their own children. And we are currently in conversations to establish additional partnerships with other charter schools and districts.

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Um,

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again,

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going from past to the future we started at the on the floor,

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we came here to barley plaza with 60,000 square feet and our hope is to be at our future site,

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which has 115,000 square feet and can really provide us with all that we need,

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including a cafeteria that will be full service kitchen providing meals for our our students that can be culturally sensitive in the past.

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We've had cafeterias with either 2 flights of stairs to get to, or a food service that was offered to us through a vendor. We presently have.

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Office sized classrooms with classrooms on a cart, and we hope to move into at the Wakefield site to larger classrooms, providing.

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Um, large Christmas for all content and expressive arts and elevators really important. Uh, currently, right now we have to carry our students of if they're they're on crutches or something, we will have a builder elevator building, um, at the new site.

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Additionally, a few more things are grounds and facilities we started off in a small summit playground.

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We did create a small interactive playground here at the barley mill, but we had the promise over at Wakefield of 11 acres with the potential to create so many things, including butterfly and vegetable gardens sports fields and other things.

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We went from a shared gymnasium with 2 charter schools to currently having a 1000 square feet of a gym and with the promise of 7,000 square feet of gymnasium for our children.

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Um, last piece, uh, we, as, you know, with our population resources are low so we did not have a parent resource room, but we learned quickly. We needed 1.

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we created a parent research closet here that we have at the EMEA,

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and we are going to be moving towards a fully outfitted parent resource area at the Wakefield location,

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which will have technology,

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washer,

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dryer,

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food,

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pantry,

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basic needs supplies,

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informational resources,

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inadequate space for parent workshops.

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Let me shift to the academic program. Um, as you can see, we have, uh, the McGraw Hill.

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Uh, we actually started as an E L school and then when we moved into the McGraw Hill curriculum, um, and who has, who is based on the common core state standards and math and.

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And we also have.

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Sorry, I can't see the just a little bit. Thank you so much. Um, we have a inquiry based learning and science to the GSS as well, as project based learning by way of done with social studies curriculum.

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We actually invest a creative amount of time and,

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uh,

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and energy in our,

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uh,

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teachers having PD to get differentiated instruction for all learners,

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uh,

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using glad strategies Kagan,

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cooperative learning structures,

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imagine learning and we can do descriptors for scaffolding language and content for English English language.

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Learners across the subject areas.

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I wanted to add, because I did not have this, um, but after school, so the, the fund doesn't, uh, uh, end, uh, during school after school, we also have an, after school program led by, uh, Michael, Daniel, and many others.

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We have the Harry Potter club wrestling, basketball, soccer, girls on the run chorus guitar.

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Dance, uh, trauma and step.

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So, I'll start talking about our school. Oh, no, actually, I can't go to school culture and client, because we have awards from our academic program as well as school culture and climate. So I called it from surviving to thriving with awards.

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And as you can see here, we have come a long way that we have awards around academic growth, outstanding parent participation, which is not any easy task with our population.

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Um, we have actually the wellness leadership award, which we're really proud of, especially during the coven 19 year, that was no easy task. And as you can see many other awards, including 1.

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I want to point out the heart of gold award, the whole child, whole body wellness, real part of what we believe in.

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So, in terms of our school culture and climate, um, you know, we started with our values you always are rooted in your values. We need those right? But we learned quickly that we needed to grow.

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And so we created a became a trauma informed school. We connected with compassionate schools. We brought in responsive classroom.

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We were selected to 2 schools in the Delaware, Philadelphia area to do the 5 year. Mindfulness project. We are now a mindfulness schools. We have restored of justice practices and moving forward.

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We are looking forward to creating a leadership curriculum with a social justice framework. This will be led by the leadership curriculum will be led by our executive director who has a passion not only for middle schoolers.

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It's a favorite apparently of fruit, but also, because of our organizational dynamics background and then the piece with the social justice framework with the help of our dean of.

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Equity and axis, we hope to bring, you know, that's the part of being able to have our students become the stores of their own communities with the skills. Um.

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Just very quickly we went from a part time school cancer to now we have a robust school culture and climate group for wellness.

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We have dean of school culture and climate dean of equity inclusion, and access school psychologists. We are partnered.

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With universities in Delaware and Pennsylvania that brings in PhD level psychology externals to help us with counseling and with testing. And of course, we have our support staff.

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Finally, I wanted to mention our community engagement is another area I wanted to. We went from a new weekly newsletter to today.

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We have something called parent university that we hold at least monthly for our parents on all kinds of topics, including a mental health and wellness post coded.

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We just had 1 on how to support your students in a dual language program. What's the student's role? The parent role and teacher role, in terms of community partnerships here.

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I have quite a number of them listed Delaware art museum 1 that I've found really important was the Delaware with the Delaware State police. We wanted to make sure some of our students and families are afraid of the police.

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We wanted to make sure that they had a time to spend with police men and women and to know that if we ever had any emergency, these are safe people.

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Health services, including dental, envision food bank of Delaware, backpack programs.

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Um, and I have to say 1 of the visions moving forward is formalizing our identity as a community school as we develop our institutional framework and equity access, inclusion, belonging and justice.

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And, uh, this is just to give you a little quick picture of where, uh, our future home is again, that is, uh, 115,000 square feet of a building that will have everything we need as you heard. And 11 acres of canvas.

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And I want to just end with, um, thinking, uh, 1st, our team from here a present at the meeting. I'm not going to name everyone, but they're here for your pleasure to, to look at.

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And, um, I want to thank you for, uh, listening and for, uh, hopefully, um, being able to walk away with a better understanding of who we are.

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Where we are, and where we're going, thank you.

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Thank you so much for your remarks this morning we're now going to discuss the application and note any areas of ongoing concern, or need for additional information.

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This information will be outlined in the initial report, and the applicant will have an opportunity to comment on that report. I'll review the timeline of the full process at the end of the meeting.

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Has previously reviewed the school's application and sent a list of initial questions to representatives of the school prior to today's meeting. I would now like to provide this school time to address those initial questions in doing.

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So please clearly identify the number of the question being addressed.

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Good morning again, my name is Michelle hasty. I'm going to address question number 1, finance and budget.

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Um, you note that the application, um, notes that we are going to use 1.3Million dollars of our cash reserves to move and renovate the new location. I actually have this set aside in the fiscal year, 22 budget.

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So I did not put it in the app.

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Application itself currently at the end of January.

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We had 6.99Million dollars on hand, and I forecast that after we take out 1.3Million dollars, we will still have at least 2Million dollars 1 hand on June 30th.

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And in the application, I only use 1.6Million dollars. So so there's a 400,000 dollar cushion there.

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And the reason why I put it in 22 is because I really didn't know how those expenses were going to flow. I anticipated that we would start using some of this money this year.

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And, and what we don't spend, obviously will roll over.

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Into the fiscal year 23 budget.

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And, um, did you want to go in order? Um.

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Yeah, I think Michelle, thank you so much. I think we would prefer just to go in order. So if we need to skip around to different individuals that's okay. Okay.

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Okay.

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Okay, this is Mercedes Alonzo executive director I'll be addressing the question around the parent surveys. So, um, building a culture of.

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Serving participation has been a continuous journey here at academia and, um, probably the largest barrier that we continue to face.

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Um, is parent dissemination of surveys? An overwhelming majority of parents do not have emails, uh, or working email addresses. And so the rate of return on any survey.

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Is usually about a quarter of our families if that.

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Um, that said we have been in conversations with our families, uh, about the potential expansion to middle school, uh, at least since, uh, school year, 2019, uh, that I started here.

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Uh, it began with our work with Greg and Dana, and the strategic planning effort in February of 2019 and, um, the planning included parent interviews and parent participation on the strategic planning committee.

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And the response back then was favorable.

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So, since Dana, what have we done? So we believe in talking with our families. So, um, coffee's with the executive directors.

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Um, we've utilized our and booster club meetings for dissemination of information for conversations and feedback.

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Family nights code calling is a big part of us reaching our families and parent information sent sessions are as well.

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And now,

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since,

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uh,

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they have been both in person and online,

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and,

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um,

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regarding the expansion of the middle school,

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when we discussed this with parents responses,

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have have consistently been favorable over the years.

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Another data point is.

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During our exit interviews with parents over the last 3 years that I have been here with parents,

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leaving the school,

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we have also received an overwhelming amount of feedback over the years from family saying they leave our school only because we don't have a middle school and they take their siblings with them,

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uh,

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to have.

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So, the parent has all of their students in 1 school.

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Also, uh, without formally stating and writing and out of respect for this process on November 1st of the school year, then you hosted a school choice night for our 5th grade families to talk about.

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The school choice process as well as the potential move and expansion to middle school.

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Over half of our fiscal year families attended that meeting, uh, and, uh, in person and all expressed a strong desire for their children to continue at Lithuania.

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For the middle school, um, immediately following this meeting on that next day. My yadda, and I began to quote, call the remaining families who were not able to attend and out of the 34 remaining families.

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Only for expressed interest in other schools. Um, I know 1 of them is going to tower hill the other to cap Calloway. I'm not sure where the other 2 are going. Just recently on Thursday, February 17th.

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We also hosted another family night to once again, talk to our families about the potential relocation and expansion to middle school.

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Um, we had over 70 families attend, um, and during the meeting, we only received positive comments. Some of those comments include I would love to learn more about the new changes.

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Obviously, uh, my student isn't in 5th grade yet.

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Uh, but, uh, we still have another year for middle school, but we are so excited for this to be an option. At this time. Another parent says Ben asked if there will be a high school.

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And I told him to slow down, um, and he was ready to come back for forth and we are so excited about the news go academia. Next step is high school.

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Um,

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that was from a kindergarten parents just so you have an idea,

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uh,

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where we are here um,

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lastly,

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as part of academia,

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enrollment process,

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myata invites every new potential family who applies for an opportunity to meet their student.

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And see the school, all new parents, uh, have been that have come for that opportunity have been communicated with regarding the potential means.

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The new location and the expansion again, out of respect for this process. We have been very careful to put anything in writing. So we have done most of our communication.

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Verbally, um, I want to also, uh, emphasize that news of the middle school. Expansion is definitely out there dealing.

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We have parents calling to enroll their students in their 6th grade parents from academia as well as parents. That are not part of Laconia.

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Um, that have begun to hear about this, this, this potential opportunity for us.

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And, of course, for the middle school, our parents will have 1st option and we already have, um.

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A good amount of parents on our waiting list,

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um,

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that are students that are non that are not from that,

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um,

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we have,

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uh,

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on a,

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on a list to call,

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depending on how many of our students sign up.

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Um, and 1, last thing I want to reiterate is that, given that we own our own buses, um, location is, we don't see our location as an issue for us.

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Our buses will, uh, we'll continue to serve our families without interruption and create, um, and create new roots as needed.

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I think it's important for the department to understand that about 90% of our families use our bus transportation as the form of transportation to schools.

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So, it's not and we have about 40 families right now that do, um, carlyne.

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So that's an important reference point as we, uh, as we look toward the future.

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Okay, and the other part of question number 2 is, um.

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The contingency plan, if enrollment is negatively impacted by the move, as Mercedes said, we don't be believe that our enrollment will be negatively impacted.

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Right now, 213 students are coming from the area code of 198805 that we reside in and of those students 50 to 70 of them are actually transported to the.

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Cc, so they're transported to and from for before and after care. So that that would be the most risk.

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Part of our demographics.

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That could be impacted and since a good portion of those students use our, our bus transportation, we really believe that that that won't happen. However.

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If our enrollment is negatively impacted as Mercedes as said, we, we do have our buses that, that we can resource out to other schools and.

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And districts also the, the lease that we signed and allows us to run out parts of our building. So we can lease space for a before. And after care program.

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At the site, which would help offset some of our lease expense since we are, um.

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Pre prepare our own foods, we can get an additional revenue from the school and nutrition program, because we can sell a additional foods, which we are not able to do right now.

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And we can also rent spaces out to the community at large, and we can have summer camps. So we have much more flexibility in this building.

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Also, since the building is newer, it is more energy efficient. So we believe that our energy costs will be much lower.

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This year at the parlay male plaza location, we've have had to do a lot of, um.

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We repairs to the back.

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System and we are entering into a building where most of the systems are going to be new. Also there's going to be lighting. So, um.

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I believe in the budget, um, I was very conservative in.

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In projecting our maintenance cost, because we don't have.

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Any history with the building, and I can only go by what we spent at barley mill, because it's it's a similar arrangement that we are responsible for our own maintenance and repair.

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So, I believe that our maintenance costs are gone are going to be lower. And there will be savings fair.

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And it's the school financially viable at lower enrollments while the school has always been at 9,899 100% of its enrollment. We are viable at 95 at 90%.

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We will probably have to do some re, arrangement of our staff.

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Thank you so much I'm just to clarify if the school would like to just continue going down the list taking question by question.

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You don't need to wait for us to respond before you move on.

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We're gonna move on to question number 4. the lease was sent to John farewell on the 23rd of this month.

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So, we hope that that was received and distributed as necessary.

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For question number 5 yes, we are bringing our current classroom furniture and office furniture with us.

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This also includes our technology equipment, janitorial supplies, storage equipment, copiers and other machinery.

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Kitchen and cafeteria equipment, including our tables starting lines refrigeration.

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Uh, warmers we are also bringing our break room and equipment, including vending machines.

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We'll bring all of our safety equipment, playground and recess.

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Equipment and materials, and we are currently in the process of getting a donation of desks.

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From that we're going to be using for our middle school.

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We will need to purchase some additional items with the potential expansion.

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But we using our 3 year phases, we have reservation funds available for those.

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It would also be have speakers to announce your name prior to provide a comment. Yeah.

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Apologies I am Jennifer Jones and director are the dean of operations as for advancement.

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The question number 6 regarding our kitchen equipment and.

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Necessary equipment for that yes, we have included that in our construction budgets.

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There are items already at the site that we are able to use and we also have items here at the school that we are able to take over 1 of the.

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And has assigned our nutrition budget items for the things that are remaining.

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Thank you, Jen, we're going to move now to, um.

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Doctor Ben bow who's going to be addressing the library facility and counseling services?

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Natalie, I think it's right here, so as far as individual consultations between students and mental health practitioners.

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Although the counseling services are off.

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The library, the rooms do have doors and sound proofed walls to ensure students confidentiality. Once speaking with our counselor.

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As far as the access, and the public nature of seeking counseling services off of the library, this did not come up as a concern for us.

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And EMEA, our goal has been to eliminate the stigma.

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Associated with mental health practices, we have intentionally sought to build the emotional literacy of our students and families as well as normalizing access to mental health services.

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And especially over the last couple of years, it has been our families. They have been the ones, uh, to be advocating for this process.

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Thank you Jennifer Jones is going to be, um, answering the next 2 questions 8 and 9.

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So, yes, we have, we gone to explore supply services for our food products.

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We would be using all approved vendors through the state of Delaware, including ones that we currently use such as us foods. Cisco and Penn Jersey.

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The design of our menus and nutrition options will be handled by our current.

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The nutrition manager who has already started processing.

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Menus and using the data that is necessary for those in order to be done. We have undergone multiple, uh, audits in the last couple years. So we are well aware of.

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What the criteria are that we need in order to comply with these regulations.

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Number 10, Mercedes, Alonzo executive director, uh, regarding the in school suspension disciplinary alternative to full day out of school suspension.

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Um, as you see, from the layout of the school, there are a number of offices and classrooms that have yet to be designated because we are wanting to get in and get a feel for this space.

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But there will certainly be room for that. If we were to go in that direction or needed that.

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Number 11 is Jennifer Jones again.

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So, we haven't in detailed communication with Dino, working with Doug sheer and Nicole.

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Down there with all of the safety requirements, and they have been attending our weekly meetings as well.

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So, I believe I'm take this is Maria, we're president, and I am taking, I think, question number 12, uh, the impression that the school has been anticipating a location change. Actually, not.

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Um, so I can take this back, uh, push them an email order. So, I can, um, go all the way back to November of 2019.

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actually, at the time we had brought in Dana and Greg, as a consultant to take a look at a middle school expansion, I had been in conversations with 2 board presidents that go with the odyssey school. Um, about expanding into.

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We are now in what's called building 26, that's 60,000 square feet the hope was to go into building 27 and acquire more square footage. And so we were in conversations in November, November 23rd of 19.

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I actually sent a message to the new board president at the time. Mr. wall caught, um, stating that we needed the additional space um, that, you know, we had had these conversations prior.

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Um, I finally got a response January 23rd of 2020 where Mr. Wilcox said that the odyssey was declining pursuing any, um, uh, having academia over in building 27, um, after as, you know, um.

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Lots of things happened there.

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There was a incident with with odyssey,

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but also coven hit,

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but in May of 2020,

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when there was a new board president,

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which says,

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um,

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Las Vegas,

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uh,

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I also reached out to a list and said,

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listen,

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can can we talk again?

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About building 27, because our hope is to stay here, um, as as spoken in years past again.

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Um,

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we were told that that was not an option,

384
00:49:27.744 --> 00:49:27.894
um,

385
00:49:27.894 --> 00:49:29.574
in the midst of,

386
00:49:29.605 --> 00:49:31.855
I remember going and then saying,

387
00:49:31.945 --> 00:49:32.454
wow,

388
00:49:32.454 --> 00:49:34.465
in order to not just for our,

389
00:49:34.644 --> 00:49:39.985
but to expand we need a new place and for the following 18 months in the midst of Kovac,

390
00:49:39.985 --> 00:49:41.394
we went went to insearch,

391
00:49:41.394 --> 00:49:45.925
we could not go into a middle school expansion with having a,

392
00:49:45.925 --> 00:49:47.605
without having a location.

393
00:49:47.605 --> 00:50:00.804
Um, we looked at a number of places, but, uh, we finally were able to through a defined Wakefield, uh, with the, uh, group. And this was the 1st opportunity.

394
00:50:00.804 --> 00:50:06.713
We had to finally find a new location given, um, the sequence of events prior.

395
00:50:11.010 --> 00:50:17.969
The next set of questions on a, and B will be answered by Deb rodan Howser our project manager.

396
00:50:19.980 --> 00:50:24.150
Okay, let me on mute. Please. Let me know if you have trouble hearing me.

397
00:50:24.150 --> 00:50:30.210
So it is no surprise, um, as referenced in our, um.

398
00:50:30.210 --> 00:50:35.699
Major modification application that in the new castle county.

399
00:50:35.784 --> 00:50:47.215
Area Hispanic population has grown substantially over the last 10 years and in that application, we referenced this the census data.

400
00:50:47.695 --> 00:50:58.074
We were asked to, um, take a look at, um, analyzing zip code information where our students attend.

401
00:50:58.650 --> 00:51:02.280
Um, and where they reside and.

402
00:51:02.280 --> 00:51:13.289
What school districts are impacted the 1st point of note is that 80 of our students come from the 1st, 5 zip codes.

403
00:51:13.289 --> 00:51:22.019
Which are 10,805 19720198or4 10,702.

404
00:51:22.019 --> 00:51:32.309
And 198 O1, um, the breakout there is, um, for those zip codes number of students.

405
00:51:32.309 --> 00:51:35.909
That a 10 or that reside in.

406
00:51:35.909 --> 00:51:38.940
Red clay and Christina school districts.

407
00:51:38.940 --> 00:51:42.000
Numbers are represented for colonial.

408
00:51:42.000 --> 00:51:46.260
And also read clay many are from Christina.

409
00:51:46.260 --> 00:51:50.880
And then the lower 5 zip codes.

410
00:51:50.880 --> 00:51:56.159
Are a smaller number of students, and those students.

411
00:51:56.159 --> 00:51:59.610
Are spread out among other.

412
00:51:59.610 --> 00:52:04.739
Zip codes don't represent a majority of our population.

413
00:52:04.739 --> 00:52:10.500
If we could take a look at the 5 year enrollment trends.

414
00:52:11.880 --> 00:52:15.869
All right, um, the dark blue bar is.

415
00:52:15.869 --> 00:52:23.730
Red clay the next blue to the left is Christina. The lighter blue is colonial.

416
00:52:23.730 --> 00:52:31.829
And the Grey is Brandywine and if you can see the bottom row is.

417
00:52:31.829 --> 00:52:39.599
In 2018, we did not complete our enrollment expansion to include grade.

418
00:52:39.599 --> 00:52:50.489
5 until 2019, so that's why that lower bar appear shorter than the other ones. In summary.

419
00:52:50.489 --> 00:52:55.320
Um, we can notice that the number of students residing.

420
00:52:55.320 --> 00:52:58.710
In red clay are actually declining.

421
00:52:58.710 --> 00:53:05.400
The number of students residing in, and Christina have been increasing.

422
00:53:05.400 --> 00:53:10.469
For colonial school district, those numbers remain relatively.

423
00:53:10.469 --> 00:53:14.519
Stable some slight increase.

424
00:53:14.519 --> 00:53:18.570
And then the trends and brandy wine are really negligible.

425
00:53:18.570 --> 00:53:21.929
Um, we don't have any students from.

426
00:53:30.420 --> 00:53:34.019
And and the teachers and staffing questions.

427
00:53:34.019 --> 00:53:42.840
So, um, I want to start off by saying that we purposely went, uh, conservative on the modification budget.

428
00:53:43.585 --> 00:53:56.545
Because we did not want to count on funds that we don't currently have, or can't accurately projected this time. Um, so I'm going to start with power professionals. This school year.

429
00:53:56.545 --> 00:53:58.914
We had to over hire Paris.

430
00:53:59.010 --> 00:54:06.625
And, um, uh, almost all our parents are, uh, are are hired using federal, the federal budget.

431
00:54:06.684 --> 00:54:20.905
And, um, and because we had to over, hire Paris, we are planning to keep these Paris and, um, and then redistribute as needed as the school continues to grow. Um.

432
00:54:21.204 --> 00:54:23.755
Regarding our intervention is again,

433
00:54:23.784 --> 00:54:24.235
uh,

434
00:54:24.385 --> 00:54:27.054
because we went conservative on the budget,

435
00:54:27.054 --> 00:54:30.144
as we learn about what kind of funding,

436
00:54:30.474 --> 00:54:30.744
uh,

437
00:54:30.775 --> 00:54:31.554
we'll get,

438
00:54:31.585 --> 00:54:31.974
uh,

439
00:54:32.005 --> 00:54:32.905
through our,

440
00:54:32.934 --> 00:54:33.355
um,

441
00:54:33.385 --> 00:54:35.184
opportunity consolidated,

442
00:54:35.184 --> 00:54:36.295
we are going to,

443
00:54:36.324 --> 00:54:37.135
of course,

444
00:54:37.554 --> 00:54:38.005
um,

445
00:54:38.034 --> 00:54:40.675
prioritize our intervention lists.

446
00:54:40.889 --> 00:54:53.820
Specifically, I would be looking for a pushing, um, uh, teachers to push in, uh, in the middle school.

447
00:54:53.820 --> 00:55:08.460
And as far as our administrators, um, I hired this year with kind of an eye forward, uh, 2 of our, um, uh, after our academic dean last year. Uh.

448
00:55:08.460 --> 00:55:15.960
Retired this year I hired with an eye to the future, so we have 2 deans of curriculum and instruction.

449
00:55:15.960 --> 00:55:27.239
That will, um, be, um, uh, given, uh, uh, um, and then, uh, a 5, 8, um.

450
00:55:27.239 --> 00:55:36.900
Responsibility so we already have the administrators as far as moving forward from the academic and, um.

451
00:55:39.090 --> 00:55:43.050
The next question is about.

452
00:55:43.050 --> 00:55:47.519
What is the annual teacher?

453
00:55:47.519 --> 00:55:54.510
Retention, I believe you received a chart on the teacher retention.

454
00:55:54.510 --> 00:55:58.829
Um, I I want to say, um.

455
00:56:00.025 --> 00:56:07.945
That, uh, you see the, the teacher retention in 10,017, 2017, 2018 as fairly low. Uh, Maria Alonzo spoke a little bit about.

456
00:56:15.300 --> 00:56:21.000
Uh, the transition in leadership can that can often cause that kind.

457
00:56:21.000 --> 00:56:24.000
Of of of of attrition.

458
00:56:24.000 --> 00:56:36.269
Um, and then in 819, um, when I step into the organization, uh, that was the year that I stepped in and, um, it suddenly dips.

459
00:56:37.469 --> 00:56:50.130
And from an organizational dynamic standpoint, uh, this reflects the life cycle of any organization because what I began, what I saw as a.

460
00:56:50.130 --> 00:56:53.130
Consultant coming in at the time.

461
00:56:53.130 --> 00:56:58.980
Was that the organization was experiencing.

462
00:56:58.980 --> 00:57:06.150
The normal transition of going from being a primary to a secondary organization.

463
00:57:06.150 --> 00:57:10.230
So, at the beginning of the lifecycle of any organization.

464
00:57:10.230 --> 00:57:14.670
In the early years people feel like family.

465
00:57:14.670 --> 00:57:19.590
And they're all in and there's rules by exception.

466
00:57:19.590 --> 00:57:29.250
And it's reactive, and it feels more like a mom and pop shop everybody all in doing it. But as the organization began to grow.

467
00:57:29.250 --> 00:57:36.869
Uh, into a more of a secondary organization as it grew, and its grades, as it grew, and its numbers of employees.

468
00:57:36.869 --> 00:57:40.050
Things needed to become more formalized.

469
00:57:40.050 --> 00:57:44.670
And, um, so as I transition from these.

470
00:57:44.670 --> 00:57:48.449
You know, 5 leaders becoming the 6th leader.

471
00:57:48.449 --> 00:58:00.954
Uh, of the organism, actually, the 7th leader of the organization, and I began to formalize processes and procedures, and there was higher levels of accountability and rules were no longer by exception.

472
00:58:00.954 --> 00:58:05.034
And we were more in a proactive part of the growth of the school.

473
00:58:05.309 --> 00:58:13.409
It's a very natural thing for you to suddenly experience folks leaving the organization.

474
00:58:13.409 --> 00:58:21.059
Because it's a new day, so that dip is very, um, typical.

475
00:58:21.059 --> 00:58:27.630
Of that kind of transition when it's moving from that primary to that secondary state.

476
00:58:27.630 --> 00:58:41.610
And the primary leaders are seem more like the good cop and the new person is seen as the bad cop. And, um, people go, it's just what what what happens in terms of.

477
00:58:41.610 --> 00:58:49.650
Um, in previous years, and meeting the criteria for 3 on the organizational framework.

478
00:58:49.650 --> 00:58:53.340
As a dual language, we have a commitment of hiring.

479
00:58:53.340 --> 00:58:58.469
A native Spanish speakers, and when I entered into the organization.

480
00:58:58.469 --> 00:59:03.809
There was no question that teachers were struggling at the time.

481
00:59:03.809 --> 00:59:08.070
Uh, to get certified, not because they weren't qualified.

482
00:59:08.070 --> 00:59:11.550
Or didn't have the content knowledge that they needed.

483
00:59:11.550 --> 00:59:26.485
But the praxis became a test of language proficiency, rather than content knowledge for these teachers. I went to folks at the department over this. I know that I spoke with the former secretary of education.

484
00:59:26.760 --> 00:59:32.699
I know I've spoken to Dr, focused about it who's on with us right now?

485
00:59:32.699 --> 00:59:39.210
I don't think that this issue is, uh, necessarily only academia issue.

486
00:59:39.210 --> 00:59:44.820
I think it's probably a national issue, uh, that we're facing the shortage of native Spanish.

487
00:59:44.820 --> 00:59:55.139
Teachers that can, you know, pass the task. It's not an easy test. If you don't speak the language because it becomes a test of language, not of content knowledge.

488
00:59:55.139 --> 00:59:58.289
So, I think we're all still trying to figure that out.

489
00:59:58.289 --> 01:00:10.860
And, uh, and that said, we've also been working very closely with those teachers and I think that that's the change. Some of the change that we've seen in meeting that criterion this year.

490
01:00:13.050 --> 01:00:20.400
We are going to move on to academic achievement question number 12 and I believe that's Maria quality.

491
01:00:20.400 --> 01:00:25.320
I think we need, um, I'm not sure that we've addressed 17.

492
01:00:26.699 --> 01:00:31.619
17 or we at 17. I'm sorry I thought we were at 11.

493
01:00:31.619 --> 01:00:35.760
I I think you've just responded to 16.

494
01:00:35.760 --> 01:00:42.150
Mercedes the numbers that we're looking at, don't correspond with how they were framed out.

495
01:00:42.150 --> 01:00:47.400
And the matrix that we provide, okay.

496
01:00:47.400 --> 01:00:57.659
I'm sorry, so, um, we're gonna have to scramble here to find out where these are. We had a little bit of a different order and I'm not sure why I apologize.

497
01:00:58.644 --> 01:01:00.655
Oh, the counselors wonderful.

498
01:01:00.684 --> 01:01:01.375
So,

499
01:01:01.704 --> 01:01:03.054
in looking at the counselors,

500
01:01:03.054 --> 01:01:09.025
I think Dr Maria Atlanta had mentioned about what our model,

501
01:01:09.054 --> 01:01:09.445
uh,

502
01:01:09.474 --> 01:01:19.735
for our counseling services has had been for the last 5 years are school psychologist has overseen a doctoral,

503
01:01:19.764 --> 01:01:20.514
externally,

504
01:01:20.875 --> 01:01:21.204
uh,

505
01:01:21.235 --> 01:01:27.144
that have come into our organization to handle a range of needs.

506
01:01:27.324 --> 01:01:41.094
In counseling from anywhere, from assisting with, uh, testing, um, our special education students to providing, uh, individual and group counseling.

507
01:01:41.425 --> 01:01:54.385
So this is a very creative way, innovative way that academia has dealt with the issue of counseling and mental health and special education services, um, going forward.

508
01:01:54.414 --> 01:02:09.235
Um, as as we add students and and and great, um, of course, we're going to look to increase the number of, uh, doctoral interns and really, depending on the governor's budget.

509
01:02:09.264 --> 01:02:20.125
Uh, we would be looking to add a counselor by 7th grade, but again, we couldn't put that in the modification because we don't know what we can count on yet.

510
01:02:24.090 --> 01:02:33.179
So, now we've gone from 17 I don't see an 18 so providing English language proficiency measures. So that is.

511
01:02:34.650 --> 01:02:42.719
Good morning. Um, so we have some numbers to share up in relation with a comparison for the English proficiency.

512
01:02:42.719 --> 01:02:52.199
What is important to know is that academia receipts an average every year of 80 to 90 potential kindergarten students.

513
01:02:52.199 --> 01:03:05.400
That after receiving the model assessment, on with them, they have a score of 1.01.5. so the projection for those students after they take the access for the 1st.

514
01:03:05.400 --> 01:03:12.869
Time the protection is for those students to get their proficiency, the English proficiency after 6 or 7 years.

515
01:03:12.869 --> 01:03:15.900
So that when we're kind of.

516
01:03:15.900 --> 01:03:23.940
5th graders, it's hard for us to see that them. Excellent. The program, because it's, we're talking about 67 or more years.

517
01:03:23.940 --> 01:03:28.014
So that is something important to keep in mind in 2020.

518
01:03:28.014 --> 01:03:41.034
we had these are the numbers that we have on the table 9594% of non proficiency but that specific year, we had an entry in group of students in, which is the entry level of 16.

519
01:03:44.550 --> 01:03:54.840
Point 72% and that specific year we have 17 students. Excellent. Um, they.

520
01:03:54.840 --> 01:04:02.635
Your program, so that is 2020 on 2021. we had an exit of 11 students, and of course, that number dropped, we see the impact of quality.

521
01:04:02.695 --> 01:04:11.815
Of course, we had last year we had more than 60% of our students who needed to take the access test. They were remote.

522
01:04:15.030 --> 01:04:26.489
So they came to Colombia only to take those tests so we see a drop there on the numbers even though there is a drop on the numbers and we had.

523
01:04:26.489 --> 01:04:39.809
From in 2021, we drop less than 2% while in the exit number less than 2%, 17 students to 11 students while the state drop almost 6%.

524
01:04:39.809 --> 01:04:43.110
So they said it's a slightly different for us to.

525
01:04:43.110 --> 01:04:50.070
And 2020, um, the proficiency level 2020 was 5%.

526
01:04:50.070 --> 01:04:53.369
And then 2021, it was 3% so.

527
01:04:53.369 --> 01:04:59.340
Again, there was the drop off 2% for this 10 was 6%. Um, they.

528
01:04:59.364 --> 01:05:04.105
Good thing is that good to share with? I know. You might know.

529
01:05:04.135 --> 01:05:14.485
And this year, November 2021, like, idea was 1 of the school recognized, but, uh, the Department of education for outstanding language proficiency, growth of English language partners.

530
01:05:20.280 --> 01:05:27.539
Okay, so our next question, uh, will be a combination of and.

531
01:05:28.769 --> 01:05:40.469
So next question talks about special education students, and what steps will take to increase the number of students with disabilities, performing app or above.

532
01:05:40.469 --> 01:05:48.239
Proficiency so, academia with these students with disabilities and general education students. 1st.

533
01:05:49.105 --> 01:05:55.764
We ensure that teachers are providing differentiated instruction and scaffolding in the general education classroom,

534
01:05:56.155 --> 01:05:59.425
and the way that we do that we're using lab strategies,

535
01:05:59.454 --> 01:06:05.184
which is a program that helps strategies for the teachers to scaffold.

536
01:06:05.550 --> 01:06:10.050
Not only professional suited for student as well for general patients students.

537
01:06:10.050 --> 01:06:19.559
Colombia, we also have collaborative model of teaching the teaching planning and showing that there is a collaboration between the general locations.

538
01:06:19.559 --> 01:06:26.369
Teachers, and especially the locations teachers when planning during and professional development is.

539
01:06:26.875 --> 01:06:29.184
And as a teacher,

540
01:06:29.244 --> 01:06:29.605
uh,

541
01:06:30.054 --> 01:06:30.474
bandwidth,

542
01:06:30.474 --> 01:06:30.744
or,

543
01:06:30.775 --> 01:06:31.434
um,

544
01:06:32.094 --> 01:06:34.465
at the dinner special location,

545
01:06:34.494 --> 01:06:37.195
and tried to be in the customer as much as possible,

546
01:06:37.224 --> 01:06:38.005
and all the time,

547
01:06:38.364 --> 01:06:41.215
or commitment to cadence strategies in the classroom,

548
01:06:41.244 --> 01:06:44.635
have been instrumental also to support.

549
01:06:44.940 --> 01:06:50.099
They need all the special education students in the general patient.

550
01:06:50.099 --> 01:06:53.489
Special location students working.

551
01:06:53.489 --> 01:06:59.909
Appropriately with general education students, developing languages, language and acquired, um.

552
01:06:59.909 --> 01:07:07.735
Content while having fun learning. Okay. I'm Sylvia Simmons special education consulting.

553
01:07:07.764 --> 01:07:10.585
I'll just kind of add a little bit more to what Maria said,

554
01:07:10.585 --> 01:07:21.715
in reference to question number 21 and other steps that academia will take and has taken in the past to increase the number of students with disabilities who meet proficiency,

555
01:07:21.715 --> 01:07:27.264
or above proficiency includes having special education teachers in case managers,

556
01:07:27.264 --> 01:07:27.894
right?

557
01:07:28.105 --> 01:07:29.094
Standard based aicp.

558
01:07:29.125 --> 01:07:44.094
So these are more geared towards the standards, but still reflecting students, individualized needs also providing training and support on accommodations, making sure that students needs are met in the classroom and outside of the classroom.

559
01:07:44.094 --> 01:07:49.405
Another step that will take is also making sure that calming planning times.

560
01:07:49.405 --> 01:08:01.945
Are provided in the schedule, so that general education teacher and special education teachers can play a lessons and offer differentiated instruction when they are planning for students not only special education students.

561
01:08:01.945 --> 01:08:13.494
We also have a push end model where a special education teachers go into the classroom to provide support to students who need that support, as opposed to pulling them out of the classroom.

562
01:08:13.494 --> 01:08:22.284
They're getting that general education instruction with the support of a general ed teacher in special education teacher and 1 of the last things that we have done.

563
01:08:22.284 --> 01:08:34.765
And we will continue to look at what our budget is trying to hire people like a resource teacher that we hired last year, who can implement evidence based strategies and also a research based intervention programs to make sure that they're adaptive.

564
01:08:34.765 --> 01:08:40.704
And students are growing from those type of programs that are geared towards the state standards and the constant standards.

565
01:08:42.864 --> 01:08:48.324
Thank you so your question 22 will also be answered by Maria and Sylvia assignments? Yes.

566
01:08:49.074 --> 01:09:03.625
Uh, again, uh, what professional learning opportunities we have offered for students with disabilities again, academia, things about, um, the students with disabilities generally the patients to them 1st or professional development offer academic opportunities.

567
01:09:04.649 --> 01:09:17.664
For the teachers to keep our students special education students at the forefront when we're talking about glad Kagan small group skills, focus, instructions, stones of regulations to name different duties.

568
01:09:18.024 --> 01:09:24.774
Professional elements we had with the whole staff, including John teachers and special education features together.

569
01:09:26.244 --> 01:09:29.425
In addition to that I mentioned this earlier,

570
01:09:29.425 --> 01:09:34.704
but just providing the professional learning opportunities that are geared towards differentiated instruction,

571
01:09:35.005 --> 01:09:37.045
making sure that all students needs are met,

572
01:09:37.045 --> 01:09:50.364
and we're not teaching to to deal with the individual child as well as continuing to provide training on standardized iop writing for our new special education teachers are returning special education teachers.

573
01:09:50.694 --> 01:10:01.765
So, that's something that we really push back with. You just making sure they will look at the needs and see how we can make sure that students are growing and progressing picks up those amazing relation to the content standards.

574
01:10:01.890 --> 01:10:14.034
We are also, um, have a team where we're looking at together. We're looking at the child and we're making sure that what we see in the is actually what is explained based off the channel we are meeting on.

575
01:10:14.335 --> 01:10:21.204
So that's another tool that we do when we need that also having PLCs with special education,

576
01:10:21.204 --> 01:10:21.595
teachers,

577
01:10:21.625 --> 01:10:23.095
weekly so that we're,

578
01:10:23.125 --> 01:10:25.104
we're talking about things like accommodations,

579
01:10:25.104 --> 01:10:25.345
like,

580
01:10:25.345 --> 01:10:27.055
planning with general education teachers,

581
01:10:27.385 --> 01:10:28.045
like research,

582
01:10:28.045 --> 01:10:30.414
based interventions and evidence based practices.

583
01:10:30.720 --> 01:10:35.220
And before you can move on to question 23, Maria and Sylvia.

584
01:10:35.220 --> 01:10:45.659
Yes, uh, this, uh, the next 2 questions, we put it together and how will we continue to evaluate the technical list of the professional learning and.

585
01:10:45.659 --> 01:10:50.520
Through walkthrough so observations and.

586
01:10:50.520 --> 01:10:56.489
Service, I believe, or no, the students who are special education students in the classrooms.

587
01:10:56.784 --> 01:11:10.645
So every time that myself, as a or later or the other team leaders go into the classroom, they know what customer has special education students, and they make sure that the recommendations are being implemented.

588
01:11:10.704 --> 01:11:20.364
The teachers are asked to fill out the coalition log for accountability to make sure that those accommodations are provided in the general location classrooms.

589
01:11:20.784 --> 01:11:28.045
Um, we, as a team, um, we also look for those different strategies and, and.

590
01:11:28.319 --> 01:11:35.159
Program in the classroom, like, differentiation, instructions, specialized construction during our observations.

591
01:11:35.159 --> 01:11:42.779
I'm particularly entertaining a special education work and absorb the special location teachers as well.

592
01:11:42.779 --> 01:11:56.034
To make sure that we work in collaboration to, um, for them for providing them the support for small group instruction, even though when they're working with a student in a smaller setting.

593
01:11:56.395 --> 01:12:02.875
And so they especially patient teachers as well get those skills of small group instruction.

594
01:12:03.024 --> 01:12:12.864
Not only 1 pulling out the student, and also when they're pushing into the classroom to support the teacher and the general teacher for those small group instruction.

595
01:12:14.005 --> 01:12:24.295
Thank you Maria and we're, we're going to answer some questions 3rd now when it comes to tier 1, scaffolding and instructions. So I'll start with that.

596
01:12:24.295 --> 01:12:38.694
So, of course tier 1 is going to be for not only special education students, but all of our students. So we'd like to provide enrichment resources and activities, and that's based on the research based intervention programs that are adaptive. So they move with the students.

597
01:12:38.694 --> 01:12:50.545
So, this student needs more interventions than the research based program will adjust accordingly as a student needs a little bit more differentiation and reference to enrichment something. That's a little bit more challenging.

598
01:12:50.545 --> 01:12:55.135
Then we also provide that based on tier 1 when it comes to that within the instruction.

599
01:12:57.114 --> 01:13:01.555
And for just to name a few of the interventions that we can think about,

600
01:13:01.585 --> 01:13:06.774
and we use on tier 1 intervention for everyone in the classroom,

601
01:13:07.135 --> 01:13:09.984
and we can think about general interventions,

602
01:13:09.984 --> 01:13:13.164
or specifically for language art format for writing,

603
01:13:13.194 --> 01:13:14.875
for our expression,

604
01:13:14.904 --> 01:13:15.864
for behavior,

605
01:13:16.404 --> 01:13:18.564
like scaffolding graphic organized,

606
01:13:18.564 --> 01:13:21.895
or on math provided making sure we have the manipulatives.

607
01:13:22.284 --> 01:13:36.265
We have the materials of the students need for social, emotional, those features and sensory and materials that some of the students need also to provide practices to provide a professional seating seating. If that's needed.

608
01:13:37.345 --> 01:13:47.154
If we're talking about writing again, making sure that we have this graphic organized organized are the sentence stories. So those are different interventions that we use in the tier 1.

609
01:13:47.550 --> 01:13:52.289
For every student that will include, of course, special education students.

610
01:13:53.579 --> 01:14:01.170
Thank you, Maria and Sylvia, we're gonna move on to Danielle in here. Who's going to be answering question? Number 24?

611
01:14:01.170 --> 01:14:05.609
Good morning so this a question focuses on.

612
01:14:05.609 --> 01:14:12.329
And it looks at the, the positive impacts the challenges that we have at face as implementing this.

613
01:14:12.329 --> 01:14:18.989
Our plans to address these areas, and then some of the resources that we have taken advantage of this year.

614
01:14:18.989 --> 01:14:32.430
So, in terms of the positive impacts as a community, we've seen an increased level of data driven discussion and this is happening at the administrative, the teacher and the support staff level.

615
01:14:32.430 --> 01:14:40.350
There's been an increase in collaboration, just across all teams, and it's all been in support of our students success.

616
01:14:40.350 --> 01:14:48.180
Which has been a direct result of that, uh, the integration of the non academic and the academic areas of.

617
01:14:48.180 --> 01:14:54.659
Has also increased our capacity to put supports in place sooner rather than than later.

618
01:14:54.805 --> 01:15:09.295
Moving away from a staff and faculty based on referral system, and to a universal screening system for all of the various areas has really brought the student concerns to the forefront. And that sooner rather than later model.

619
01:15:09.869 --> 01:15:16.289
And finally we patent intentional and very strategic focus on high quality.

620
01:15:16.289 --> 01:15:22.199
Tier 1 instruction, and that has looked like us revisiting our pacing guides.

621
01:15:22.199 --> 01:15:33.840
Our teachers have worked diligently and tirelessly on on our pacing guides, and they've done that side by side under the guidance of our means of curriculum and instruction.

622
01:15:33.840 --> 01:15:40.350
As well, as our curriculum consultant, our teachers are working together to ensure that there's vertical alignment.

623
01:15:40.350 --> 01:15:47.310
And that they are integrating themes across content areas to ensure that our students are making connections.

624
01:15:47.310 --> 01:15:54.149
And we have found that it has really brought us together as a faculty in a unique way that we haven't experienced in the past.

625
01:15:54.149 --> 01:16:03.149
In terms of challenges, which lack of female always looks at challenges as an area for us to really grow and build upon what we are doing.

626
01:16:03.149 --> 01:16:10.289
So, part of the challenge of has been that we are really creating this MTS culture.

627
01:16:10.289 --> 01:16:19.229
As we are flying the plane, so in order to do that, in order to address that, we are really designing those, go to resources for our teachers.

628
01:16:19.229 --> 01:16:33.989
So that they understand not only the plan with the tiered support system, the many definitions that we are all continuing to learn the hopes, the goals and the services at each tier of the support system.

629
01:16:33.989 --> 01:16:42.119
We are really ensuring that all of our, all of our teachers understand the process, because it is a new process across the state.

630
01:16:42.119 --> 01:16:48.029
And we're having to do that, knowing that we have a varying level of of teacher experience.

631
01:16:48.204 --> 01:17:02.274
We have brand new teachers who this is their 1st, year teaching and then we also have season teachers who have been in the role and have just a greater understanding of education and best practices. So we really have had to make sure that we are continually.

632
01:17:02.274 --> 01:17:08.965
And as we mentioned the 4 strategically unintentionally working with this, because we have to ensure that there's consistency.

633
01:17:09.270 --> 01:17:14.430
In the process, so that each student has the same process along the way.

634
01:17:14.904 --> 01:17:20.335
Another challenge that we are growing to is with streamlining data,

635
01:17:20.574 --> 01:17:33.414
making sure that all of the massive amount of data as we look at the non academic and the academic areas making sure that it is streamlined and it is shared reciprocally across all of these various teams.

636
01:17:33.414 --> 01:17:37.104
And that no, 1 team knows something that another team does not.

637
01:17:37.739 --> 01:17:45.000
Another challenge that I know is felt, you know, nationally, it's time time has been a challenge for us.

638
01:17:45.000 --> 01:17:52.020
Knowing that we need to continue to facilitate 1 on 1 sessions if you will, because we are building as we go.

639
01:17:52.020 --> 01:18:04.199
Many times during the year to under, make sure our teachers understand, regardless of their 1st, year or 10 years in that. They understand not only just the model, but what it looks like an academia.

640
01:18:04.199 --> 01:18:16.470
So, 1 way that we are addressing this is that coordinator ensuring that there are open office hours for not just our teachers, but for support staff because everyone plays a role in this model.

641
01:18:16.470 --> 01:18:27.899
But making sure that there's a standing office hour, every Tuesday and Thursday for 30 minutes, after the school day to allow access for, for all community members across the team.

642
01:18:27.899 --> 01:18:39.510
And then, in terms of resources, we have taken advantage of these resources to ensure that we are developing a robust system at our school for our students.

643
01:18:39.510 --> 01:18:46.560
So, we have used and we continue to use the the needs inventory that was created as private.

644
01:18:46.560 --> 01:18:52.739
These action plan as a way in which to look at where we are, and where we are wanting to go and to grow.

645
01:18:52.739 --> 01:18:56.369
We've used the implementation guide.

646
01:18:56.369 --> 01:18:59.399
The district quick reference guide.

647
01:18:59.399 --> 01:19:07.649
Because the team audit for guidance to really ensure that our teams made sense and are working efficiently. And effectively for our students.

648
01:19:07.649 --> 01:19:14.670
We continue to use the professional learning plan so that we are scaffolding and growing into this process.

649
01:19:14.670 --> 01:19:23.399
We've used the other resource mapping tier, continuing for support, as we have looked at tightening up our RTI program across the school.

650
01:19:23.399 --> 01:19:36.270
We've also use the cost benefit analysis works. She never we've used it in a unique way as a way in which to track our not academic. So, the social emotional and the behavior data month, over month year over here.

651
01:19:36.270 --> 01:19:45.029
We also have leadership members who have participated in an book study that focus directly on equities.

652
01:19:45.029 --> 01:19:50.789
We were a part of the advisory council during the 24,021 school year.

653
01:19:50.789 --> 01:20:05.755
And then we, as a learning leaders continue to take part in webinars that are offered through PBMs, which are focused on just overview that we are continuing to learn about the process. And then looking at, uh, universal screening.

654
01:20:07.470 --> 01:20:12.689
Thank you Daniel next question question number.

655
01:20:12.689 --> 01:20:16.439
Are you guys is 25? Um.

656
01:20:16.824 --> 01:20:28.854
At the middle school level, all middle school students are going to be administered Scholastic reading inventory the assessment 3 times a year the beginning at the beginning at the middle.

657
01:20:28.854 --> 01:20:34.375
And at the end of the year, um, the is going to serve as the screener.

658
01:20:34.649 --> 01:20:46.770
To measure, you know, our students reading ability, using Alexa framework, um, as, you know, is a research based computer, adaptive reading assessment for.

659
01:20:46.770 --> 01:20:54.534
Students in grades K through 12. so we're actually looking at the possibility of using it for our 4th and 5th graders as well.

660
01:20:55.225 --> 01:21:08.335
Um, and it measures, um, uh, students, level of reading, comprehension and, um, again using that Alexa framework. Um, the is going to generate then, uh, a student level report.

661
01:21:08.335 --> 01:21:11.274
That will help teachers differentiate instruction,

662
01:21:11.604 --> 01:21:11.845
uh,

663
01:21:11.845 --> 01:21:14.064
within tier 1 um,

664
01:21:14.095 --> 01:21:16.614
as it relates to comprehension vocabulary,

665
01:21:16.614 --> 01:21:17.425
fluency,

666
01:21:17.694 --> 01:21:18.114
um,

667
01:21:18.145 --> 01:21:22.015
as well as help the teacher monitor progress and,

668
01:21:22.104 --> 01:21:22.675
and,

669
01:21:22.704 --> 01:21:23.095
um,

670
01:21:23.125 --> 01:21:25.885
yeah and monitor progress um.

671
01:21:26.189 --> 01:21:29.670
Students who score.

672
01:21:29.670 --> 01:21:30.300
Uh,

673
01:21:30.444 --> 01:21:32.545
greater than a 600 lifestyle,

674
01:21:32.574 --> 01:21:37.854
but lower than a 900 lifestyle or 2 years below,

675
01:21:37.854 --> 01:21:38.244
uh,

676
01:21:38.244 --> 01:21:39.265
reading level,

677
01:21:39.354 --> 01:21:39.774
uh,

678
01:21:39.774 --> 01:21:41.755
will be placed in reading 180,

679
01:21:41.755 --> 01:21:42.145
uh,

680
01:21:42.145 --> 01:21:43.404
which is a research based,

681
01:21:43.404 --> 01:21:43.645
uh,

682
01:21:43.645 --> 01:21:46.795
intervention program that builds on reading,

683
01:21:46.795 --> 01:21:49.854
comprehension and academic vocabulary and writing skills.

684
01:21:52.529 --> 01:21:56.939
For students who are struggling with 2 years, or.

685
01:21:56.939 --> 01:22:11.814
Uh, lower, and then students who score less than a, um, 600 lifestyle will be administered. The, the, the Scholastic phonics reading inventory, which is a computer based test.

686
01:22:12.600 --> 01:22:21.000
Of letter, recognition, word, reading, efficiency and chronological decoding and then based on that result.

687
01:22:21.000 --> 01:22:28.619
Uh, will be placed in system, 44, um, which is also an intervention program designed to help students.

688
01:22:28.619 --> 01:22:32.520
Mastered those foundational reading skills required.

689
01:22:32.520 --> 01:22:38.310
Uh, for them to be able to have success with the common core.

690
01:22:38.310 --> 01:22:46.109
Uh, through explicit instruction and comprehension and writing, um, it is a, uh, a.

691
01:22:46.109 --> 01:22:57.479
Um, a personalized learning progression driven by technology so, uh, it it is technically it is a technology based, uh, intervention.

692
01:22:57.479 --> 01:23:06.600
The next question is going to be for a will not question 26 on status state.

693
01:23:06.600 --> 01:23:13.829
And with the acquisition of study sync, as our core curriculum.

694
01:23:13.829 --> 01:23:19.795
That we are going to discuss the supports that teachers will receive as they implement the curriculum.

695
01:23:20.005 --> 01:23:29.064
So all middle school teachers will be supported by professional development opportunities that can be customized to meet the school needs.

696
01:23:29.609 --> 01:23:39.329
Also study seek offers real line webinars, most afternoons and all year long. Also doing the semi summer for ongoing PD.

697
01:23:39.329 --> 01:23:46.890
That are, uh, synchronous opportunities available, 24, 7 for all teachers in their health center.

698
01:23:46.890 --> 01:23:51.060
All I D, through study sync includes.

699
01:23:51.060 --> 01:23:55.829
Getting to know the curriculum how to navigate the curriculum.

700
01:23:55.829 --> 01:23:58.829
How to plan and teach effectively.

701
01:23:58.829 --> 01:24:04.260
It also connects the teachers to a community of coaches.

702
01:24:04.260 --> 01:24:07.529
And also study seat provides a block.

703
01:24:07.529 --> 01:24:19.800
That helps connect our features to other teachers, and also be part of like, webinars, differentiation, video videos and also how to.

704
01:24:19.800 --> 01:24:24.810
Implement instructional routines, search by standards also.

705
01:24:24.810 --> 01:24:36.539
Blc and ongoing support in VLC and modeling and coaching will be will be beneficial will be important as we implement these curriculum.

706
01:24:36.539 --> 01:24:42.930
And then, um, in order to ensure.

707
01:24:42.930 --> 01:24:49.975
That all middle school students are supported through a linguistics support and can access the content.

708
01:24:50.034 --> 01:25:02.664
Our middle school teachers will be required to participate in different professional development opportunities that target the way that can do the scripture. The scriptures for differentiating instruction for.

709
01:25:03.720 --> 01:25:14.100
And we had the scriptures are a tool that helps features, differentiate and scaffold what learners can do across all content areas.

710
01:25:14.100 --> 01:25:23.789
Those specifically, and you have heard about it before throughout this presentation, uh, black guided language acquisition besides.

711
01:25:23.789 --> 01:25:37.439
That is a professional development model in the area of academic language acquisition and literacy. It provides teachers strategies to specifically target and promote a language skills while mastering the content.

712
01:25:37.439 --> 01:25:48.654
In mastering content and literacy for all students. So the goal of God is to seamlessly build in linguistics support during regular content instruction.

713
01:25:48.984 --> 01:25:53.185
So that students are better able to understand the subject and material at time.

714
01:25:53.489 --> 01:26:02.579
The other 1 that you've heard is of Kagan, progressive structures, and they promote language and content learning through increased.

715
01:26:02.579 --> 01:26:12.359
Students, and I'm finally all instructional materials, um, for the middle school, contain embedded linguistic support.

716
01:26:12.359 --> 01:26:18.539
Whether they are in their brain copy, or the digital version of the supports.

717
01:26:18.539 --> 01:26:23.250
Uh, and these opportunities that supports for English learners students specifically.

718
01:26:23.250 --> 01:26:28.739
There are embedded iOS capital's available to assign to individual learners.

719
01:26:28.739 --> 01:26:35.850
As interventions also that are available resources to connect with every court unit.

720
01:26:35.850 --> 01:26:47.250
All lessons, for example, lessons in study, think include resources Sanchez sentence Springs, graphic organizers, groceries and tools for use in Holbrook.

721
01:26:47.250 --> 01:26:54.899
In small group, and a 1 on 1 instruction as well as scaffold the support for 4 levels of English learners.

722
01:26:54.899 --> 01:27:05.880
In our revealed master curriculum, it also has a tool of differentiated resources, instructional practices and assessment to support students.

723
01:27:05.880 --> 01:27:15.539
And as we use, and, you know, the glass strategy said, take instructure's in all lessons in all competence areas, we will ensure.

724
01:27:15.539 --> 01:27:24.960
That the accommodation and full inclusion of all language learners at all acquisition stages their needs are their needs are met.

725
01:27:26.159 --> 01:27:29.699
Thank you well, met 29 will be answered by Jen Jones.

726
01:27:29.699 --> 01:27:40.170
So, yes, they are using safety 1st manual currently for all our chemical and safety science, safety regulations. We already have in place, the chemical hygiene officer.

727
01:27:40.170 --> 01:27:44.850
A safety plan in place and submit that annually for compliance.

728
01:27:44.850 --> 01:27:49.289
We have also been in contact with Tammy at.

729
01:27:49.289 --> 01:27:54.390
In regards to the potential expansion and the safety requirements necessary for middle school science.

730
01:27:54.390 --> 01:28:02.220
Thank you Jen question 38 through D. will be answered by Dr Nevada.

731
01:28:02.220 --> 01:28:11.460
So, in reference to, uh, the statement, uh, alluded in the question we stand by our statement, because we, we understand that.

732
01:28:11.460 --> 01:28:18.329
Unless, or until we become a high school program, our students may seek a pathway.

733
01:28:18.329 --> 01:28:21.510
To other Spanish immersion, high high schools.

734
01:28:21.510 --> 01:28:34.710
With this possibility of mind, we want to make sure that our students can enter in merchant high schools with compare comparable credentials that would make them eligible for high school credits.

735
01:28:34.710 --> 01:28:44.550
A, next step for us is to be in conversations with high school and immersion programs to learn more about the potential of our students.

736
01:28:44.550 --> 01:28:53.250
And the need the, the level needed of proficiency that would married obtaining 1 to 4 high school language credits.

737
01:28:53.250 --> 01:28:59.609
We are seeking to become a theater program for immersion, highschool programs.

738
01:28:59.609 --> 01:29:04.829
And at this time, we do not have an agreement with a particular high school.

739
01:29:04.829 --> 01:29:12.960
We also are mindful that currently academic students transition into various middle school programs.

740
01:29:12.960 --> 01:29:18.060
Public immersion, non immersion, Catholic and independent schools.

741
01:29:18.060 --> 01:29:25.619
And we anticipate that our, our academic middle school students will want to pursue equally diverse high school options.

742
01:29:25.619 --> 01:29:37.439
To that end, we're also seeking to continue building relationships with area, high schools to maximize a right fit educational opportunity for our students.

743
01:29:37.439 --> 01:29:43.619
In terms of the details about our middle school, do a language immersion program.

744
01:29:43.619 --> 01:29:49.590
Our middle school will not continue with our elementary school K through 550, 50.

745
01:29:49.614 --> 01:29:55.045
Model because our 6th grade becomes an entry point for middle school.

746
01:29:55.255 --> 01:30:10.194
We wanted to make sure we were creating a middle school program that continued to be faithful to our mission while also meeting the cognitive demands of all of our students are not a Spanish learners and

747
01:30:10.194 --> 01:30:11.484
are novice English.

748
01:30:11.789 --> 01:30:17.189
Learners and all others at various points of their Spanish acquisition development.

749
01:30:17.189 --> 01:30:23.130
Because new 6th graders would be coming in a different levels of proficiency.

750
01:30:23.130 --> 01:30:28.109
We are offering a flex and heritage learner track.

751
01:30:28.109 --> 01:30:42.810
Irrespective of the language of the language acquisition path that students go, uh, students will graduate academic with a level of proficiency ranging from novice to distinguished.

752
01:30:42.810 --> 01:30:48.989
According to actual proficiency standards, the flex and heritage learner.

753
01:30:48.989 --> 01:30:54.659
Classes will meet every day and students will experience an immersion classroom.

754
01:30:54.659 --> 01:31:05.305
Especially for flex learners, intentional scaffolding practices and strategies will be put in place as we've heard the, and kagen structures will be essential.

755
01:31:05.845 --> 01:31:16.345
Both tracks will have a designated period of the school day. Both will integrate language culture, social, emotional, learning, lift experience as part of the curriculum.

756
01:31:16.619 --> 01:31:20.399
Both will be a standards, align curriculum and include.

757
01:31:20.399 --> 01:31:27.270
High quality, instructional materials as well as exposure to authentic language models and texts.

758
01:31:27.270 --> 01:31:30.869
Both will have standards aligned assessments.

759
01:31:30.869 --> 01:31:39.449
Both will differentiate and scaffold both will incorporate the use of technology integrated into teaching and learning.

760
01:31:40.649 --> 01:31:46.560
And systemic professional development, and support will be provided for teachers of both tracks.

761
01:31:47.880 --> 01:31:51.149
In the spirit of our 50, 50 model.

762
01:31:51.149 --> 01:31:59.998
Content delivered in Spanish classes will be interdisciplinary. Our Spanish teachers will be part of that will keep them connected.

763
01:31:59.998 --> 01:32:08.038
To curricular goals in all disciplines, it will be striving to reinforce content through interdisciplinary and diverse.

764
01:32:08.038 --> 01:32:16.859
And as a compliment and means to reinforce Spanish acquisition for all learners.

765
01:32:16.859 --> 01:32:30.238
I got in the middle school will continue to be a part of an active bilingual community immersion will continue in the cafeteria in the hallways. The buses.

766
01:32:30.238 --> 01:32:33.868
Social time, and any of our spaces.

767
01:32:33.868 --> 01:32:47.429
It is challenging to reduce Spanish to a subject area and lacking and areas as an element of our identity.

768
01:32:47.429 --> 01:32:51.658
Um, or an extension of each of us of the self.

769
01:32:51.658 --> 01:32:56.519
And therefore, an integral part of who we are as a community.

770
01:32:56.519 --> 01:33:02.998
Thank you the next question will be partially answered by Gen Jones and then me.

771
01:33:02.998 --> 01:33:09.689
So, the 1st part regarding the review of available programming for the 7th grade consent education.

772
01:33:09.689 --> 01:33:24.149
We currently use the state recommended health curriculum for health smart for our K through 5th grades. We will continue on with that program through our middle school, and they do have specific lessons related to the consent education as outlined.

773
01:33:24.149 --> 01:33:31.168
In their middle school scope and sequence and comprehensive health, sexual health education lesson plans.

774
01:33:32.604 --> 01:33:45.533
To the question around how we're going to, um, fulfill the requirements. Um, I, I want to go back again to saying we were purposely, um, conservative on the modification budget.

775
01:33:45.564 --> 01:33:50.154
I also want to point out that many of our health. Um.

776
01:33:50.458 --> 01:33:53.698
Standards and requirements are.

777
01:33:53.698 --> 01:33:59.429
Uh, our, um, shared by, uh, uh.

778
01:33:59.453 --> 01:34:12.623
Are different the different folks in our exploratory and expressive art. Um, and so that's going to continue, um, in the 6th grade for the 7th and 8th grade?

779
01:34:12.863 --> 01:34:15.923
Yeah currently in our expressive art we have.

780
01:34:16.349 --> 01:34:20.939
2 folks who are and health certified.

781
01:34:20.939 --> 01:34:29.609
So, um, we are going to look to work with, um, our current staffing, uh, to, um.

782
01:34:29.609 --> 01:34:32.639
To, as we move into the 7th and 8th grade.

783
01:34:35.698 --> 01:34:39.509
The next question goes to.

784
01:34:39.509 --> 01:34:48.298
Um, you could if you could just go down. Yeah, thank you. I just want to make sure that we're following what you're wanting.

785
01:34:50.878 --> 01:34:57.838
Those were the last of the questions, the rest is the curriculum review from the focus group.

786
01:35:03.059 --> 01:35:09.868
Thank you, thank you to all the members of the school community for providing those responses.

787
01:35:11.158 --> 01:35:16.828
I now ask Mr trevor's to ask each individual voting and non voting member of.

788
01:35:16.828 --> 01:35:23.488
If they have additional questions or discussion points to be addressed today, or through follow up after this meeting.

789
01:35:26.189 --> 01:35:37.918
Gregory focused I have no additional questions, but I do want to say that very thankful. Thank you so much for being so quick and responsive to our request for curriculum documents.

790
01:35:37.918 --> 01:35:42.689
And providing such thoughtful and thorough responses to each of the questions that.

791
01:35:42.689 --> 01:35:47.009
That were asked, thank you, thank you Greg.

792
01:35:48.359 --> 01:36:00.479
Uh, George Webber, thank you at this time. I have no further questions as well and I also want to say, thank you so much for your very thorough responses to the questions that I posted as well. Thank you.

793
01:36:00.479 --> 01:36:03.748
Thank you.

794
01:36:04.828 --> 01:36:08.309
Uh, so I don't have any further.

795
01:36:08.309 --> 01:36:22.134
Well, I might have a question, so I do want to address the, um, the section at the bottom of the, um, D, response to your school. That was in reference to the understanding assessment data that was shared with you.

796
01:36:22.583 --> 01:36:34.613
Um, there were some misconceptions that were shared in your original report that I do want to address, um, because it it did illustrate that your, your students are performing.

797
01:36:35.814 --> 01:36:50.453
Quite a bit lower than the students who are are in the surrounding schools around you. Um, and you didn't make note that, uh, your students couldn't be compared to state scores because there was significant differences in student populations.

798
01:36:50.453 --> 01:36:55.253
But when compared to match sets of students in surrounding schools,

799
01:36:55.554 --> 01:36:55.823
um,

800
01:36:55.823 --> 01:36:58.944
from which your students are coming from Illustrated,

801
01:36:58.944 --> 01:37:06.833
that your students are still performing significantly lower in terms of proficiency than those schools in the in the same districts that they're coming from.

802
01:37:07.139 --> 01:37:14.488
Um, so that is something to, to bring up in and discuss a little bit. Um.

803
01:37:14.488 --> 01:37:19.163
Considering the fact that your students many of them are learning in a bilingual setting,

804
01:37:19.583 --> 01:37:19.974
um,

805
01:37:20.003 --> 01:37:21.144
where many of them are,

806
01:37:21.144 --> 01:37:26.963
are able to learn in their native language and then be able to articulate that,

807
01:37:27.144 --> 01:37:27.533
you know,

808
01:37:27.564 --> 01:37:29.904
learning in and among themselves.

809
01:37:30.234 --> 01:37:39.774
Uh, and yet are still performing at, at a lower rate, which is something that you're espousing is the goal of your school to do something a little bit better with.

810
01:37:39.774 --> 01:37:47.122
So, what I'd like to hear from you is how you're planning to address that as you move forward, especially if you're moving into the middle school levels.

811
01:37:49.048 --> 01:37:57.149
Thank you April for that question and for that question, it will be answered by and Dan.

812
01:37:57.149 --> 01:38:00.509
So, leston, if you'd like to get us started.

813
01:38:02.429 --> 01:38:06.538
Is the last.

814
01:38:06.538 --> 01:38:16.559
So, last we can't hear you.

815
01:38:16.559 --> 01:38:24.269
Hello.

816
01:38:27.868 --> 01:38:35.069
Started oh, okay. Well, so left is trying to get her new button. Unmuted. Did you get it to last.

817
01:38:35.069 --> 01:38:39.298
She's not muted, but we cannot hear you.

818
01:38:43.559 --> 01:38:47.849
Okay, give me give me 3rd.

819
01:38:47.849 --> 01:38:59.668
Hello.

820
01:38:59.668 --> 01:39:05.788
Yeah.

821
01:39:05.788 --> 01:39:09.208
Go ahead so last we can hear you now, thank you.

822
01:39:09.208 --> 01:39:16.588
You can hear me. Okay. My name is Celeste. Payne. I am a member of the board of directors for academia.

823
01:39:16.588 --> 01:39:26.488
In response to this observation, we wanted to 1st note that academia is an emerging developing and also an individual charter school.

824
01:39:26.488 --> 01:39:40.679
As was noted in the question, it is challenging to comparing an individual school with aggregate aggregated data from a school district, or the entire state of Delaware.

825
01:39:40.679 --> 01:39:44.128
The demographics are significantly different.

826
01:39:44.128 --> 01:39:48.509
We recognize that the school districts are well established.

827
01:39:48.509 --> 01:39:58.378
Over a longer period of time, and have had a chance to establish and distribute resources and time to improve student achievement.

828
01:39:58.378 --> 01:40:03.838
Unlike academia, student, population students.

829
01:40:03.838 --> 01:40:07.859
For English language learners in school districts.

830
01:40:07.859 --> 01:40:17.069
Are typically a minority population that is surrounded by a majority population of native English speakers.

831
01:40:17.069 --> 01:40:27.929
In these settings, children from lower income families have the benefits of being constantly in the presence of more well, resourced peers.

832
01:40:28.913 --> 01:40:32.154
We also note that despite these advantages,

833
01:40:32.423 --> 01:40:36.743
there are other school districts along with the state of Delaware where,

834
01:40:36.743 --> 01:40:41.514
when you pull out the subgroups that mirror academia,

835
01:40:41.543 --> 01:40:46.583
population that are still struggling to meet these standards.

836
01:40:46.828 --> 01:40:53.309
A more appropriate comparison for academia would be with other individual schools.

837
01:40:53.309 --> 01:40:57.298
Whose student demographics are similar to academia.

838
01:40:57.298 --> 01:41:04.288
For example, another school with a 100% free and reduced lunch population.

839
01:41:04.288 --> 01:41:15.389
Our schools history also informs our experience with these assessments. So I want to highlight a few events and then I'll turn it over to.

840
01:41:16.498 --> 01:41:28.948
We've had a rocky start and several early leadership changes, but since academia has stabilized with the leadership of our current executive director, we have made strides.

841
01:41:28.948 --> 01:41:33.929
We've been on track and we've been focused on our priorities.

842
01:41:34.583 --> 01:41:48.444
I do want to know that continuous 1st, year of experience with the smarter assessment was in the year, 2017, and with that, I'm going to turn it over to Daniel premium money who will share some specific data.

843
01:41:50.158 --> 01:41:58.168
I'm useless I'm D*** personality along with teaching social studies, and also an English teacher here at academia.

844
01:41:58.168 --> 01:42:07.918
Um, 1 of the, um, I guess you can say, uh, instructional tools we have been implementing to promote student achievement has been the usage of the interim assessment.

845
01:42:07.918 --> 01:42:12.838
And focus in her assessment databases to prepare students for smaller balance.

846
01:42:13.463 --> 01:42:27.083
What we saw in 2019 and 2020 before the code was shut down, that was that we were getting highly highly favorable results, um, in our students and not just our general general Ed students, but also our students with language needs versus differentiate learning needs.

847
01:42:27.083 --> 01:42:30.024
Um, we were certainly seeing nearly universal growth.

848
01:42:33.029 --> 01:42:38.969
After using the interim assessment as the instructional tool for the smarter balanced assessment. Um.

849
01:42:38.969 --> 01:42:43.948
Where does this data come from? Pre and post assessment results we would take.

850
01:42:43.948 --> 01:42:57.479
Um, an, before instruction to assess, uh, student, uh, present level performance, um, instruct students directly on those, uh, target standards that we knew, would it be assessed on the state? Um, at the state level.

851
01:42:57.479 --> 01:43:07.048
And then take a post assessment to see what the data sets and see what, um, you know, the results are. And we do this across all 4 rooms. The 5th grade is kind of a, uh.

852
01:43:07.048 --> 01:43:11.488
Um, as a trial run, now, the data collected was with a ensuring.

853
01:43:11.488 --> 01:43:17.248
That not only was our general education population making progress.

854
01:43:17.248 --> 01:43:22.828
Uh, but also in ensuring that students with differentiated learning needs, were able to access.

855
01:43:22.828 --> 01:43:32.578
Um, our curriculum and to achieve a similar level with their peers, um, in 2018 in 2019. so I'm going back that 5th grade class.

856
01:43:32.578 --> 01:43:39.899
Uh, uh, met state standard expectations at nearly 50 of the student population on the English assessment. Um.

857
01:43:39.899 --> 01:43:46.679
Off the top of my head, I believe the exact number was 48.7 by the state standard is 55 and .

858
01:43:46.679 --> 01:43:57.779
Um, some might say this is a 1 off reflection of that specific class. I would counter that that was indicative of us using the interim assessments to prepare students, uh, for the smart balance.

859
01:43:57.779 --> 01:44:09.623
Um, the practice of using was standardized the following year in 2019, 2020, um, from 3rd through 5th grade. Um, uh, you know, students even have increased nearly 18% and that target group that 1st, year.

860
01:44:09.623 --> 01:44:22.613
Um, so, you know, we like to speak of trends. I think that this was indicative of a positive trend that when we used the interim assessments to prepare students as an instructional tool to give teachers, um, feedback as their instruction actually helping.

861
01:44:22.793 --> 01:44:29.094
Um, you know, I think that is indicative that we were, uh, promoting student growth on state assessments.

862
01:44:32.904 --> 01:44:47.604
And then, and things, um, you know, we, we slowed down, I think, where we were where we were heading. Um, I would say that our smart balance data from last year is not necessarily indicative of what our students we're capable of. Um, the the student population.

863
01:44:47.604 --> 01:44:50.064
We had in person in the school last year.

864
01:44:50.338 --> 01:45:01.373
Was largely students, um, with, um, you know, differentiate learning, needs language needs 5 or 4 plans, um, students who traditionally, maybe do not, uh, perform as well on state assessments.

865
01:45:01.524 --> 01:45:12.743
Um, a significant portion of our testing population did stay, uh, in a remote setting where they did not test. Um, so it's, you know, I, I'm not sure that the 2021 or the 24,021 testing data 1st was necessarily indicative.

866
01:45:16.828 --> 01:45:22.408
Um, of where we were, uh, where we were heading for where we were at. So, um, you know, I think.

867
01:45:22.408 --> 01:45:36.149
With the, um, the stability that we have in our new director, I think that has really promoted student achievement. I think, you know, as we continue recovering from the code and 19 shutdown that really.

868
01:45:36.149 --> 01:45:49.618
I don't think we can stress how much that has affected our students as we continue recovering from that. I don't see any reason why we should be able to get back towards that positive trend when we are using instructional tools like the enrollment and focus term assessment.

869
01:45:49.618 --> 01:45:55.889
Thank you Dan, and I want to give nor Lewis an opportunity to speak. If you have anything to add Nora.

870
01:45:59.003 --> 01:46:04.913
No, the only thing I might add, and I know there are many on this call who who are very familiar with this.

871
01:46:04.913 --> 01:46:07.073
But I think given the,

872
01:46:07.104 --> 01:46:07.613
you know,

873
01:46:07.644 --> 01:46:10.404
percentage of our students who are English learners,

874
01:46:10.944 --> 01:46:16.644
who don't come to school with strong language proficiency and literacy skills,

875
01:46:16.884 --> 01:46:17.213
um,

876
01:46:17.304 --> 01:46:20.634
the timelines that stands referencing for improvement,

877
01:46:21.474 --> 01:46:23.394
which were disrupted by the pandemic.

878
01:46:23.394 --> 01:46:24.474
I just think again,

879
01:46:24.713 --> 01:46:24.953
you know,

880
01:46:24.984 --> 01:46:31.974
having that 7+years to really see them begin to show improvement on a criteria and referenced assessment like,

881
01:46:32.394 --> 01:46:34.283
smarter balance is something,

882
01:46:34.314 --> 01:46:35.184
you know,

883
01:46:35.213 --> 01:46:40.974
I think we're very confident those of us who are our language and education professionals that we are on that trajectory and,

884
01:46:40.974 --> 01:46:41.753
um,

885
01:46:42.054 --> 01:46:42.833
you know,

886
01:46:43.014 --> 01:46:43.583
as we recover,

887
01:46:43.583 --> 01:46:44.573
we're gonna see the,

888
01:46:44.573 --> 01:46:45.083
the.

889
01:46:46.019 --> 01:46:56.698
Test scores go in the positive direction. Thank you. Very much want to. I do want to make a really quick comment. I, I'm.

890
01:46:57.533 --> 01:47:12.354
Very excited to hear the conversation about the use of interim assessments and I would just add a cautionary tale that I hear a lot of the conversation about interim assessments being used as a way to prepare students for a standardized

891
01:47:12.354 --> 01:47:12.863
assessment.

892
01:47:12.863 --> 01:47:23.213
Whereas I'd love to hear the conversation be more about using interim assessments as a tool for gathering information, um, that are aligned to those assessments.

893
01:47:23.213 --> 01:47:36.564
Because, you know, the, the difference is that we aren't using them as, uh, we aren't using these assessments as as teaching tools toward how to take the assessment as much as it is that they are aligned with the same goals.

894
01:47:36.564 --> 01:47:43.703
And so you're gathering data and information. That's relevant so that you can adjust your your teaching and instructional goals in that same direction.

895
01:47:44.423 --> 01:47:44.783
So,

896
01:47:44.814 --> 01:47:47.033
just that little adjustment there and again,

897
01:47:47.033 --> 01:47:57.984
just want to make sure that everybody knows that the office of assessment and curriculum instruction is more than happy to work with you in terms of that alignment of of goals and making sure that the conversation,

898
01:47:57.984 --> 01:48:01.162
when you're talking about data and how you can use that to inform your decision,

899
01:48:01.162 --> 01:48:06.083
making that we are here to help you and that that conversation is open at all times.

900
01:48:06.503 --> 01:48:08.694
Thank you very much. Thank you. April.

901
01:48:15.809 --> 01:48:23.759
To some degree hello? Not too many questions. I did just want to know who is your current site coordinator?

902
01:48:25.859 --> 01:48:35.069
Right coordinator so Tiffany we are currently in transition between our new HR director. Amanda Walter them myself, Jennifer Jones.

903
01:48:35.423 --> 01:48:47.154
Okay, so nothing that we need to address right now, but if Jen, which I've worked with before, if Jennifer can work reach out to me, I just want to make sure we get some things updated in the mentoring center.

904
01:48:47.154 --> 01:48:51.054
And then I just have a few questions about some of the mentor pairings.

905
01:48:51.389 --> 01:48:56.099
All right understood.

906
01:48:58.288 --> 01:49:03.958
Um, I don't have any further questions. Thank you, Brian. More.

907
01:49:05.219 --> 01:49:09.059
No further questions Thank you. Talk to him.

908
01:49:10.649 --> 01:49:16.588
No questions, but it's a very good presentation and answer the questions that we have nice job.

909
01:49:16.588 --> 01:49:21.479
Hi, thank you. Thank you.

910
01:49:32.514 --> 01:49:44.184
She said his own, but I don't see a microphone maybe having a technical issue. Can you hear me? Yes. All right. Hi. Sorry about that. I was on mute. Yeah, thank you.

911
01:49:44.184 --> 01:49:55.913
Lee, Roy I have no further questions, but I do want to thank the team. The entire team for their very thorough presentation and all their answers to our questions. Thank you. Very much team. Thank you.

912
01:49:56.429 --> 01:50:07.649
Affair hello? No, I don't have any further questions, but thank you all for being here to get to know more about your.

913
01:50:09.269 --> 01:50:19.859
Kendall Massa, I do not have any questions, but echoing the academia team has gone through a lot.

914
01:50:19.859 --> 01:50:24.118
In this last week, so the fact that they were able to, um.

915
01:50:24.118 --> 01:50:31.738
Provide such wonderful and thorough answers. I'm grateful that they took the time, but I understand.

916
01:50:31.738 --> 01:50:37.979
That this is not the best time for them. So I'm grateful that they were able to do this. Thank you.

917
01:50:37.979 --> 01:50:41.698
Thank you candle.

918
01:50:41.698 --> 01:50:48.238
Thank you very much for your let me echo sentiment that, that that was a.

919
01:50:48.238 --> 01:51:02.878
Tremendously expansive answering of those questions that were asked. So I'm sure that was a lot of work. I don't have a really a question. It's more of an observation.

920
01:51:04.043 --> 01:51:16.073
Or maybe would ask for some kind of response I really appreciated the zip code and school district analysis of where your students were coming from. I thought that was very thorough and very helpful.

921
01:51:16.554 --> 01:51:19.073
I guess my question is, if I look at.

922
01:51:19.319 --> 01:51:24.779
The data that's provided to the, by the Redding consortium.

923
01:51:24.779 --> 01:51:36.953
And keeping in mind, what's going on with the willmington learning collaborative and you guys aren't in really? And technically and Wilmington and you're not even going to be farther away. I was wondering about.

924
01:51:37.314 --> 01:51:40.974
I'm looking at you have, according to reading statistics, you have 232.

925
01:51:42.538 --> 01:51:45.599
Students from the city of Washington.

926
01:51:45.599 --> 01:51:49.979
I Mike, I guess, could somebody just review from very quickly?

927
01:51:49.979 --> 01:52:01.828
Uh, what number of students will be going down, or which your estimate would be. I just think that's a a large amount of your student population. If these numbers are totally accurate.

928
01:52:01.828 --> 01:52:16.588
That are going to be that is a big location change. It's not like like, when Dover high moved a mile away or something. That's a pretty substantial move. So that that's sort of like a combination question. And if somebody could respond to that, I appreciate it, but there's no.

929
01:52:16.588 --> 01:52:20.819
Need to sh, um.

930
01:52:20.819 --> 01:52:30.569
I'm wondering if Michelle, um, hasty might be able to talk more about the numbers. She pulled them directly through each school and billing and.

931
01:52:30.569 --> 01:52:34.559
Michelle, can I ask you to take that 1?

932
01:52:34.559 --> 01:52:39.179
I haven't done that analysis. Um, just.

933
01:52:39.179 --> 01:52:43.828
Looking at the city of Wilmington itself, um.

934
01:52:43.828 --> 01:52:55.823
I saw that 213 of our students are coming from 108 05, of which 85 of them are in the Christina school district and the other 120 are in red clay that.

935
01:53:00.509 --> 01:53:14.094
That's zip code area would would probably be among the furthest away from from our new location. The new new location, I believe is about 7 miles from the old location.

936
01:53:14.904 --> 01:53:24.083
Also, with the latest census, the 2020 census there is an increase Hispanic population, growing south of Wilmington.

937
01:53:24.863 --> 01:53:34.613
So, I don't think we're gonna be impacted as much, but I can look at those Wilmington addresses itself because, as, you know, zip codes cross.

938
01:53:36.328 --> 01:53:43.168
School districts, and you have to go 1 by 1 actually and and I did not do that.

939
01:53:43.168 --> 01:53:50.009
Yeah, and I was more concerned Thank you for that answer. I was more concerned about the individual students.

940
01:53:50.009 --> 01:53:53.698
Being able to access it and my estimate is that actually, you're.

941
01:53:53.698 --> 01:53:58.769
You're 10 miles with your new location. I maybe maybe.

942
01:53:58.769 --> 01:54:06.149
I, I, I, it's, it's, it's a great location in many respects. I mean, I actually think it's very.

943
01:54:06.173 --> 01:54:15.743
Right across the border from the colonial school district, where I think will be, uh, provide for a substantial amount of students over a period of time as you get into that area.

944
01:54:16.194 --> 01:54:22.493
But I, um, I do think it's 10 miles, not 7.2, but I, I'm sure you guys know better than me.

945
01:54:22.493 --> 01:54:31.224
I was told 7, but but also, and I just want to stress the fact that we do have our own bus transportation.

946
01:54:32.698 --> 01:54:35.939
Percent of our students.

947
01:54:35.939 --> 01:54:48.208
Now, take the buses and that we are not at the mercy of the best contractors, but that Thank you for for that. But that's a little bit longer of a hold. And maybe what you do with.

948
01:54:48.208 --> 01:55:02.604
Would you do currently if, if if there's substantial amount of students are coming from 1? It's just something that they've got my attention. It's it's it's it's a non voting member of de sac also too. So don't don't don't be scared of me. I'm not scared.

949
01:55:03.533 --> 01:55:08.634
Um, I'd also like to have, um, Jen Jones responded if I could please.

950
01:55:09.088 --> 01:55:23.429
So most of our low think another key point to this is that we do have a partnership with the Latin American community center, which is located in 1905. we have approximately 65 students that go to that center alone.

951
01:55:23.429 --> 01:55:27.929
Out of the 128 that are in that, um.

952
01:55:27.929 --> 01:55:36.689
In the red clay school district theater so a large portion of our students are using the as their site for transportation.

953
01:55:36.689 --> 01:55:43.349
Um, and before and after care there that are coming to here as well so we will continue with that partnership.

954
01:55:43.349 --> 01:55:47.399
At the new location, so they have that service available as well.

955
01:55:47.399 --> 01:55:52.769
Thank you.

956
01:55:58.708 --> 01:56:03.118
Is everyone.

957
01:56:03.118 --> 01:56:14.248
Thanks again, let me run. Okay. At this time. Are there any further questions or comments regarding this major modification application?

958
01:56:17.158 --> 01:56:27.628
This is Mercedes, Alonzo executive director I do want to. Thank the Department of education for their time around these questions that made us push ourselves a little harder.

959
01:56:27.628 --> 01:56:32.189
And we'll continue to push us ourselves a little harder. We have a, um.

960
01:56:32.189 --> 01:56:37.048
We have a motto here or a way of doing things that's called. 1% better.

961
01:56:37.048 --> 01:56:41.548
So, we shoot for 1% better every day and if every day we do a little.

962
01:56:41.548 --> 01:56:46.498
1% better at the end of the year we'll have done 33% better.

963
01:56:46.498 --> 01:56:52.948
Then we would have had we not so it's way we ways of taking incremental goals and.

964
01:56:52.948 --> 01:57:05.123
And working on them every day, to become better at what we do, and for whom we do it, which is ultimately, our students and our families, academia has been hard hit, uh, this last week.

965
01:57:05.154 --> 01:57:12.054
Like Kendall said today is the funeral of our student. Um, as we speak, it's going on.

966
01:57:12.538 --> 01:57:18.719
And so it's been a very big challenge for us to get all of this together. I want to thank.

967
01:57:18.719 --> 01:57:23.399
Probably the greatest team, and I've worked with a lot of teams in my.

968
01:57:23.399 --> 01:57:28.139
20 years of experience working with teams and organizations around the world.

969
01:57:28.139 --> 01:57:34.078
Doing the very thing I do here I want to thank this team for the incredible.

970
01:57:34.078 --> 01:57:37.139
A list of, um.

971
01:57:37.139 --> 01:57:42.328
That led to presenting to you today and I also want to thank the department.

972
01:57:42.328 --> 01:57:46.948
Or the, uh, the support and the care of our community.

973
01:57:46.948 --> 01:57:50.908
Uh, during this time, the outpouring is what got us through.

974
01:57:50.908 --> 01:58:04.708
Uh, this these very challenging moments and and I just want to thank everyone for just being there for NACA. They may really grateful to you and, um, yeah, continuing to look forward to these.

975
01:58:04.708 --> 01:58:09.748
Um, this, this process and, and helping us grow and helping us. See.

976
01:58:09.748 --> 01:58:17.578
In different ways. So thank you on behalf of our community and thank you to everyone sitting around this table and from afar.

977
01:58:21.448 --> 01:58:29.819
Thanks so much does anyone else from the school have any final questions or comments that you'd like to make?

978
01:58:33.988 --> 01:58:47.663
I see a lot of heads. Nodding. No, Kim, thank you as I shared previously. Honor before March. 1st will provide the school with an initial report, addressing the information reviewed and discuss. Today.

979
01:58:48.293 --> 01:58:53.904
A public hearing will be held on March, 7th, beginning at 50 PM. That meeting will take place virtually.

980
01:58:54.988 --> 01:58:59.399
The school will have an opportunity to comment on initial report.

981
01:58:59.399 --> 01:59:02.668
With comments due on her before March, 16.

982
01:59:02.668 --> 01:59:08.609
A, 2nd, and final meeting of C sack will be held on March 22nd at 9. 0. A. M.

983
01:59:08.609 --> 01:59:16.349
That meeting will take place virtually honor before March. 29th to sack will issue a final report.

984
01:59:16.349 --> 01:59:26.069
And which will include its recommendation on the application. A 2nd, and final public hearing will be held if necessary on April 5th at 5 0 PM.

985
01:59:26.069 --> 01:59:32.309
That meeting would take place virtually the public comment period will end on April 11.

986
01:59:32.309 --> 01:59:40.378
The secretary of education will announce his decision that the April 21st state board of education meeting and ask the state board for a.

987
01:59:40.378 --> 01:59:44.908
Are there any questions regarding next steps?

988
01:59:47.458 --> 01:59:53.668
Hearing none seeing none were now adjourned Thank you so much for your time and the presentation this morning.

989
01:59:53.668 --> 01:59:58.349
Thank you thank you.

990
01:59:58.349 --> 02:00:05.488
Thank you very much. Thank you.