Educational leadership appointments involve extensive community engagement, including public comment periods, board discussions, and stakeholder input, with the selection process emphasizing representation, equity, and community trust as key factors in choosing district leadership.
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BASD School Board Special Meeting and Facilities and Curriculum Committee Meetings - June 1, 2026Added:
All right. Good evening everyone.
Welcome to our special board meeting for Monday, June 1st, 2026. Mr. Riskian, if you'd call roll please.
>> Mr. Rashidi >> here. Mr. Shankle >> here.
>> Dr. Pesto >> here.
>> Mr. Lozi >> kind of here.
>> Dr. Shley >> here.
>> Mrs. Levy >> here.
>> Dr. White >> here.
>> Dr. Beck Pulley >> here.
>> Mrs. Patrick >> here.
>> Nine members present. We have a quorum.
Thank you. If you please rise and join me in the pledge of allegiance.
I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.
>> Any of you please join me in a moment of silent meditation.
Thank you. We will begin with courtesy of the floor for anybody wishing to speak on agenda items. There's only one agenda item. It's the appointment of the next superintendent. I imagine that's why everyone's here. So, if anyone would like to speak, you are more than welcome. You can just approach the podium and there will be another opportunity at the end of the meeting as well to speak.
You can.
>> Good evening, >> Dr. Fashionett, members of the school board, and Dr. Silva. My name is Yi Cintron and I reside at 1052 Johnston Drive in Bethlehem. I am happily retired from the Bethleia School District after 37 years of service, most of which were right here at central office. On this occasion, I wish to congratulate the BISD board on selecting Dr. Henato Laara as your next superintendent.
Dr. Lahara's vast experience in urban schools in the district of Philadelphia and his personal background are surely suited for the leadership role here in Bethlehem.
I congratulate the board on being forwardthinking in terms of disappointment.
With the growing population of Latinos, both in the district and in the community at large, it makes sense to choose someone with great credentials and with a Latino background.
I can tell you that the Latino community is very excited to welcome Dr. Laara and we offer him our best wishes and support as he disembarks on this exciting but at times very difficult job. We sincerely hope that the board, current administrators and teachers will support him as time goes on. The real challenge will begin on July 1st when he assumes his new responsibilities because the job doesn't stop here. It begins here.
I would also like to uh congratulate and wish Dr. Silva a happy retirement. It seems like only yesterday you were a student at Broco Middle School and here we are today. Good luck to you, Iwen.
Again, great job. Thank you all.
>> Thank you, Mr. Cron.
First of all, Dr. Fashionto, thank allowing me to speak this evening.
>> Good evening everyone. My name is Mary Kolong and I am a former principal of the great Bethlehem area school district.
President of the board, members of the board, administration, teachers, and community members.
First, I would like to extend my congratulations and best wishes to Dr. Silver on his retirement. Thank you for your years of service and dedication.
May you enjoy all the rewards that retirement brings. It's wonderful.
>> I may need a little mentoring.
>> As a retired principal from this district, I had the privilege of witnessing the evolution of the Bethlehem area school district over the past 42 years. During this time, I have been seen the good, the bad, and the ugly. But through every challenge and success, one thing has remained constant, a commitment to making decisions in the best interest of students and the district.
That commitment has helped BASD earn recognition and respect both regionally and nationally.
While difficult decisions are sometimes necessary, I have consistently seen leaders and board members striving to serve students, staff, and the community with dedication and integrity.
Tonight, I am especially grateful for the board's decision in selecting the district's next superintendent.
I commend the board for its thoughtful leadership and for choosing the first Latino superintendent in the history of the Bethlehem Area School District.
This appointment reflects progress and sends a powerful message about representation, inclusion, and possibility.
In the words of Senator Raphael Waro, he often states, "A vote is a kind of prayer for the world we desire for ourselves and for our children." Your vote reflects a vision for the future of this district. And I thank you for that commitment.
Dr. Laara, congratulations and welcome to the Bethlehem Area School District.
As you begin this new journey, I encourage you to embrace the teachers, students, and families who are the heart of this organization.
Be honest, be transparent, and lean on the strength and wisdom of this Bethlehem community.
Strong leadership begins with listening and building relationships.
As you prepare to leave this exceptional district, please know that you are joining a community deeply committed to the success of its students and schools.
We welcome you warmly and assure you of your continued dedication, partnership, and support.
Together, we look forward to building upon the district's proud legacy and advancing a future of excellence, opportunity, and achievement for all.
All right, we will move on to our items for tonight. Sir, if you want uh my name is GMA Lopez Jr. I'm an alumnest of the school district, a retired Bethlehem steel worker from the Cokeworks.
And um just want to give you some quick brief history of my uh journey in the school district. In first grade, I was told to not use my name. I was told to use William instead of GMO.
I was told in sixth grade uh that I would do well working in a kitchen or a flower place or a restaurant. And in 8th grade, I was told I was too dumb for college.
I decided to quit school the moment I turned 16.
And in ninth grade, I met my wife and the only way I could see her was in school. So, I finished school.
So, I say all that because I want Dr. Laara to know some of the history of this school district and how far we've gone. So, um, dear members of the school board, thank you Dr. Silva. I wish you so much joy in your retirement and welcome Dr. So, first I want to commend the uh school board for your extensive due diligence in selecting Dr. Lahara as our next superintendent.
Bringing in a leader with his background, commitment to equity, and proven track record is a major win for our students and our schools.
However, we must pair our celebration with honesty. Since his historic appointment as our district's first Latino superintendent, we have already seen racism rear its ugly head right here in Bethlehem.
This is toxic, undercut current truths, exactly why Dr. Laara's equity centered leadership is so urgently needed. I'm urging this board to remain v vigilant.
Selecting the right leader was only the first step.
There's a lot of other steps, but now you must actively support, protect, and stand firmly behind him against the bigotry that has surfaced. Our community is partnering. We're present, and we expect you to meet this ugliness with unwavering accountability.
Congratulations to everyone. Thank you.
>> Thank you, Mr. Lopez.
Anyone else wishing to speak?
Hi, my name is Audi Ortiz and I was once in your seat.
I am the first Latina elected to the school board. It wasn't an easy thing, but it was a very amazing uh trip and now I see the fruits of everything we do in our community. I congratulate this board because I know many of you and I know that you have such a good heart for education. My son, a special need child, was raised in the school district and I'm very proud to say that he graduated from college when people said that he couldn't. And when many people, Mr. Dr. Lahara where many people were uh sending me bad messages and all that stuff and I I I just prayed for them and said you know what I'm going to try harder because the thing is this community is very uh close together. One of the things that we built is trusting each other and I know and I trust this board with all my heart because many of you Dr. So my heart is with you because you were there as well in in this time. So I am very thankful, very grateful for this opportunity and to get to know you.
Thank you for taking this very very difficult task but I know all our young people will see themsel in you. So thank you. Thank you for that.
>> Thank you Mrs. Ortiz.
Good evening. Um, my name is Carol Edinger Lopez and I live at 3609 Brford Court in Bethlehem.
Thank you Dr. Fashionedto and the board for this opportunity to speak today. And Dr. Silva, I wish you happiness and purpose in your retirement.
I'm pleased to express my strong support for the Bethl Maria School Board's approval of Dr. Renato Laara as the next district superintendent. I'm encouraged by the board's selection and support this candidate wholeheartedly. As a lifelong community member and alumnest of Liberty High School, I have closely followed school district leadership through the years, witnessing change and progress. Your choice of Dr. Lara reveals your awareness and insight to continue this progress and to tackle the challenges of 2026.
With his strong background in district and school leadership, he will accomplish many things, one being to ensure academic rigor so that each school can achieve their academic goals.
His skills as an innovator and collaborator reveal his dedication to build relationships with staff, students, families, and community members. This focus will guarantee that he can meet the challenge of district initiatives, including the current district restructuring effort. With this appointment, I share a sense of optimism about the district's direction for the benefit of the entire school community and the city of Bethlehem. Thank you.
>> Thank you.
Good evening. Um like to u my name is Julio Guridi. I uh live at 3611 Aster Street in Allentown, Pennsylvania. But um I went to school here, the Allentown of the Bethlehem Area School District. Um I wanted to congratulate the board again uh for giving us the opportunity to speak but also for supporting Dr. Laara uh senior superintendent. And I want to also say um distinguished board uh thank you uh to um Dr. Silva also for serving and and I I was wondering if we went to Braco at the same time.
>> We did.
>> Probably we did. Probably we did. But I also want to talk um talk about a little bit about who I am and why I'm here today. One of the reason actually is Ira Cyn who was my teacher and guided me the right way uh when I was at Braco. But I also want to say that my family I think was the first Dominican family in uh in island in Bethlehem and uh I was the first uh Dominican uh student of the Bethling area school district. So I have in my heart um and I I having and seeing Dr. Laara applying and being accepted here it just warms everybody's in the Latino community's heart especially uh when it's the first Hispanic uh and also uh I can identify because I was the first Latino who didn't speak English and from the Dominican Republic to come to the Bethling area school district and that helped us a lot uh helped my family changed my family's life um I also wanted to say that um having a Latino does a well and previous u speaker spoke about the issues that are going on races and racisms and and things that people are saying and I tell you we are a very diverse community and you know this in the Bethle area school district. I love the Bethlehem area school district because of the Bethlehem area school district. I was able to learn English.
Uh coming here at the age of 15 and not speaking word English, but I was also the first person to um be an elected official in the city of Allentown probably and being a city council for 20 years contributing back to our community and having Dr. Lahara coming from the Dominican Republic being the first lat Latino is just something that we all can appreciate and this country is the best country in the world and I think you know the diverse community that we have here in the Bethlehem area school district is a testimony of who we are as a people in Bethlehem and in the Lehigh Valley. So thank you very much. Thank you for the opportunity and I wish you the best.
>> Thank you Mr. Green.
Anyone else for courtesy of the floor?
There will be an opportunity at the end of the meeting.
>> Mr. Antalics, now later.
>> You two are gonna get to know each other.
Steven Antalik 737 Ridge I can't resist saying this but I welcome the new superintendent and I want to tell the gentleman that he has opportunity to do a first a first sir and that's to institute full-time prek >> and I'm glad to see Dr. Fado smiling with that because I've been beating up on him all these years.
Thank you, Mr. Antalic.
>> What?
>> I did.
>> I would have been disappointed if you didn't say that.
>> All right. Anyone else for courtesy of the floor?
Seeing none, we will move on. We do not have any minutes to approve tonight. Um, I have nothing to report, Dr. Silva.
>> No report.
>> All right. No unfinished business. That will take us on to our one recommendation tonight. Um, so do I have a motion to approve 701, Dr. White? A second. Mrs. Patrick, that will open the floor for comment. Before we vote, um, I would just like to say I'm happy to see so many members of the community here tonight. I leaned over to Dr. Silvin said, "When is the last time that this room has been this full and everyone's happy?"
It's been a while. Um I I want to reiterate what a lot of the speakers said. We launched a full-scale search um through PSBA who ran the search for us several months ago in early March. Uh we had an overwhelming amount of very qualified applicants. We were very happy with the turnout. We had two rounds of interviews. Um we had focus groups. We had um Q&As's with internal stakeholders. Um, and I can tell you from the very first time that I don't want to speak for the whole board. I met Dr. Laara, he is invigorating. He is mesmeri hypnotic, I think is the word I was trying to look for, but it m he makes you want to follow him wherever he's going to go. Um, he makes you want to work for him. Um, his ideas, his story. Obviously, what we set out for was an educational leader who puts students first and puts teachers first.
And that's what we heard at every step of the way. experience at elementary school, at middle school, at high school, central office, um in the city of Philadelphia, outside the city in um Cheltonham, um just brings a wealth of knowledge and experience to our district. And we couldn't overlook the fact that he will be the first Latino superintendent, the first bilingual superintendent that can speak to many of our kids. Um this is my 17th year on the board. And when Mrs. Ortiz and I started a lifetime ago. Don't know why I'm still here. She was smart and was out there.
But when we started a long time ago, she said she was the first Latina elected to the board. And it had to be as part of a federal lawsuit that broke up our district into voting regions um and took a small chunk of South Bethlehem and a little bit I'm sorry, took South Bethlehem and a little chunk of the historic district and made a voting region that we could hopefully get someone of color um elected to our board. And Mrs. Ortiz was the first. At that time we had an office of minority affairs which always struck a nerve that we called it minority affairs. It since evolved into the aqua office of equity initiatives that Mr. Fontinez runs. Um Dr. Silva's predecessor Dr. Roy and Dr. Silva's assistant superintendent at the time really took a focus on equity and made it really the guiding principle of everything we do. And I'll never forget at the time um Dr. Silva said equity was a tax on everything. that anytime you want to have equity, it's going to cost more. It's going to be harder. You're going to get the negative comments from the community from ignorance that's out there around us and unfortunately still there today. But to be to come full circle 17 years later and to see Mrs. Ortiz sitting there in a room full of of people, retirees, community members, um, and to make this appointment to not only an incredible educational leader, but also an immigrant, a bilingual man who could speak to our kids in a way that I can't and many of us sitting around this table can't. Um, my goal, and Mrs. Patrick, I don't want to speak for you, when we ran last year was we're running to hire the next superintendent. We want to leave the district on good terms. Um, and I I I'm so excited. I haven't been this excited in a long time. Um, no offense, Dr. Silva. uh you're exciting in your own ways, but to um to to set the district up for the future for our students um and for the community and for a wonderful family looking to make Bethlehem home, I am very excited and very happy. And to the speaker who said it, I don't remember who it was, this board will stand behind Renie um for the long haul. There's a lot of people out there who say a lot of things. Don't go on social media. Don't read the comments. But this is the person we need at this moment to lead this district.
And I could not be more excited. Right.
Congratulations.
>> Mrs. Patrick, he speaks much more eloquently than I do, so I I'll let him go first. Um, in my 15 years on the board, this is the vote that I'm most excited to cast. Um, during the interview process, you had me laughing, you had me crying, and I was ready to follow you into battle. So, uh, I I'm here to support in any way possible. Thank you for your willingness to take on this role. Um, beyond excited to have you here. My daughter keeps telling me I'm your biggest fan girl, so hopefully it'll simmer down a little bit in my house, but uh, so thank you so much.
Yeah, this is Levy and M.
>> Yes. I just want to say welcome. Know that the road is long and that we're here for you. Um I know a lot of people are calling you an immigrant, but you're not an immigrant. You Yes, you were born in the Dominican Republic, but you're United States citizen. You are also from the African diaspora, so you represent the African diaspora as well. And so I thank you and I thank you for taking on this responsibility. And so I welcome you and your family.
>> So Dr. Fashionto, I I couldn't agree with your sentiment. So for those who who've never had the privilege to hear him speak both sincerely and comedically, Mike knows how to put a button on something. And so all of what I was going to say, you said. So, I'm not going to say instead what I want to do is charge everyone else in this room that is not Renie.
We owe it to him to support his leadership.
We owe it to him to make sure that we continue we continue we continue to serve the children of this district. I'm 38 years old, but I was a child of this district. When I graduated from high school, Ed Cron gave me an two awards at the awards banquet and they're still in my mama's house. I'm glad that we that you allowed Mrs. Cologne to come up and speak today because I was going to read what she shared today on behalf of her.
I'm so glad to see so many people here today to support Dr. Laara, but this is a reminder for all of us that we will continue to support him and to support our children. This is not only a great day for our our Latin brothers and sisters of this district, but this is a great day for our district as we continue to move forward. This district has had almost 150 years of educating the tomorrows.
This is another tomorrow coming.
>> Thank you, Mr. Lozi.
I've been told never to follow great speakers, but I'll give it a shot. Um, I will echo uh Mr. Olo's comment about we um it's it is a community network, a safety net, a network of support. It's not one person or one relationship. It's multiple. And um we have a joke amongst ourselves called the feed store. And the feed store is so many people areworked in so many different ways. And we often uh prefer going shopping at Wegman's at odd hours so we can have a peaceful moment at the meat section. But it is still a an important character of our community that we talk to each other wherever we see each other. We support each other. We go to each other's events. Um, I I at one point was a card carrying member of the Puerto Rican club. I was an honorary Puerto Rican for for three years.
>> For three years.
>> Three years. Yep. But all I all I mean to say is that um reach out to to um Dr. Laara, make sure that he knows what's available to him, the resources for the students. um connecting I was a transplant once too and that's what we call people who move to the Lehigh Valley from far far away like Wisconsin but it is so important to know that this community network is thriving because we talk and connect and even when we read the comments we still talk and we we we understand that we're here to serve the children. So thank you First, I just want to welcome Dr. Laar.
I think um he's an excellent choice. Um from the first interview with him, I was dazzled. I think Mr. Fascin said it best. We were wowed. Um I I kind of knew right away I think that he was our choice. But uh we went through the process. Um, I've never experienced the buzz kind of in the community that we're seeing now with Dr. Lahar. Um, teachers, students, my daughter's friends asking me about you. I said, "Oh, he's great." Um, the teachers who met with you in the focus group raving about you and that. Um, so I think, you know, we made the right choice. I know we did for our community, for our students. I'm excited that you'll get to speak at my daughter's graduation in five years. Um, which kind of scares me. Five years. Um, and I in a week um and I also know um you have great education. My wife is a two-time Gwynet Mercy graduate. Um, you guys crossed over there realized after I think your first interview and I said, "Do you know this guy? You guys were at the school at the same time. It's not a big school." She's like, "Oh, I do know.
We're in choir together." Um, so, uh, I, you know, amazing. She has her master's degree from Gwynet. I know it's great education. I know you're great for our district. Looking forward to working with you and the great things to come.
So, thank you.
Just real quick to to add to everyone's comments to echo what everyone had to say, but to for those folks who were not part of focus groups who do not know you yet in our community, none of the board knew you as you walked into the room for the first time and I want to stress to folks who have not yet had a chance to meet you. We were strangers for about five minutes and then then that was over. Um, and just to echo what people have said, really truly impressed by uh the human and the superintendent that you are. Um, and so I invite our community for those who haven't yet had a chance to meet you, like get excited and get ready because I'm fully expecting everyone to be as in incredibly impressed and drawn in as we have been. So, so incredibly excited to have you here and just open invitation to those. I'm not as readily at the feed store as some of the others on the board. So for those of us a little bit on the outskirts, get excited because this is a really really exciting shift for the district.
>> You don't have >> I know I don't have we we don't all talk all the time but this is a big one and uh again the same just to echo welcome very excited. I have a student graduating on Friday. talk about sneaking up on you and um a rising junior at Liberty and I would do pretty much anything for my kids and the kids of the district and um that went into the decision- making process knowing that I was entrusting my kids and my kids' friends and all of the kids uh with you and that means a lot. We all all agree that's our number one priority. So, um thank you very much.
We're excited and uh Dr. Silva, thank you. trying not it's going to be an emotional week and I'm gonna be okay but thank you for everything and congratulations to you as well.
>> Yeah, you don't have a choice now. Can we >> I'd also like to thank um echo what everybody else has said. Um one thing I want you to know is that everybody all the school board members have children in either in the district or graduated from the district. So we are deeply committed to this district and we love it. And so when uh the opportunity came to appoint you, I think a lot of us had our own children in mind and uh felt the sort of trust that we could um you know we could trust that you would take care of all the children of the district including our own. And we're so excited and and like you it's been a while since I've been this excited about it.
something that we've decided. So, welcome so much. We're looking forward to working with you.
>> All right. With that, Mr. Riskian, if you could pull the board on item 7.01, please.
>> Mr. Rashidi, >> yes.
>> Mrs. Shankled, >> yes.
>> Dr. Fashionto, >> yes.
>> Mr. Lozi, >> yes.
>> Dr. Shiveley, >> yes.
>> Mrs. Levy, >> yes.
>> Dr. White, >> yes. Dr. Beck Pulley, >> yes.
>> Mrs. Patrick, >> yes.
>> Motion carries 90. Ladies and gentlemen, if I could I present to you the next superintendent of the Bethleam area school district, Dr. Renado. If you want to take the mic, say a few words. You're welcome.
>> You can pull that out if you want and talk to whoever you'd like.
>> Ah, yeah. Um, I wrote this last minute, man. But I I was going to ask Jen if I had to speak tonight, but I didn't know how this works. It's my first time. But, uh, so let me give it a stab here. So, good evening, President Fascinetto, board members, students, staff, families, and community members. Tonight, I stand before you with immense gratitude, humility, and excitement as you entrust me with the honor of serving as the next superintendent of the Bethlehem Area School District. I want to be begin by thanking the board of directors for your confidence in me and for the thoughtful and thorough process that brought us to this moment. I understand the responsibility that comes with this role and I do not take that trust lightly. I pledge to work tirely tirelessly along our students, staff, families and community to ensure every child in the Bethlehem Area School District has access to opportunities that allow them to learn, grow, and thrive. As an educator, I have always believed that leadership is not about one person. It is about building relationships, listen listening deeply and bringing people together around a shared vision. Tonight is not the culmination of a journey. It is the beginning of a partnership and I am eager to get to work. I would also like to acknowledge the significance of this moment for our Latino community.
As the first Latino superintendent in the history of Bethlehem Area School District, I recognize that I stand on shoulders of those who came before me.
parents, educators, community leaders, and advocates who work tirelessly to create opportunities and open the doors for future generations.
The Latino community here tonight in Beth and in Bethlehem are beyond and beyond. Thank you for your support. It means the world to me. Thank you for your encouragement and belief in what this moment represents. While I might be the first, my hope is that I will not be the last. Representation matters because it helps our young people see possibilities for themselves. It reminds them that leadership can look like them, sound like them, and come from experiences similarly to their own. Most importantly, I want to thank my family.
To my wife, thank you for your unwavering love, support, and sacrifice.
You have been my partner through every challenge, every long night, every difficult decision and every milestone.
None of this would have been possible without you and to my children.
I want I want you to know that tonight belongs to you as much as it does to me.
You have shared your dad and countless stu to with countless students, schools, and communities over the years. Thank you for your patience, your understanding, and most importantly, your love. I hope that when you look at this moment, you see something much bigger than a new job or a new title.
I hope that you see proof that dreams do come true. I hope you understand that through hard work, perseverance, faith, and service to others, there is no limit you can accomplish. Never allow anyone to tell you that your dreams are too big. Tonight is evidence that they are possible. As I begin this next chapter, I do so with gratitude for those who have guided me, confidence in the incredible future of Bethlehem Area School District and a commitment to serving this community with integrity, transparency.
Thank you for this extraordinary opportunity. I am honored to join the Bethlehem family and I look forward to building a bright future together.
Thank you.
Quickly move on here. New or miscellaneous business. Seeing none.
Anyone for courtesy of the floor?
Seeing none, we're going to adjourn.
We're going to take about a 20-minut recess or so. We have some refreshments in the back. So, please feel free to stand around and chat. Uh, welcome our new superintendent and then we'll resume with our committee meetings after that which will go very quickly. You're not required to stay for those. Motion to adjurnn. All in favor? We're ajourned.
Yeah, I'll get it.
But I'm glad you No, don't you know too hard in my So I didn't marry Hey, >> good day Mike.
>> I think >> so. Other than the like 30 minutes we got with But no, I mean we email and all of that, but >> yeah, I'm really looking forward to >> Yeah, that's what I hear. That's what I hear. That's great.
Oh yeah, they were ready.
Yeah.
>> Check it out.
You got to get really >> up to center.
>> I don't know.
right there.
>> Yeah.
I don't think I don't think I'm kidding like you know like >> a lot.
>> Okay.
really excited to, you know, have to Great.
I don't like I just know.
>> Thank you for coming out tonight.
>> So, are you I am getting like it is confusing when you're like >> okay >> both I get a >> point.
doing story over.
>> Yes. Yeah. 10 months.
>> And you're right.
>> Couple months.
>> Oh my god.
That's amazing. Congratulations.
>> Well, I do.
>> Yes. Thank you. It's great.
>> Kill it again.
>> Excited for you guys. You guys got a gem.
>> Guys got a running.
>> Interestingly, my wife was a freshman when he was a junior. He called me right away and told me.
So you guys are cousins.
>> Both cousins education >> Yeah, man. It's exciting.
>> 100%. We've worked the whole two hours.
>> All the traffic.
can't remember them though.
>> Awesome. I'm glad that you guys >> Oh, I did not.
>> So, where are you all coming from?
>> Randy and I are both assistant student.
>> Okay.
>> I've become superintendent when >> Okay. In South Jersey. Vinland, New Jersey.
>> Okay. All right. I know where Vinland is. Yeah. I'll be the superintendent there.
>> Congratulations, brother. Yeah.
be wonderful. Well, I'm glad. I'm glad to see >> it's a family business.
>> That's all right.
>> Yeah, >> it's all right.
>> I love everything you guys said about running >> and I'm excited to see what he does. I really am.
>> I'm excited. I told your your your nieces your niece and nephew >> because my work in outside of my role here is >> be them and enjoy their youth. and be them. Don't feel that you have a magnifying glass on you.
>> But live your life. Don't be you because it's something that scoping.
>> It can definitely be a different type of scoping, >> right?
>> Yeah. So, but I hope they're protected and I know that they'll be hope they enjoy themselves while they city. I was driving like damn beautiful there.
He's dropping all the school's name before he >> Yeah. Yeah.
>> So we have school here the It's named after like one of the founders. This used to be two different towns of that school system. Mr. Brock.
>> Yeah.
>> It's spelled in a way that doesn't there's no CK in there. It's >> it's Irish.
>> All right. He said bro. I said, "Oh, this dude knows something.
He came ready. He came ready.
>> He's like, "Oh, I drove your school before."
>> Yeah. He came ready.
>> He called me on the ride back cuz >> I told him, he said, "Look real quick."
I said, "Now self because I live in Hill."
>> Yeah.
>> Look around there. It's close 378 309.
You got to get down. You get down.
>> You know, stay you. come out my way. But wherever he goes, they'll >> tell me.
Okay.
>> Yeah. You can't do Beth Township anymore. All the world is gone.
>> I feel really neighborhood. Very nice.
>> Okay, there you go.
>> A little bit of energy.
>> What's the square miles?
>> Just not even eight miles.
>> So, you know you're gonna be a superintendent in two days.
>> So, y'all just in here.
>> All we do is what we do, man.
>> What's up, bro? Jealous.
>> Yeah. I was telling Jesus No, no.
>> Really good to see you. Congratulations.
>> I know. I told you that.
>> I just started telling people I'm coming here.
>> Tired. Ready?
>> All right.
>> We only have one thing determined by the volume.
That's what that's what I took the 53 slides down to nine.
>> All right.
>> Nine includes one in >> good.
>> So there's a lot of data.
>> All right. Mr. Can I set the timer tonight?
>> And I joke about like >> you know how much time? Oh, he goes >> I think running around for tour of the >> anytime >> inside school since you know before his first interview he drove up all the >> show the skeleton drop a name we got to get him on board on the feasibility study >> oh yeah he he gave a really good presentation on that though for his second That was what you asked them to present.
>> So he he dug deep and he watched all of our meetings.
>> Poor guy.
>> He's dropping the quotes that me and Mike are saying during meetings and I'm like he watched them all. He's listen. Oh no.
No way.
>> So I think he's gonna be good. I think one of the things too fact that you and Harry weak areas facilities were so that came up in conversation. So make him look good. All right, I'm going to grab a cookie for the meeting.
All right.
All right.
How did you do that?
I heard it was done.
If you need it, This is done.
Mark said five minutes.
>> I'm good. I'm happy.
get through. Okay, I'm prepared.
How you doing?
>> Oh, yeah.
Oh my god.
>> Yes. Yes, >> Evan. I remember because Evan I think had the kids live, >> you know.
Thanks.
It's >> West right back behind >> showing up.
All right. Um, we can start our facilities committee meeting. Um, we're going to start with another public comment. This is limited to agenda items only.
There'll be another public comment at the end of the meeting. I don't see any discussion items. Uh, but I do see a couple information items. The first is 3.01. 01 if we've got an energy update.
>> Nothing to report.
>> Moving right along. Then we've got 3.02.
This is pretty fun. We're going to get to have a Fountain Hill Elementary School project update with some photos of the school that's coming into being.
>> That's right. We're coming to life in Fountain Hill. So, a couple of uh pictures here to update the board of progress on the site where we're seeing more and more employees, workers on the site. It's the highest census we've had since starting.
Things are starting to take shape on the hill. So, just some photos here of working on the three tier uh retaining wall back behind the school.
Go ahead. Here you can see uh on that left side that steel that is the ramp that will be landing on Moravia Street on the south side of the building where we're able to uh get kids in from the front and back of the facility.
We've got roof going on at the moment and we've even got the uh the floors coming together uh inside the inside the building. So getting the floors poured.
Uh we have uh studs going up already exterior and hallways inside. So things are starting to take shape.
>> Any questions about any of that?
>> Yeah, >> I I asked this a while ago and we were like that'd be a great idea. I know that there are safety regulations. I want to be mindful for that. But for students that are inv um students that are in project lead and just any of our students that may have a knack for interest for um construction and architecture to see this point of of where things are like whether it's a guided tour or when you do these CAD designs on whatever software you know this is what it turns into like is are can we re I would love to there be I would love for there to be some realistic opportunities for that to happen for kids.
>> We are we are definitely willing to I know Alloy's been a great partner in terms of educating the community and engaging folks. Uh unfortunately when it comes to construction on site that's kind of limited and more restrictive of a process but in terms of engaging you know for tours in the future we are definitely open to uh participate on that front.
We did do some of that with uh Mr. Physil when Nichchman was being uh drafted and built. Now Mark's right.
There are certain times where they don't want learning experiences in a construction site, but when it's the appropriate time, I'm sure uh Mr. Fazil being proud of the design that he is supervising u and Mr. Mr. Stein can help make it a learning experience for our kids.
that we probably end up driving.
>> Nice.
>> It's out. We recruiting high school students to work with a three-day job.
So, that is out there and that's part of the stuff that we will do.
Do you do you need a chaperon?
>> I have a hard hat.
>> Any other questions?
I did have one more foundill uh business item that we'll be seeing hopefully next week, but uh one of the lessons learned through the NISMAN process was the value of commissioning. Now, we had included that as part of the lead process, but in in working through the most recent nine HVAC projects that were much smaller in size, uh we did not have that commissioning. However, such a large project, the uh we want to leverage that value for this project. So, we had solicited uh proposals from uh several commissioning agents. We do not have the recommendation for tonight, but uh we do have we only received one proposal, but the the budget number is uh excellent, and it's actually the same firm who performed the commissioning for us um at Mitchman. So, uh, we'll be bringing recommendation to the board next week to recommend, uh, bring the commissioning agent on board as early as we can in the process to make sure that transition from construction site to occupied school is a smooth one.
>> Any other questions?
And just in case it was hard for anyone watching online to hear, there's an upcoming 3-day goingit So, I'm pretty sure we're head over.
>> So, high school students July 14th, 15, 16th, uh, three-day opportunity to job shadow, learn more about the work that architects and developers do. Alloy 5.
>> So, high schoolers, read your emails.
Just just this one for sure.
>> This is a good email.
That's fantastic. Just a quick question on that please. What is your limit?
>> Okay. So, >> so the first lucky 10 who actually respond to this email will get the prize of getting their Yeah.
Good. Do they get hard heads to keep Okay.
teasing.
>> Thanks.
All right. So, that those were the two uh information items that I saw, which brings us to agenda items that will be coming up on June 15th at the regular board meeting. First one, 4.01, is a fire alarm control panel repairs for Liberty High School.
>> Yes. Back in the fall, excuse me, the the board approved a project on our capital plan for Freedom High School, which is underway um for this summer.
However, we've been monitoring the Liberty panels as well and expected to have on the plan for next year only to run into some issues requiring us to act sooner than we had planned. So, um this is essentially the same scope of work at Freedom, but replicating it over four panels in each of the buildings at Liberty High School. Any questions about that?
All right, the next one. 4.02, disposal of obsolete vehicles and equipment. We have on the list here uh 11 buses, a dump truck, and some production equipment that is uh beyond its useful life and will be finding a new home for someone or a scrapyard in the future.
Um there has been um a little bit of viral activity with people repurposing uh buses for mobile homes and types of things. Is there a network for putting that out for people to know that these are getting disposed and if they want to try to take this rehab thing for a repurposed home? Is that is there a way to make that connection available?
>> Um yes and no. So for a bunch of these vehicles um 10 of them are required to be destroyed as part of our um bus our grant with Highland Electric. So we have to literally punch the engine block so it cannot be used again. Um and I would recommend if endeavoring to partake on such a project. They are very good uh diesel mechanics or good at body welding rusty frames um because that's how long we drive them until we auction them.
Um they will be put on Municipid. We use Municipid as a platform. So if you are so interested, keep your eyes peeled.
There are lots of opportunities to pick up those aged buses for a new life.
>> Anything else?
Uh the next three 4.03, 4.04, and 4.05 all deal with transportation services agreements um in various ways. I don't know if you want to talk about all three of those. our small capacity transportation um augmentation for uh special needs and homeless students and those hard to get to students around Lehigh Valley.
>> All renewals from last year, >> all renewals. And then 4.06 is somewhat related. Those are private transportation contracts.
>> This is for private parent contracts for ESY upcoming this summer and into next year as well. Any questions about any of those or any concerns with those showing up on the June 15th board meeting agenda?
>> You don't get that.
>> That brings us back to public comment.
Um any public comment on any issue before the board or to bring to the board?
All right. Any open forum for board members?
We are going to take two minutes maybe not quite before we roll into curriculum. Um and so we can formally a journal. We'll just call it for facilities.
All right. Welcome to the curriculum committee meeting. Um, first we have courtesy of the floor for agenda items only.
Being none, there are no discussion items. So moving on to information items 3.01 end of year benchmark report and reading and math.
All right, good evening. Uh we can keep scrolling. Uh it's that time of year where we have the end ofear update for our literacy and math data. Um I'm going to bring us to conclusion as we talk about some of these data points and I'll turn it over to Mrs. Harper and Mr. Amato to talk a little bit about literacy and math. Would you mind zooming in?
>> Okay, here we go.
Okay, good evening. I don't need We're going to talk uh first about our reading data. And um as you look, this is the overall chart for each grade level from beginning, middle, and end of year. Um and as you look overall, um it might not seem too dramatic, but we're definitely moving in the right direction. and uh and in up. So, there are a few things that I'd like to uh to highlight uh at each grade level. So, in kindergarten um and it's uh in your um full executive report, the the effectiveness reports, but from beginning to end of year, we grew 71% of our students um who started the year strategic. We got them to core or above and we moved 61% of our students out of intensive support um the year. So definitely seeing our our growth in kindergarten as we uh normally do in first grade. Um as I mentioned at middle year we are paying uh really focusing in on first grade and getting them to do more writing and more reading of connected text. Um this is our highest end ofear score over the last three years. We've been inching up each each year. Um done again is the highest they've ended in three years. Thomas Jefferson uh has the highest EO uh end ofear score since 27 2018. So since pre- pandemic. So want to um congratulate them. Yeah. Um in in second grade, uh Clear View is the highest since middle of year 1920. If you remember, we did not have an end of year in 1920 because of the pandemic. So um we're we're happy to see that. Buchanan has their highest score since the 2122 school year. So um definitely bright spots there.
As we look at grade three, I just want to call attention to Freeman'sburg. It's the highest they've ever been since we started tracking um third grade in 20189.
And um Spring Garden has their highest end of year since 2021 school year.
Um as we look at fourth grade, the highlight there is done. They're the highest since we've started tracking in 2018-19. So um all of their hard work is paying off. And you know, fifth grade, I usually come to you and say, "Fifth grade, we don't expect to see great gains, but we really have a lot to celebrate again in fifth grade." Um, Clear View has their highest endofear score since 21-22.
Fountain Hill has their highest score, end of year score since we started tracking in 201819.
Um, Buchanan also the highest since 2122.
Marvine the highest since the 1920 middle of year because we had no end of year. Uh Miller Heights tied with their end of year last year, but it's the highest that they've they've been these last two years. And Thomas Jefferson also the highest since we started tracking in 20189. So, lots to celebrate with them. So, as I said, not you, we don't see as many uh you know, green 90%s as we'd like, but we're definitely trending in in the right direction. If we scroll down to the next chart, this is our grade six through eight. And again, it's a little bit different there as we we we look um in grade six. Again, it's just like the seventh grade test.
Um so, little bit of a a dip there. So, we'll be talking with the principles about that. They've already been looking at their data since the window ended. Um and then grades seven and eight again we have those um gate one is just the maze assessment and then as many gates as it took is the darker colored column and so um broccol grade seven though it's not a lot they overall they saw a little bit of growth in seventh grade um and then uh the others we saw a little bit of a a dip. So, we're we're working with the middle schools um as we uh we'll get together in a in a week to look at our end of year data and um I know that we'll all be we'll be talking about the plans as we move forward into the coming year to to maintain the growth that we saw middle of year.
Any questions about reading before we >> Okay, you go to the next slide. This one here.
I brought my pointer. I think it'll work. There we go. What I want to talk about on this one is if we go back to the 22 23 school year, we take the at the at or above column and if we average that average the at or above column, the percentage students that scored at or above benchmark that year we were a district average at 44%.
This year when we like look at that column, we are district average of 63% at or above benchmark. That is a lot of work that has happened over time and I'm I'm really proud of how you take that column from the 2223 school year before we instituted a new curriculum in kindergarten through fifth grade. Then we also instituted another curriculum in sixth, seventh and eighth grade. We also embedded some job embedded coaching. We also embedded two math coaches and we spent a lot of time with the teachers on the craft of teaching mathematics and conceptualization. formal formalization and we're seeing the fruits of our labor of a through line of solid curriculum instruction that's going through and that is the story all the way through like if you look at the the column all the way at the end and you look at the 8th grade average there they are from 27 I mean they were 23% in the 22 23 school year they are now 41% at or above benchmark so we're increasing that number as we move along which those are positive indicators ators for success when we take the PSSA.
You go to the next one, please.
This one is different. I've not had this one on board reports before because this is the correlation of the graph that you'll see next that I'll show you. But this is better to look at in numbers because that graph kind of gets a little funky at times, but this is what I use to calculate the graph anyway. This is the information behind that. What I like about this one is you see that blue line at the bottom. If we take grade seven and we look at that that through line, these are the cohort groups of students.
So those are the students when they were in grade seven, their BOI in the 2425 school year was 546.
They're leaving going to Freedom High School at 762 as their average. If you look back at 2223 school year, our students back then when we were giving these reports, they were at 577 going to high school. They were at 631 going to high school. Now we are sending students to high school at 762. Now again, it's not where I would like it to be. I would like it to be at 8:30 at this point in time. But compounding over time, if we go through consistency and coherence in a school system, as the students keep moving along and they're receiving the same high-quality instruction across all 16 elementary schools and four middle schools, this will enhance their success in high school. And we're start we're starting to see that. So the other goal is when you look at them when they were the eighth graders that when they were in seventh grade, they were at 546. Now we're moving them 762. That's about 2 years worth of growth. So we want students to averely grow 100 points in a year which is the equivalent to one grade level. We're growing them in two years there at 200 points. So that to me and you see that trend line going up except kindergarten. Kindergarten tends to stay but I mean they come in higher.
So they're at 86. Our goal is to maintain that. And so you can see the through line of every time you move like the fir the kindergarteners at 33 and now in set in first grade they're at 206. So we're constantly if you draw that line back and forth from each cohort you can see a two years worth of growth there that I'm pretty happy with.
So um to me that is I'm very excited to see what's going to come out in June when our data comes out in raw form that we we can see that work. But this is this is the story of mathematics and I'm pretty impressed with what our teachers have been doing. This is the work of the teachers, the administrators and the coaches that have been doing this work.
So I'm pretty happy with that.
>> So um >> go ahead.
>> Do you want to show the next slide or >> Oh yeah, the next slide is you can just see that in graph form.
>> Thank you, Mr. Armato. Um so a lot of times we talk about Aadian data. Um I take that back all the time. We talk about eadians and Il data, BOI, MOI, and EOI reports, but I want to share a couple anecdotes and a couple pieces that we don't always share. So, um, a really big highlight is that Liberty and Freedom exceeded the growth standard on PEOS, P uh, Pennsylvania added. Um, they exceeded the growth standard, meaning that they were predicted to do so well and they actually did better um, than they were anticipated to do.
they beat that growth standard for PEOS on the Keystone literature exam. Another thing I want to share with you is um last year it was right around this time that we got our PSSA scores and I remember driving from one building to another and I just was so excited. I couldn't not call Aaron Martin Medina who is an outstanding principal over at Dunigan Elementary School. I'm like your scores went up so much. It's so exciting. and her fifth grade group um specifically they had off thechart growth in PEOS specifically and uh in math they went from 6.2% proficient or advanced to 20.8%.
They over tripled their proficiency levels and that math success didn't live in isolation. their ELA value added was even more off the charts with that group. And so connecting it last week I just happened to have the privilege of being in Mrs. Nicole Hel's class at Dunigan uh excuse me in Brockl sixth grade and she was just remarking about her kids. She teaches math in sixth grade over there and she was remarking how confident the kids feel. They're talking about I feel really good in math class. that's not always we want it to be, but that's not always the typical comment we're hearing. Um, and so a couple just, you know, anecdotal pieces that I think contribute to the big greater picture of what we're we're drawing tonight. Um, the other thing that I think is just making a connection to what we're about to talk about in a few moments. Um, when we talked to Mrs. Martin Medina about some of the success that that amazing fifth grade team did and that team those teachers really put kids in the they were phenomenal but she really felt that one of the things that took them to the next level was some of the coaching that they received both from our BC coaches and the S reb coaches that you see at 4.03 tonight.
And then uh the last piece I wanted to share with you was um you know we're going to see spring keystone data later this summer, but um the winter Keystone data came in and another instance where I just like could not I didn't actually pick up the phone. I I drove over to Freedom High School because I was so excited and I I sat down Mrs. Kvaki and Mrs. S. Like guys, your Keystone algebra 1 scores. Now, these are not our most precocious kids will take algebra 1 in the in eighth grade, they had the highest Keystone performance on the algebra 1 since the Keystone exam was administered, which now listen, it's not good enough.
Like, we're not there yet, right?
But we're making some really great progress. Our leaders are doing amazing work. Our teachers are phenomenal. Um, Liberty had uh combined with Freedom, they had the highest proficiency level since the winter of 2013. And I I picked up the phone, I talked to Mr. like, "Hey, this is amazing."
And one of the funny things I wanted to share with you is I I had the privilege of talking to the two math department chair, Mr. Frank and u Mr. young who are outstanding men and outstanding instructors and they go do you think it's cuz the kids put their cell phones away. I'm like, "No, like that might have helped like 1%, but it was good instruction from you guys." And also the story we see her here tonight that at each level we're sending kids a little bit stronger and a little bit stronger and a little bit stronger and it makes a really big deal. And it's yes, our teachers feel a little bit different about it, like oh these kids are coming in a little stronger, but then the kids feel that confidence and you hear that in the anecdotal conversations. So I just wanted to share some of the fun things that we're noticing in terms of our growth. So that's what we have. Any questions?
Just one question on I wonder this every year asked why do we not use um for reading? Why do we only use it for math? Wouldn't that be more of a fair comparison between the two? Um, and I'm not saying the math is too high or the reading is too low, but if we use the same tool for both, um, I think level up, is that what they call it?
Like why don't we use that for reading?
>> So, it's measuring different things. So, when and when I first started for literacy, it's it's evolved over time, but it was all grammar. So it was just assessing making new nouns and verbs and punctuation which is important but not the thing that we're using measuring stick. And so while they have more it it gets more complex because if we just do like there's different comprehension things on there that's not really telling you where the issue is. So is it vocabulary, is it syntax, is it all the things. So we look at this as the measure of risk in terms of the the phonics and fluency skills that the the students need. Um, and then it gets we we've talked about this and it gets messier the I'll just use that word the older they get because there's so many comingled things in there that it's very hard to disentangle by like just a comprehension test what the underlying >> so it's not measuring >> all aspects it's not measuring the different specific things you want to get down to and and the the the remedy is to >> that's fair you don't have to sell me beyond that. Well, but it's also not just like so to just do more practice.
It's not like we're just practicing fact fluency. It's like we don't know how what that vowel team sound makes and so we have to have more of that instruction from the teacher. Yeah.
>> Thank you.
Um I guess what I I'm looking for here in this report and I mean you were sharing some anecdotes which are I I love qualitative data because it really tells you about the culture that's also coming along with the learning because positive culture brings more better uh better results.
What are you telling us about what we need in the budget for sustaining the coaching, sustaining the the um support systems so that we're not going to pull the rug out of this progress?
We need to we need to hear it very plainly, please. So, I'm going to just cut to the core on students deserve and can do grade level work. And I know that's not a specific budgetary item, but I think it reflects a lot of the work that we do and we believe that in our core that students deserve and they can do grade level work. And so tonight you'll see some of our recommendations for the end of the the month of uh some renewal of um curricular products. You see this evening um some coaching for our schools. um you know continuing the support of some of the systems that we have in place. The second thing and some of the people who work with me in Bethleary school district often they're like oh here she goes again because these are things I consistently say. The second thing is the teacher is the most important variable in student achievement.
And so really high quality instruction is what produces these results. And so um we have two mechanisms and I'm just being very blunt about it. So we can take our existing teachers who are excellent and support them in getting better. And so that's the professional learning we provide and the coaching and just supporting them on their journey.
And the second thing is hiring really great teachers when we have a vacancy.
And so I hope I answered your question, but in our eyes those are some of the very specific things that contribute to the success that we see.
I could say one thing that it might be more in the ether than it uh on the data on the page but 10 years ago you heard much more frequently from teachers and students just not good at math like and you heard that refrain it was comfortably expressed by some people at times um I give credit to Dr. Leon and Mr. motto and the other math leaders who are now it is not cool to say that in the Bethlehem area school district and we're uh yes you are you just don't know you're good at math yet or we have to get you to be good at math but there seems to have been a little bit of a turn from um we'll do well in math for some students or as well as we can possibly do to everyone should be able to be doing well in math and I can feel that that sense you don't even hear the comment not good at math in district meetings anymore.
>> I can also say the one thing that you see and that you see in some of the budgetary things is in our elementary settings our teachers are generalists.
Kim and I talk about this quite frequently. So they go to school they do not have many methods courses in the math world or in the literacy world. I was an elementary ed teacher. I was one of those. I had two literacy courses. I had two math courses to teach math and then one science and one art. So a lot of times when we when we work with teachers a lot of things they will constantly say to us is okay I have this but can someone show me I need support I need help I need to know how to do this can someone provide me constant feedback so we think in the sports world we have all these amazing athletes who are great at what they do they receive coaching and support so what you're seeing in math is we have identified a rotation of schools over the past couple years that we go into in a coach coaching cycle. So Heather and Michelle Vulker, the two math coaches that are district um employed and then contracted services come in too and support a whole lesson study by design. So the first session is they all sit with the teachers, they just talk about them. They go into their classrooms. They model instruction using Reveal Math, what it looks like when you go through a class, what instruction moves happen in real time, and the teachers watch and they facilitate that.
Then the next lesson, all administration is pulled out of it. So we can only go to the first time that they're there because the coaches are the ones teaching all the lessons and the teachers are facilitating it. After that we're out. Then it's the coaches and the teachers intimately working. They plan together. They look at the curriculum.
They understand like what is happening when their students are teaching. How do they build small groups from right when they're doing something? It's responsive teaching. It's it's a lot that occurs.
And so that has been a cycle that has gone through. You will see data in the district report. Clear View and Spring Garden Elementary School have really good data in here and if you keep looking at it, you will see some of that. They were coached this past year.
So, they had a cycle of support in there that was going through. Next year, we're moving to Found Hill and then it'll also be um James Buchanan. We've already been at Governor Wolf. We've already been at Freemansburg. We've already been at Dunigan. Last year with all of that success of Dunigan, they were getting a coaching cycle. So, there's 16 elementary schools that have to build through that. And it's it's it's a it's like a process of visitation and going through, but it's a place where teachers feel comfortable. They will tell. I mean, Dr. Lisa and I have received messages from teachers who who've been like, "This has been a great experience for me." One of our teachers at Clear View Elementary School is retiring this year. And she took part in that coaching, took the time to come and find me to say, "This is the best thing that's ever happened to me, and I'm retiring this year, but it was one of the best experiences for me." And so, um, you know, that that's what our teachers need. They need that kind of support and instruction.
>> Um, then to follow up with that, again, I go back to the budgetary thing where we are trimming as much as we can. We're not even touching the fat anymore. We're cutting into muscle. I don't want to do that. And I'm sure my colleagues don't want to do that either.
So the question then becomes as we're doing this rotation, how are we sustaining the energy and the coaching?
Because you know as a musician I'm still taking lessons, right? And you know I shouldn't but anyway my point is we want to keep that that energy going that positive affirmation that positive um outcomes. At the same time, um the consistency of these teaching strategies, I want to make sure that we're really investing in our teachers to take on the challenges of grade level appropriately. You you've shared so many great stories about not answering for the students, really empowering them to work it out. and and I I'm just so concerned that all of this investment, we're not really carefully looking at how to sustain it as we're continuing to grow. So as we talk about it from the um financial point of view, I think something that we can reflect upon is I've shared this um example before is the student at TJ should know no different based off what we are doing with our budget. Um we are sustaining as much coaching as we can.
We are sustaining highquality professional learning. We are still prioritizing those things we really believe in. we are still purchasing the highquality instructional materials and so um we are maintaining um our class size ratios. There are no differences there and so a student and I use TJ as the example or um maybe like another example might be a niche. They should know no different based off some of the hard work that our team has done on getting us across the finish line with the 2627 budget.
>> Yeah. I just have an a question. How long has the idea of coaching been around in the district?
>> A long time.
>> Yeah. I was a coach at one time way back. It's been we've had coaches before and then we didn't and then we did and then we didn't. And so um I know that we've worked very hard to to build capacity. I was going to say I mean 10 years ago we had a large budget that was bringing in people who needed to provide our coaching on the literacy side because we didn't have capacity and now we've buil worked hard to build people who can do that internally. And so um as as Mr. Ramato mentioned right all great athletes executives you have coach because it's that we we teach our children that we are in pursuit of continually getting better each time every time right that's what we want for our teachers as well um and so we provide support to teachers but we are also supervisors right same as the principal and there's a different relationship when you're someone who can evaluate you is providing feedback versus someone who's a peer providing feedback and that's really important too. So coaching goes back way it predates me but um it's it's an important it's >> Dr. S was an instructional coach one >> instructional coaching is considered one of the best school improvement practices and then there's a continuum of what effective coaching looks like is it job embedded is it recursive is it aligned to curricular materials is it and so I know Dr. Lisa and her team look at those best practices and make sure that's part of uh their regiment of coaching. The challenge is and you mentioned that we're a large district. Cohorts need time to go through. We have new teachers who come on in the schools that had already received the coaching, but for them it's brand new. So, we have to go back and recapture that. But the the process of instructional coaching, especially in uh schools where children are behind grade level, is an essential strategy.
And um have you seen fluctuation in numbers with um the coaching that has been implemented for a long time?
>> Over the years, we've had large teams and no teams. And I think we're right now at a healthy, hopefully sustainable, that's the goal, a sustainable point is what we endeavor to be. But it's been high, it's been none, it's been a little. And I I would hope that we're at a >> and is it because of the fact that you don't when you see those fluctuation in numbers is it because you you know there are there's lack of staff is that the reason >> it's not the lack of the ability to hire staff it's often financial.
>> You're welcome.
I just had a quick question about the um the literacy the rainbow >> yes ones um that I don't know in in this one um just and we've talked about this before that at the elementary level it like those rainbows look fabulous because students are moving up through the colors the the red tends to be the most stubborn. Um so again in this conversation of coaching and support sort of thinking about um those uh students who are who are starting the year well below basic they tend to be the the most stubborn category although on the positive side um so is the blue so is the well above like that's that's very stubborn too.
Um, but one thing I noticed, it's it's rare at the elementary level for those rainbows be beyond those students who are starting well below basic in the other if you're starting yellow, green, or blue, it's it's a teeny teeny teeny tiny sliver in any of those other rainbows that end up in red. Um but at the middle level um it looked like I'm trying to fly through this fast enough that um again starting this the year well below basic that rainbow got stubborn and there weren't many kids for example looking at sixth grade right now the rainbows of sixth grade there weren't many that got out of the red but then some of the yellow a significant chunk slipped into the red and so I again a lot of this these efforts are far newer at the middle level yeah just a sec. Or far newer at the middle level than they are at the elementary level.
Um, and so I just didn't know for that sort of not only the most vulnerable well below benchmark cohort, but in the at the middle level that like maybe right on the brink below benchmark sort of what the the intervention was or that the sort of multi-year plan for either those students or those teachers. So once we get to middle school, as as we've talked before, it's not just one teacher that you're with all day, right?
We have multiple change classes every 45 minutes. And so that's why we've been training all of our core teachers and special ed and um ESIL on keys to literacy to help maintain that core piece. It's not going to um remediate the very low, but it should help keep kids from slipping if we're using all of those components. um which is another place where coaching comes in because as you've added a new training you know we we've talked we've done comprehension then vocabulary and this year they finished writing well those are multiple strategies now how do I incorporate them all together so that we get the multiplier effect and I'm not just only using let's say two column notes right I want to use all of the things how do I get them in and and how do I my science teacher doing it and my my social studies teacher so that's part of it to try to prevent the the bleed to to drop out of core and getting kids to actually do the reading of of the text and how do we help support them? And then for those kids that are lower and one of the things that um we don't have in here, but we we can certainly share with you is um for sixth grade if K through five, we have um pathways which we've talked about before. So even though you might be in intensive and you might still end the year looking like you're red, you've you've grown. And so sometimes the gap is large enough that you can't close the gap in a year, right? It's a multi-year process. So we try to have them on a faster path, more accelerated pathway so that we're closing those those gaps. So we look at that as well. Um and so for those kids who need um more of those foundational skills because we we see they didn't do well. Okay. So we might identify there's a coding issue in our intervention enrichment period. Um we have students in rewards which is a um it's building those phonics skills and multilabic skills. Um we participated in a two schools did a uh participate in a research study with an intervention called the third quest which is a similar type of intervention. Um and then for kids who uh have more significant needs we loop in Mrs. Dr. Reneck and um we have phonics for reading. We have some other um youly programs that we are targeting those those skills.
>> Yeah.
>> Beck pulley is as a child gets older especially in the middle school and high school a disproportionate amount amount of their data determining their reading reading success is dependent entirely on comprehension and comprehension requires uh background knowledge. It requires foundational skills. It requires a strong relationship between reading and writing. And unless you're sharp on though, like if you're with your u elementary classroom teacher K to five, a lot of those things are integrated together because you're have the same teacher. Now all of a sudden you're getting into the four different areas of comprehension. You may have some of those students may have had insecure foundational skills and now I'm being measured at a higher level because of comprehension. That's a cha that that's a challenge. Now the way around that is you well the way to support that is to make sure that your coaches are in there coaching in the discipline that they're in there as well as giving the enrichment period to help secure any of those foundational skills. But it's no longer just a thing of fixing some foundational skills at the middle level to make your reading improvement. You also have to have all the other corresponding factors. I would add, you know, a couple years ago we said we're not we're going to stop saying that we're not math people, like we're all math people. Well, the new thing, not new, but we are promoting constantly the notion that we are all literacy teachers at the secondary level because no matter what the discipline is, social studies, art, math, we should be summarizing in a written format even in the class that is primarily with the numbers, right? And because that helps us to consolidate that knowledge, store it in long-term memory, etc. And so some of all these things go together, but that notion that we are all teachers of literacy, sometimes that like messes with the brain a little bit, but I think we're getting there.
I have one comparative data question to ask if it this is possible. And Mr. Antel, I hope you're listening to this question.
We have a small number of students who do attend the BASD prek programs. We also have a very good program um run out of the office of equity of parents as teachers. Is there a way that we could do a comparative score analysis of the students who have received those services to others in the same classroom so that we can see a story of possible um impact of these types of um uh I'm I'm just reading something from PSBA on it. the this this comprehensive program.
>> So instead of just what happens in the classroom, what other supports that this district has been putting together, is there a way to see that in comprehensive picture through data?
>> Absolutely. We could take a look at the kids. It's exactly 120. I think Mr. Fontes is probably like, "Yep, it's occasionally 119 if one kid moves, right?" And then we fill that seat with the 120th kid.
>> No, that's the prek kids, right?
>> PreK kids.
>> Okay.
>> Yep. But we can compare those 120 kids to now we have specific pre-k classrooms at specific buildings.
>> Sometimes if a kid is at pre-K at Marvine, they are going to find themselves at kindergarten at Marvine, but that's not a rule, right? And so they're not necessarily then the direct comparison. We'll take a look at the data.
>> Well, we could track them by their student number, right?
>> Yep. Okay. So even if they transferred to different schools, my my point is if we can show that for the generally most part over the last three years the 120 of the class of 2024 etc etc >> compared to some randomized number of students who weren't in that y >> I think that would be a very effective picture for community understanding of how effective these programs are in preparing the kids for ready to CSI oneting students. One of the things I'm not was the transient rate. So Brock's transient rate is about onethird of the population of that building circles out of it. So it's the equivalent of one grade level. So imagine a school losing one grade in and out of the doors in a year's time. And so I remember when we did the initial onset, we probably cried a little bit over the systems. When we look at our internal mechanisms, when we extract the kids that have been here through our programmatic change, we always see that they're very strong. So that is that is what we see. The kids in our systems remain strong and they go all the way through.
I'm excited from the structure literacy side of what's going coming out of the state that we can get more districts around us when if if we get coherence and consistency in a system then they move in we're not backtracking and so what was happening every time we would see new come in at Brock they would be like okay now we have to start back we had to give them an assess we have to see where they're at and then we're putting them in something because we're trying to close gaps that we it it's like a community piece especially in the literacy world anytime a kid moves and they're in and out and especially K1 and two and they're they're not getting the phmic awareness and those foundational literacy skills then they progress into a middle school setting and now you have a sixth grader doesn't understand our controlled vowels. So it's like >> but that's that's not the cohort that I'm interested in talking about the young >> we've already seen the stability of our system.
>> Sure. like it that that and I agree. We I mean our teachers will tell you they know they can identify pre-K kids from prek.
>> I I'm just looking at the impact on scores of ready to learn in first grade and in kindergarten and second grade those students who participated and got those services. Can we determine it?
It's not going to be an exact science. I get that. But it will be a support advocacy tool and that's what I'm asking for. Thank you. Any other questions?
All right. Thank you. That was very informative.
All right. Um, moving on to agenda items for the June 15th regular board meeting 4.01.
Um, purchase of Parent Square subscription.
So, we presented information about Parent Square at the last meeting. So I think you're familiar, but this is the K to2 messaging app uh that we're look looking to um purchase a subscription of. Um one of the really big positives is that this will improve the stakeholder experience from all different perspectives, but also a really important thing is that we will have that information and data for to make sure we're keeping everyone safe and we're having records of all those things. So uh looking forward to this comprehensive solution.
Sorry. Um, and every teacher, coach, everyone is required to use this, correct?
>> Yeah. So, like cut I my understand is cut time and band and all the Yes. Um the the idea is to really streamline it.
And I will say this, we have um I don't know the name of it. I know Mr. James is like for athletics we we send kids on certain apps tailored um athletic workouts right to the specific position and the specific sport etc. And there are messaging capabilities on those platforms and that platform still like has a good purpose but we should really centralize that parent student teacher coach communication um so that it's streamlined and I also like personally the notion of saying to a kid like if you're getting messaged outside of your BISC email or the BIC approved messaging app parent square that should be a red flag for you and you should tell an adult if that makes any sense. So any coaches that work outside the district but just come to like coach >> we'll have access >> but they'll all be instructed on the use of this.
>> They'll have access.
>> Thank you.
>> No go ahead.
>> Okay. Um as you were going through the process from the last month and through this have there been a number of teachers and coaches that have had a chance to get on this app and to see if it's an intuitive transfer for the messages that they used to use?
>> Yeah. So Mr. James has done I mean many many many demonstrations with all different stakeholder groups elementary, middle, high school coaches, band directors, club advisors.
he's really showcased like he he's done the full um traveling show to show everyone how it works and um like how it all works from the different perspectives of the end user who is the coach, the end user who is the student, the parent etc. So yes, he has pedled this product and he has also presented them with other like he had a whole committee of representatives who evaluated many products not just this one and so this was the product that the committee with representatives of all different walks of life felt was the best product.
>> Okay. And then um one followup if I may.
Um just in terms of the um the contract itself, I mean it's it's boldly saying that it starts today. Okay. Um and then um I I just don't understand the the itemization um you know the first term the the the classroom and then the parent square pay. What does that really mean in these itemized things? I I don't get this. That's a great question.
Thanks. Thanks, Mr. James.
>> So, yeah, it's the idea is the communication tool, the the parent to family and building principal to family as well as coach to athlete and music director, coral director, band director, all of those groups. That's all in the communication tool that there is another feature that they're including. As you can see, there's it's zeroed out in terms of costbook, but called parent square pay. And so, um, Mr. Per and I met with them to talk about what that would look like. We're probably not going to implement that right from the very beginning, but that'll give us the ability to collect money for, you know, field trip fees and things like that as we go. And then we have the option with them if we want to to move into um mass notifications like district level notifications, you know, snow days and weather things like that.
But we that's a decision we haven't finalized yet. We want to use the communication tool first and make sure that it works as well as we think it will and get everyone some time to get, you know, oriented to that platform first.
>> So let me give you a great example. I pay for BISD child care. Probably not next year, but potentially in the future as we see how this work and jives with systems potentially the messaging I get from the I can also pay for the BISC child care through this app. Again, centralizing everything as much as possible and it's coming at no fee this opportunity like this option. So, um, that's delineated. Also to mention, they're giving us early access so that we can be in piloting and getting everyone on board. And so, we plan on using this with some of our summer programs.
>> And I can also just to clarify the question about athletics that um, Patrick asked about. I just spoke with um, our athletic directors this afternoon. We have some apps as Dr. Luc mentioned that are very specific um you know that that that provide you know the strength workouts for some of the athletes you know that provide game film for the parents and so forth. You know we're not asking that we're not telling the our our athletic teams you've got to dump all those. We're saying you can use those but we're going to find a way to have those coexist and then the when it comes to just communication posts updates alerts they should all flow through parent square.
Um so now with the athletics specifically um and speaking with them today you know fall sports it's it's like it's already happening right the band trip you know the trip to London that's already happening in the bandit so there are some things where you know for classrooms and teachers in K to5 where they're using dojo that stops right away and we are 100% parent square all the way no questions asked the same's true for middle school um and I worked with the middle school band directors again get getting them sort of all surrounded and make sure everyone feels supported that you know they need to be well trained including the parents. Um the one area where we're going to probably have a slightly longer runway is going to be high school athletics. So just to be clear that but the goal will be by the winter sports season we've got everyone off of some of those other just communication apps remind and the band app and and get everyone on the parent square when it comes to the communication. Not speaking for anyone else, but I I think everyone's totally agrees that there there's apps for different per purposes, but to have everything streamlined through this makes total sense. So, thank you.
>> Um, you mentioned that it the contract starts today, but it's July 1. I just want to >> we have free like they're granting us early free access at no cost. Okay.
early >> and so um but this we are not approving this until at the end of the month.
>> Right. Exactly. So Julie, just so that the public knows, you know, we didn't approve something.
>> Correct.
>> Okay. All right. Thank you.
>> Correct. Thank you.
>> Just a couple questions and I'm sorry if you covered this last month when I wasn't here. Um I 100% support having messaging go through one app. I think it makes sense um for safety of students as well as protection of staff that are false could be falsely accused or anything. My question is, um, how do we make the other apps go away? For example, and I hear what you're saying, like Team Snap, my kids who play sports, Team Snap's great, has scheduling, it's got maps, directions, all those things, which could still exist for that, but now parents are still going to chat on there and coaches are still going to respond and kids are going to chat back. You can't eliminate that because I assume this app doesn't do those things that Team Snap does.
And then I look at on the other side of things like the band app, same thing.
parents can post in there. They can create events, the fundraiser, the car wash, um whatever it is.
Will those ever we can't force those to go away if the parent group is running it, right? And then it it's kind of counterintuitive what we're doing. And then my other my third part is I just worry that are we going to walk to hold teachers hands like I feel like we dumped hometown ticketing on people and it's been a it's been a show. It's been a show for a lot of people trying to navigate it on the fly. Some schools scan every ticket, some schools don't. I was told I have to. It's all like, yeah, >> I just feel like one day we woke up and it's like, "Oh, here's your new online ticketing service. By the way, it's charging fees and not like the free service we had." And like it was a mess for a lot of groups that tried to use that. Um, >> so you asked a couple questions. You mind if I jump in?
>> Yeah, I'm just rambling on everyone because if you have more, that's great.
>> No, those are really big.
>> I'm trying to keep up.
>> Okay, let's go backwards. Yeah. So, first off, um we do pro plan on providing training for teachers and we already started. So, we gave them an orientation at the elementary school and elementary school is making there really isn't a messaging system at the secondary level for teachers. Now, for coaches and bands, that's a separate thing, but for teachers, there really isn't anything.
And so our elementary making what some would call a seismic shift for them with class dojo. We did start orienting them and giving the overview as recently as as May. It was like a like about an hour we gave them. But we plan to provide more support. And one of the key pieces is we can't do a ton with them until the school year's opening because we want to support them on creating your rosters and how do you do this and how do you until you can really dig in and move your kids around. The hypothetical is tricky. But we have started to um orient them and over overwhelmingly it seems like very positive um uh vibes coming out of the elementary level. And as it relates to coaches and band directors and club adviserss, etc., we're going to have to provide them support along the way. Um, but yeah, we have that on our brains as it relates to team snap, band, etc. Um, you are correct. Um, I I feel it's good for us to be channeling the messaging that this is the safe and secure way to now parent reaching out to a coach. That's one piece.
But for students specifically, this is the safe option for you for messaging.
and there should be red flags if you're ever receiving a message from anyone else um or any other mechanism. Um we're going to navigate this one step at a time. Um and we want to work with our athletic directors and our coaches. We want to work with our music directors and our club advisors. And so, as Mr. James said we're probably not going to be totally transitioned until winter sports season, but um some of these apps serve a good purpose such as we were talking about team stap and here's what your conditioning workout is, etc. Um but I do think there are some really good features of parent square that parents will lean into. I don't know if you got this one, but uh when I shared this with parent advisory council, they like all like had a vocal reaction of it sends at what is it? 6 p.m.
>> Digest >> a digest. So instead of getting pinged all day long, they get one summary of all the information that came from school or clubs or now if there's a water main break outside of Asa Packer, you can force that message and it doesn't go to the digest because that's a critical message, but the parents all have like an audible like exhale of like thank goodness. So I do think some of those features will have people leaning in that direction. Did I answer what?
Did we miss any of the questions?
>> Yeah. Yeah. I I don't think that I think I love the idea, don't get me wrong. Um long overdue. I just don't think you're ever going to eliminate coaches, advisors, whatever. Chatting with kids through Team Snap and those apps because kids are lazy as am I anybody else. I had to go on Team Snap. I had to find the location of the game. I forget if it's home or away. And while I'm on there, I got to tell the coach I'm going to be 15 minutes late. It's It's never going to go away.
>> Yep. But >> we get that >> as long as there's some grace with our staff, not like you know, you reply to that kid on team staff. Well, >> yeah. And I think what we're going to work really with the athletic directors, you know, closely on an implementation and the idea will be to get them to some interoperability, right? So, so there's some very specific information contained in one of those apps, but if we can find ways to build the the protocol where you know, maybe you put the link to the teen snap, you know, in a parent link message, so it's kind of all flows through the same way. The other thing that we haven't really looked at with the tool is um parent square does have give us the ability to allow the create for the creation of community- based groups to still be in that platform and have an affiliation with us. So we, you know, we wanted to have, you know, like they recommended like in some some districts that use parent square create an alumni >> group and they can, you know, they can communicate among that group in themselves. And so there's some other use cases that we we can look at. But I think um the thing that I was really most excited to hear when I started doing some of these various demonstrations for various groups, teachers would come in, their principal say, "Yeah, I want this person to go because you know, every building sent center a rep, a delegate, if you will, to one of these Zoom demo calls." And the most u the most engaged question I got again and again was, "Yeah, I'm also a parent. So, how am I going to make that work?" like how am I going to be on Parent Square as a parent and but then all of a sudden I'm also using it as as a as a teacher and the just the smoothness the interface is like it's literally one little click toggle button to to pivot from teacher here to parent here and you can use this account switcher. One of the things that's also nice is you know a lot of our parents don't really like kids won't do email right kids will do text parents a lot of them too don't really necessarily want to download an app or have to go check email they want to do everything on SMS so it it can it can flow exclusively through messaging or if you want to you can download the app or you can use email and all users at all levels have all three choices and it's still operate seamlessly >> and the digest mode like Dr. Lis said is going to be I think a big help for people so their phones aren't throwing up all day long.
>> Good. Thank you.
Our professor covered a lot of what I was going to ask, but two questions I had. I'll ask them both. What's the roll out for parents? Is there going to be like a district-wide push to parents? I know we had a lot of trouble parent view getting them to download that app. Uh so this is another app. I think parents are going to be like, "Oh, another app." Um, and a lot of parents aren't involved in as sports and theater and band. So, I think maybe just wondering what our what our kind of public relations piece is going to be to get them out there. And second of all, and I think you mentioned it. So, um, cut time like the band uses that at Nichman for and they do a lot of finance stuff through there like >> inventory. Yeah.
>> Yes. Hey, like making sure uniform is, you know, you have to buy the gloves and stuff.
>> Sure.
>> Um, >> is this going to be able to handle that or >> No. So, that's an example like they'll still use Cuttime as an inventory management system, but they but they can continue to use it for that, but for the alerts, the you know the the communication messaging part of it, we'll we'll ask them to use parent square because it's got better functionality. One of the things that we heard from a lot of parents and teachers or and folks who are both is um you know a situation where and I don't know which app it was it band app or one of them where everything kind of acted like a gigantic group text. So there's 500 people on this group text and one poor student is locked out of the band room at Northeast Middle School and everybody's getting the ping on the phone saying can someone unlock the door? So you know we don't want that like like so keeping it you know the functionality of the way that this the messaging is structured is designed just for that cut time does a fantastic job for what it does on that on the fiscal side and the inventory side and we'll let it continue to do that part well and get everyone to say well for the purposes of the communication let's just let's use parent square and I did actually um Mr. Zel Moyer was one of the people that was engaged in our conversation at the >> time. It's great for giving out mass messages, but it's not great for individualized messaging between like you and the band director or major director. Um it's it's kind of it's not good at all for that actually. So, >> right. So, like the message to our teachers and I will ask answer briefly what you said about parents, but is like to say well yes, you know, some of those apps could do it. Okay. But think about the parents. do do if you can message the parent and parent square that's where they're we want them to have to not live in 15 different places. So consider their user experience and whenever possible really let's let's use that as the primary means so they don't have to be going across so many apps if we can help it um with respect to um orienting and and providing support for the parents. I just met with the parent square folks today with the committee.
Um they're going to give us some really high quality starting off with some parent facing just video content. Hey, welcome to Parent Square. Here's what it looks like. Here's how to use it. Here's how you can proceed by signing up and downloading the app if you'd like to.
Not required, but certainly uh here's how to do that. and then um you know timing on you know videos and all kinds of resources and and then we'll um you know we'll be doing flexible learning for our teachers also in the long but for parents yeah that's going to be missant and I are going to do a lot of public messaging >> and just kind of one quick thought then so I have one child so is there like one account for my child that my wife and I will be on but if you have multiple children are you going to have multiple accounts >> well it' be one account but it would so you'd have one parent account and then within that account you can decide which me oh I will show me this school's messages and show me this so you kind of can kind of filter it down and then you'd get at as Dr. police said at 6 p.m. you'd get a little thing that says, "Okay, here's all the information from today, all it coming through at one time at 6." So you're you can just kind of look at the digest of the day's communications other than those ones that that are timesensitive that can be pushed out immediately >> and just I saw there's like 12,500 which is roughly the number of kids. So like each parent gonna is like each child have one account that multiple parents can >> log into because I know some people use grandparents and stuff on these apps.
>> Yeah.
So, it will uh integrate with our student information management system.
And so, uh you can you don't even have to, correct me if I'm wrong, access that specific app. It will send text messages. You can access it from the website. And so, um you get notified. I I don't think Dojo does it this way, but for mine, even if you haven't downloaded the app, you still get a text.
>> You still get the SMS. And so because of the integration with our student information management system as we have our teachers setting up their classrooms for messaging parents will automatically be uh begin to get their content. Is that an accurate statement?
>> Yeah actually what's the teachers uh work will be a lot less those elementary teachers for all those years creating all their own dojo classes. This will just come over right from synergy. Um so the teachers won't have to man manage that. Now what we'll have to do is when we do that ingesting of that data in that integration we'll probably have some data cleanup to do. There always is. But once we get it all sorted out like we'll have you know it'll flow the teachers won't have to put any of that leg work into it that they've had to do for years with dojo.
>> Any other questions?
All right. Moving on to 4.02 02 Amplify Desmos maths 6 through8 math curriculum renew.
>> This is a renewal of our middle school math curriculum and it's a three-year re renewal >> questions.
All right, moving to 4.03 Southern Regional Education Board Services Agreement.
>> Uh this is a a contractor that we work with to provide um instructional coaching to our teachers. We were talking a little bit about some of the success we've had with this group. Um, and this is for next school year.
>> Questions?
>> Sorry, a couple things. One, um, this has the 2425 school year on the contract, so that's going to have to get changed.
>> Okay. Thank you.
Um, and then I have, this is a lot of money given our current budget situation from a very outofstate vendor. Is there nobody? Because when I read through what's actually happening, this is a thous $2,000 a day for a single person to come and meet with our schools, which seems high. I'm wondering how much of that is travel expenses and how much of that is actual.
>> So let me let me let I I can explain it.
So we look to use in the past we did use esser funds for this >> and most recently we used title funds and we were at certain amounts that triggered us to do a request for proposal. And so when we did the request for proposal for all diff from everywhere, this was significantly less.
This was the lowest of all the different vendors that submitted proposals.
>> How many did we have? Like do we have any vendors like locally through any like instate IUs or any of our colleges?
It just when I read what's being provided, maybe the contract isn't clear enough. It doesn't sound like this is we're providing training for our administrative team at the two high schools over the course of a couple days. Again, single trainer >> and then we're going out to the elementary schools and providing some training. But it doesn't sound like we're actually training teachers. We're training the administrators to have a >> growth mindset or instructional leadership. I have to go back and find it.
>> The training for our elementary schools is for specifically teachers.
>> I saw that. But at the high school level, >> also the freedom and liberty coaching, it's not just their administrative teams. It's also their department chair, their assistant principles, and they've been working very closely with those groups.
Uh they're focusing on Liberty Math.
>> Um and then Freedom's leadership, department chair, assistant principles.
I will share with you that I'd say overwhelmingly incred the individuals who receive this coaching are incredibly grateful and they feel it's very productive.
>> Yeah. I just given our budget situation, I'm concerned with the amount of money we're spending based off what the contract says we're receiving with our administrative and and leadership teams at the schools. Um, and I don't know, maybe I'm too stuck on step by step where we brought coaching in year after year and then eventually we hope to phase off and it took a long time to get there. And if we've had this in place with our ESRE funds and now the ESRE funds are gone. Is this something that has to go away with ESRE funds? You know, we're paying for one person to come in. We could hire one person to do this full-time for half of what this OIG contract is. So just a clarifying item is it's not it's representing one person per >> but it is multiple individuals who come into our district. I think it's to the tune of three.
>> Um >> no I get I get that on any given day there's one person like >> would it make sense to spend the money to have our own instructional coach? It just seems like basic stuff. And I'm sure I'm dumbing this down way too much, but when I look at what they're providing, >> um, job man, I'm sorry, I should have this pulled up.
Um, co support through implementation through co-eing, targeted observation, non-evaluative feedback. Um, that's not the line I wanted.
I don't know. Maybe somebody can say it better than I can. It just it's a lot of money given the positions we've had to cut and scale back on. I just want to make sure that this is absolutely positively the best use of our funds to get the same result.
>> Yeah.
>> Um and especially because with the state of the budget, we're not just looking at this year, but it's snowballing forward.
Um, so if we have this, you know, hit this year, but we're already looking at how do we pay for our budget now? Do we increase taxes? We have to take it from capital F, you know, so there's it's just a long-term view of the budget as well, so that maybe we get to the point where we're not having to have these really hard conversations every year, and we don't want to get to the point where we're talking about cuts or bigger class sizes or anything along those lines. I'm 100% in agreement with you.
Um I don't think candidly I don't think this is something we can sustain forever. Um I come presenting this to you this evening hoping we can do it for next school year. Um but I don't this is not a multi-year commitment. And so um I feel that our teachers and our our leaders find great value in it and they are overwhelmingly grateful for it. and we're constantly hearing uh the positive of this and so um I respect if if that's not the will of the board and um but I'm providing just the feedback that we have.
Um and then following up on the the budgetary questions um if the administrators or or the lead the school leaders have already had this training.
>> Yes.
At the high school level.
>> At the high school they have received some training. They and coaching. Yes.
But it continues. It gets deeper. It gets in more depth. Yes.
>> Okay. What I what what I would be in more in favor of is keeping the classroom coaching and um I think the leadership coaching we have so many great leadership coaching programs through our partnering institutions um we have great leaders within our district. I would be more in favor of keeping the coaching for the classroom teacher that seems to have more direct impact on students >> than because that might just cut this uh yeah that would be a pretty good chunk out of that um total bill. So I would be more in favor of just taking the classroom teachers and supporting that.
>> Okay.
If we can reference the feed store from earlier, one bit of feedback that I receive a lot is that some staff members feel that there's too much too many trainings, too much time that they're out of classrooms um or the disruption of people pushing into their classrooms.
So that that's a concern that I have with regard to this because I I do feel that we have a lot of folks within this district who could mentor. Um and reading all of this, I feel that a lot of this is really suited more for a newer teacher, a less seasoned teacher.
So, is there a way that we can, you know, find other alternatives to help with coaching that way as opposed to dealing with leadership who's already had coaching?
>> Any other questions?
>> Um, so if I'm reading this correctly, there's going to be at the focus elementary schools and then six other elementary schools. So, how many are in the focus elementary schools?
>> I believe it's two.
>> Two. So, we're talking about half our elementary school is getting some of the coaching >> and many have already received >> the two the same as the six at all.
>> No, they're different.
>> It's eight different schools. Okay.
>> Uh back to the I'm sorry. Uh back to the the contract itself then. Your focus elementary schools in the contract on page three. Um just the the the uh heading is elementary fall 2024 spring 2025.
Um >> yeah I >> right >> Mike is also talking about later on in the I would just say you know there's some really interesting >> um I'm sure someone just cut past and and only um changed some of the Was there other dates than that or is that what you were pointing out Mike? I mean, those were the glaring errors that Yeah.
someone sent us a $250,000 contract with two-year-old school year on it.
>> Yeah. Yeah. Um I guess my my biggest my biggest concern is the consistency between this coaching and you know, Dr. Freshedto pointed it out pretty well. Um you know, is you've you said that this is the lowest cost that you've been able to to find. Um, so the e I'm just wondering is the expertise of this particular coaching company both the leadership and the classroom? Are there teacher are there less expensive coaching for just classroom teachers? I mean, is I mean, I don't want y'all spinning wheels on trying to find more teaching resources, but um I after seeing these wonderful numbers of, you know, a great improvements, again, I'm just going to reiterate, I would support coaching for the classroom teachers, but I think we're at a place in our budget where we've got to really trim and and I just think that administrative leadership coaching is something that is nice, but not as necessary. is the other one.
>> Would it be the best um step forward to break it out into two parts? U have one proposal for just classroom based instruction and one for all the other fees, all the other experiences.
>> Well, I I mean, if we're going to be voting on this, I I would I don't I'm going to rely on my colleagues to tip in on this one. What as well? I I don't know how the rest of the board is thinking because, you know, we do a democracy vote here. So, if if the rest of my colleagues feel that maybe we should have two different ones and we vote on A or B at the next board meeting, I don't know how you want to proceed with that.
>> I mean, when I look at it, about 100,000 of it is for high school and the other 150 is for elementary, >> right? Um I when I I found the part I was looking for and it's under high school fall 2627 the date they had correct I think it's on page two at the top and it says the coach will collaborate with identified teachers on day one to complete to plan a standard aligned lesson including clarified learning targets anticipating student thinking align instructional strategies and assessments like that seems to me basic teacher duties.
Um, and if we've had participated through this in the past, do we not have teachers who have gone through this or administrators have gone through it that can then do some of the coaching? So, are we not there yet?
>> I think I I I I always operate best in the when I'm fully honest and I I can't really do anything but that. And so last year we started with leadership coaching for the high schools. The reason for that is because previously Mr. Horleck who is outstanding was working and what we didn't select this group because Mr. Horlick was working with them at Brockl. We had already we had a great working relationship etc. But much of Mr. Horix he he would very frequently cite the coaching he received from S surb as one of the best things that has helped him in his leadership journey and has supported him. And so, um, the notion was as he stepped into Liberty High School principal, let's put as much wind beneath his wings and get him additional support so that he can we can make we we can support Brandon in being excellent and he is excellent. He is outstanding.
But the notion was as we step into this new role as Liberty High School principal, we're also we are your number one champion. how what can we get what can how what can we do to support you?
And also at the same time really channeling the notion of if we're doing something for one school, we should really do it for the other school and promoting the notion that it is best when we work together. And so some of the work that they were hoping to do next school year in their leadership development is thinking through what does it cycllically look like when we elevate our role of department chair to be more robust instructional leaders and what is how are we using our department chair time as there's managerial pieces to that but elevating them as professional um and instructional leaders to support their teachers in the content area because although someone, you know, we're all great teachers, people take feedback really well and they they they appreciate people who understand their content area and they look up to their department chair. And so, how do we create this cyclic nature of a faculty meeting and and Mr. Mr. Horlick talked very um strongly this year and really pushed the notion of teacher clarity with success criteria and learning targets and that was a huge push for him this year. In addition, he did collaborative learning groups.
This work and was outstanding. It was very much supported by our leadership coaches and he is doing such an outstanding job. We are so proud of him.
There are great things happening there.
But I I'm giving this as a specific example of next year they're looking to take their faculty meeting time. How do we launch something as an administrative team then bring it through in our department meetings and then bring the feedback to department chair. And there's a lot going on as many of us know in the day-to-day operations. And so the support in those pieces, those leadership pieces, I think that if we talked to Mrs. Sage and Mr. Horic when they were here, they would say it's greatly appreciated and they feel that it's also elevating their teams um both admin the full administrative compliment and their department share compliments and their aspiring leaders. So that's a little additional context as to some of the work that they've been doing and the notion of supporting our new leader at Liberty and to give him everything we can to support him in his success.
>> Yeah. And that's where I'm torn, Dr. White, because I hear what you're saying, but I do see the value in training our administrators at the top just like we did when we brought in Reading by Third Grade a decade ago or however many years ago it was. We trained the principles so they knew how to talk to their staff and support them every day. So, if we're going to do it, I absolutely see the value of including the high school administrators. I'm just torn on the amount of money given the cuts that we're going to approve next week.
>> Could you could you provide other success stories of this besides internal success stories at Mr. Harle?
>> So, another story other than Mr. or like or like a story from outside of BISD.
>> Yeah, just some other success stories as opposed to because um because we might look at this as being subjective. So if we get some other um stories, it will be a great idea. Well, our eastern friends very quickly started to contract with the same organization because they felt the need existed and they've been bringing S surb in and they are very pleased and very grateful. Um I think it was based off some of the success we were finding and as I was mentioning before um Mrs. Martina over at Dunigan, excellent, excellent, excellent. But when we were talking about the tremendous gains her fifth grade made, she contributed a lot of that back to the coaching her teachers received in that coaching cycle. And so we're seeing those trends persist. Um, so it's I agree with you. It's difficult to make these decisions in financially difficult times. I'm going to say something that is a complicated piece as well. Someone mentioned, "I'd rather it be our own people."
It's easier to let go of a contracted service versus having our own people coaching and then we bring them up to coach and then we put them. That's a a little bit of a complicated. So, one piece about contracted services is it is a one-year commitment.
So Dr. Le, thank you for providing that clarification at the end. Um because I think it is important for us to understand a the need to help help us improve on the continuum of providing quality and robust instruction.
I think that point was made very clear.
I'm glad that you brought in the logistical piece there of because when we do pull people to coach and we make that their sole responsibility, we have to backfill for that position. And then when that goes away, where do we put those people when we can't afford to do it anymore? That's I'm glad that she said that piece because that's another point. Um I think Dr. Fashionto made a point too which I was going to bring up later today but I think this is where we have to really have some hard conversations. This is something that has been helpful. This is something if I'm understanding correctly has been budgeted in some way shape or form whether through S rebortions we've we've allocated dollars to get this work done.
>> Correct.
>> Okay. But we're in a position now where we really need to look at what what are the bare bones we need to succeed. And where I struggle with this is that I think we see I think we can all agree that we see the value in it. But to to your point, do do we in an era where we don't have the dollars. Do we have the dollars? And I'm going to go back to what I mentioned a month ago when we're talking about removing a grant administrator and a homeschool visitor, which are two very integral pieces to the equity work and the hard work that we do.
I I cannot support this when we're already talking about cutting other positions that are integral to the success of our students outside of the purely academic piece. Um, but I think that it's fairly and I'm glad that we're having this conversation. I'm glad that we're having it that the public can hear it because this is this is kind of a this is a tough cell today and I I don't think I could put my vote behind that today.
>> Can we table this so that we can have further con consideration table it to the next board meeting? Um because I I believe the contract uh doesn't start until July.
No, no, no. We're not Oh, >> we could request more information to come back next Monday, but after that it wouldn't be until August.
>> Okay.
I'm just I'm I'm I'm kind of just in a stalemate in my head. I just have to think about it some more.
>> Um >> clarification, you probably don't want to table anyway. You probably want to postpone the vote.
>> Um tableabling has a whole different >> Yep. Well, especially the >> and you have to take it off the table and you have to >> postponing a vote is >> that's fine >> under Robert's rules would be more appropriate.
>> Bottom line is I just wanted more time to to consider and to talk it through.
Um my when we're talking about budget, I don't want to cut anything that's going to help our students period directly. And that's why I'm saying I see that the coaching for the educators and the classroom techniques. I think that's great. Um I don't want to lose that because it might damage the momentum we're seeing in in um grade level learning. However, it's the leadership piece that is making me concern because I don't see a direct impact to the students if we've already had some leadership training. I hear what you're saying, Dr. Fashionedto, but I'm for the students first. And maybe I'm just a little gunshy that we're going to lose one of our leaders to Love Island or something after investing in them. So, I'm a little punchy right now.
So, you knew that was coming in somewhere. Anyway, I just want to be sure that we're we're not going to be cutting something that's going to help our students. What?
>> I'll I'll tell you later.
>> You were at a wedding this weekend.
Would it would it be a a good path forward to say, why don't we bring a couple of different options back to the board at finance next week?
>> We'll be happy to do that.
>> Taking some of this advice and looking and saying, "Okay, we heard. So, well, how does A sound? How does B sound? How does C sound? And does that match the value and the need relative to the academics that you're talking about, but also the sensitivities towards the budget?
I don't need a dog and pony show, but if there's like Mr. Horic or Mrs. Sage or somebody at the elementary level that has been through this and experienced it, I would be more than happy to hear their perspective on it because I think reading a contract, it's hard for us to understand what's actually happening.
But >> you said you don't have to bring a million people out. I, you know, everybody's busy. It's first Monday of summer for a lot of people. But if there, you know, if one of them would want to come and share with pleasure >> perspectives, that might be helpful, too.
>> With pleasure. Any other comments?
All right, moving on to 4.04 Sabas renewal of Envision Algebra 2.
Similar to 4.02, this is a renew renewal of a current product that we're using.
This is the renewal of um used be called Envision. Now it's Sabahas uh algebra 2 and geometry. Um, and this is a renewal of their their product.
>> Questions?
All right. And 4.05, Community Services for Children.
>> Yes. This is a contract for our Head Start program at Lincoln Elementary School.
>> Questions?
All right.
Moving on to courtesy of the floor.
Any seeing none, moving to Oh, no. This is Oh, yeah. I'm sorry. Courtesy of the floor for agenda for all items. Yeah, Mr. Anttow. I was flipping them in my >> I don't know how to say this and sound relevant, but I really have a serious problem with um agenda item 4.03.
simply uh I think there's a common sense approach here and you can nickel and dime yourself to death by buying every pro product that comes down the street. So you got to be smart about this.
But nickel and dime is a small number.
But this is we're talking about quarter million dollars here possibly. So the point enters my mind is number one should the problem solved if they are solved if the problems do exist be solved by proper hiring better screening. I don't know but that's a question should be asked.
Um, is the real problem being addressed? a real problem.
What's hindering the education process most seriously in in the BS BASD which other districts have solved by implementing a strong prek program.
A strong prek program.
Because the problem is not with the teacher, it's with the child.
Child prek is going to to K with a handicap which privileged children don't have.
So prek is a privilege.
But I've never really heard any very serious discussion at these meetings about prek.
It's not addressed.
That's thinking out of the box. Well, the state doesn't say you have to do it.
Let's not do it.
We got extracurricular coming out of the gazoo in this district.
There's a lot of money there and this quarter million is a lot of money here.
So, uh, I don't know whether what I'm saying is relevant, but it just I have a serious problem with with with the idea.
It might be it might be perfect. I don't know.
But I really think it takes very serious deliberation to whether you want to jump into something like this. Very very serious because we're dealing with a lot of money. And the question then becomes, are you really solving the problem?
The problem is not the teacher, the problem is the child.
And this program does not assess the child.
prek wood. So, um I sound like an old record.
Any other comments?
All right, moving on to um courtesy of I mean, sorry, open forum.
Yeah, I want to congratulate Dr. Silva for um gaining a son-in-law this past weekend. Yes.
>> Well, that really wasn't all my effort.
I was uh >> wonderful.
>> Wait, isn't that Dr. Claire Sil?
>> Not yet.
>> Not yet. Almost. ABD. Okay, cool.
>> Anything else? All right. Uh motion to adjurnn.
Okay.
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