st. George or mr. lammott certainly if you do have further questions that I can't answer and I would absolutely be willing if the board is willing and has more questions can certainly come back to the next board meeting and answer those more specifically if you have them but I don't want to put that information out there typically are the chaperones chaperones generally our parents are generally ones that go on the trip and any chaperones are filling out volunteer forms as part of our process for vetting chaperones that are on trips so it would be the two instructors and parents only correct yep that is usually who goes I don't have that typical number I can I could judge I could pull up a field trip list I'll let you know what went last year and how many but it's a significant number of both the band and the choral program scalpers yeah they're all competing on Saturday different bayonet World Vision's and how many how many years have they done this trip this not this they don't do the same trip every year they tend they've gone to Myrtle Beach they've gone to Virginia Beach so they then go into a couple that they do a lot of Florida at one point in time they've gone a bunch of different places they tend to mix it up a little bit to get a different variation of competition [Music] in 2004 and it's been a long time so students are given the opportunity to fundraise right to get to that point where they could the rest of the money that's not that they don't raise through fundraising is paid for by families families don't owe thing there's no district funds on there never has been correct in fact that parents group is usually very active at helping the kids with fundraisers this is the biggest thing that parents group does do we do they need passports for Canada not yes so all of them will have to passport procure their passwords I found that very ensuring and asking that question I spoke with Bob mr.
Lumm Manolo mr. st. George's about that to make sure they understand that passports are required you know even with a verified ID which I now have which is quite interesting will not get you to Canada it can get you out of plane you know in the States but will not get you into Canada so passports are required yeah yeah that's and there's a lead time to that so managing the kids to manage that lead time is gonna be a challenge it's interesting and having never been to Niagara Falls myself I hear a lot about going to the Canadian side it seems like that seems to you know it's a very small portion of the trip they're actually on the Canadian side only that first day and really and then looking at doing some research myself really it's only for the journey beyond behind the false is what I can find cuz the Maid of the Mist is on that here's the Leon the New York side and the turnig on the falls is the Canadian side so it must be wonderful I apparently it's you know one fifth of the world's freshwater falling over those Falls is critical okay further discussion thanks mark okay all in favor okay all right passes unanimously all right last item on the agenda this evening is the district implementation plan so let you do some introductory remarks mr.
Brooks sure sure okay I wasn't sure all right so um the district implementation plan it's a two-year plan start in the fall of 2016 and the report that I will succinctly and swiftly move through this evening because you receive this I believe it's an eight page document over the weekend I will move through as an overview after I introduce and then I will ask the principal's to come up and share their student data information where they're at in year one as mr. Brenda was starting to allude to a little bit during mrs. burns presentation I'm going to kind of look down and read through the introductory memo because there's a lot of context that's very important not only for the board and the public but the folks public who might be listening it at home so again this is a two-year plan and this is this is a summary all of the district implementation plan goals the objectives the outcomes and there's many many goals and objectives within this document to remind everybody back in February of 2016 the board approved the strategic coherence plan the strategic coherence plan consists of four goals goals for learning teaching for learning measures for learning in systems alignment or infrastructure on October 5th of last year so almost exactly a year ago the district implementation plan that were pouring on sieving which operationalizes the strategic plan was presented to the board as the two year plan this plan is anchored by four core goals articulated by many objectives actions and outcomes I've attached a quantifiable summary indicating which objectives or actions are completed and which are still in progress for the upcoming 1718 year the majority of the plans objectives and actions have been completed very proud of the work I think we all should be very proud of the work we've done a lot what you'll know in my next paragraph that I talked about is the results portions of things 29.5 of 47 actions or outcomes or 63% have been completed work will definitely continue to maintain what has been accomplished and to complete the work that is designated as in progress much of the work completed you'll see some things like professional development or kind of cultural shifts in how we're operating our district those are going to continue so deeper work needs to continue with that this next paragraph really talks about goal 2 which is where the principles are going to be presenting local assessments have been implemented in the past year and are continuing this year analysis of the data indicates that considerable growth opportunity for student achievement remains several swirl scores fall short of our indicated targets the targets were intentionally set high as deficiencies in the identified areas we'll recognize as priority areas back in 2015 with the implementation of reliable and valid benchmark assessments now in Montand project monitoring tools we are now developing fluency as educators to use this data to identify and monitor our students in the impact of the adult actions the teaching on student achievement vertical line assessment protocols are being fine-tuning this year to support the targeted instruction to meet individual student needs and finally teachers and administrators continue to work diligently to enhance and deepen their learning while implementing these newly acquired standards aligned curricular tools and assessments to improve student learning outcomes the efforts of the faculty and administration this past year served as a foundation for the next steps in realizing our goals for the strategic plan and staying the course will ensure continued progress toward achievement of all the dip objectives and I just want to harken back when we talk about 1718 this year going forward to back in December last year when I initially presented the 1718 superintendents budget I had a subtitle on there work work the plan this year we had planned the work and started working the plan in 1617 or continuing it we're not implementing lots of new things lots of new initiatives looking for change with our staff we are looking to deepen learning the initial learning from last year of administrative the administrative team and the teachers so they can fine-tune those are doing and really become expert in all the new materials and strategies that were using it's a critical contextual piece I want everybody to understand all right so on page two I'm just going to move to page two and then I'm going to go kind of rapid-fire for you in the interest of time and it's certainly open for questions so the first goal is on leadership development and capacity building there were four particular adult outcomes under there that we wanted to achieve and three and a half of the four have been achieved and we'll continue working on those things like working on our supervisor provision feedback skills you've heard that quite a bit on teacher evaluation and really using adult evaluative data as well as student assessment data to drive our planning we did that in 1617 and we've done that in planning our PD for 1718 and this year we've got what's called a walkthrough protocol you see that written in blue that is in progress we're working on kind of like medical rounds when you see these television shows you see doctors walking around in assessing situations together and collaborating our teacher leaders our teachers and our administrators we're gonna be working on walkthroughs where we do the same thing and analyze instruction so we're really excited about that but developing that protocol and how we're gonna go about that is really going to happen this year so that's considered in progress goal number two is the student achievement area reading writing mathematics and professional development the professional development goals in terms of delivering professional development providing targeted individual PD for our staff that all those adult goals have been achieved from check those two do's off those are ten and a half out of twenty-five particular outcomes have been completed the ones that are either in progress or still still have some work to do the and or have been achieved that are specific to reading writing and math and specific to each will be discussed by the principals I'm not going to bore you and read through all that student data well let the principal's present that and their powerpoints however there's something really important that I'm excited about with a professional development that is a demonstrable quantifiable as Paul you were getting to that earlier it's hard data some information that we've gone just this this this past month regarding our K through three teachers their knowledge of teaching reading and the assessment of survey that they take every two years so the teachers took this assessment in particular survey in 1415 they took it again in 1617 dr.
Ruby's gonna share just briefly a little bit about the results aggregate results of that achievement thank you so when I first need to share with you is that the reading survey is a requirement of the State Board of Education through legislation of all k3 teachers classroom teachers and these the scores well how an individual teacher performs on a test is a confidential issue we don't get individual teachers scores and if we are not allowed to report out on scores I couldn't I couldn't tell you that the average score was eighty or anything like that that is not allowed by law well they can present to you is what you have on this sheet and that is areas of improvement or areas of decline and so if I can just speak briefly about this Connecticut foundations of reading survey they're the teachers got a total score they get there are three sub areas that you see foundations of reading development development of reading comprehension and reading assessment and instruction and then as identified on the chart in front of you the sub areas each have objectives so I want to report out the highlights on us so what I have in the column since I can't reports is this the scores is give you the change in how teachers were formed out of a total of a hundred points there was an increase of seven point one four points overall for all the teachers that took that now remember we have brand new teachers we have experienced teachers and some of the brand new teachers would more likely than not have had I would say reading instruction in how to teach reading that's very different from experienced teachers because of the dyslexia legislation that requires universities to provide instruction so it's not just because you're a young teacher you need to be in the profession longer to learn so we looked at all of our our teachers across the board when we came in 2015 in August and saw what the results were and saw what the areas were that needed to be worked on and looked at what was in the schools and talked to the principal's about how reading was being taught in the in the early grades and that was why we came to you if you recall and told you that we needed to get a phonological anaemic awareness program we need to teach word study and with that too mr.
Chuck owes point before you need to provide professional development and part of the real kind of juice that's in some of these programs as mrs. burns alluded to before is that real high quality programs have embedded professional development in the actual materials and then there's ancillary professional development that comes from our company we provide professional development so what you see on on this paper is that when you look at all of the sub areas our teachers increase by statistically significant point values and I'm not going to read the point so I'm gonna move down to the objectives and I highlighted three objectives that were of note in red and if you look at objective 4 that was where our teachers scored the lowest in 2015 and was understanding word analysis skills and strategies which is phonics they increased by fourteen point six points on average so things don't happen like this when you're when you're working with adult learners that have to improve their skills to then support children to do better so since from 15 to 17 the work that the teachers were doing in their buildings learning the new materials and having PD they were able to increase their their average score by forty point six points the second lowest objective in the 2015 administration of the survey was objective one and none of us were surprised by this week we could see it when we when we first started talking about this two years ago understanding phonological and phonemic awareness thirteen point five five points increase that translates into how kids are being taught and we we see that we see that in some of the data that dr.
Sandlin is gonna present with the phonological awareness skills and where kids started and where they ended up and then even on objective eight which is understanding informal formal and informal methods for assessing reading even though they scored highly on that and into that I mean they'd score probably on that in 2017 all the assessment whether we complain about it or not I mean they the teachers got better in their understanding so I'm I was we we have more work to do and we're going to continue to work on professional development of our teachers using using data to inform us we do take teacher input but I have to be really crystal clear that sometimes teachers asked to have professional development and certain things that are very interesting but we have to look and make decisions over whether just an interest is is enough to make a financial and time investment in certain professional development because we really need to move the needle to get kids where they need to go so this is as in-depth as I can get with this data because of the confidentiality of the assessment but I think that this one sheet tells a really nice story for how hard you know people are working every day thanks Maureen so we're starting to have an impact yeah it really is nice to see that demonstrable impact and you'll you'll see clearly where there's some alignment to the s back scores that you saw at the different schools two weeks ago to now with the principal's presentation or really goal to has four different objectives in the holistic presentation of the dip tonight and I don't want to belabor that because the principals will talk about it so just moving on to page six in the document to goal three is to bring your attention you want that on all of the objectives under goal three we had a date of June 2018 we're halfway there with achieving our objectives here this is all about establishing learning targets and developing and thank you a curriculum development schedule which this was talked about earlier tonight is trying to talked about earlier dr.
Ruby's already referenced so go through really talks about the work of dr. Alec Hawk the work we have been doing in developing our curriculum instruction skills and then obviously the assessment protocols that go along with those and all the alignment I like incredible work and I know mrs. Thurman mr.
Belden you were part of the the administrative PD at the beginning of the school year at the end of August and some incredible work going on there so we're really making progress they're pretty excited about that and then the final goal begins on page seven we essentially achieved all all of the objectives that we set out to achieve as a district under culture climate in communication for number four and as you can see we set out to ensure timely communication with parents about school and class information timely communication with parents regarding projects monitoring of their students and then also making sure we establish positive school climate exemplified and modeled by all of our employees in the organization and if you just briefly take a look and this will be posted online for the public to take a look has a lot of information there's a number of the actions and objectives there and thirteen or fourteen of these were achieved with incredibly high favorability percentages for comments from parents in the eight high eighties and mid low to mid 94 Sentell things like I feel well informing about my child's academic progress the principal or assistant principal is available and willing to listen the school is a safe place for my child the adults that this will treat my child with respect things like that I don't want to go on and on and on so we're really moving in a nice direction we averaged the four schools together to kind of get a district composite but each of the principals will briefly talk about that as well this evening and then on page 9 the final piece just want to share we did participate as an administrative team in an indigo assessment which is a leadership assessment about our leadership styles and how we interact with others with differing leadership styles we're thinking about moving into this and doing an assessment of our teachers and eventually assessment of our students this really proved through our analysis cost prohibitive so we've held on that however as we've talked about a great length over the last two months we're moving in the direction in terms of culture and climate with emotional intelligence work and not really the emotional intelligence action is the only moon piece folded in to the district implementation plan to operationalize the strategic plan for the coming year it's a two-year plan and we want to work that plan and so that's that's what we're going to do so I'll stop there I don't know anybody read or and over the weekend have any questions or would rather wait for the principals maybe the principal to be better oh gosh um they maybe could because it's done by school they may they may recall what that was um I want to see the percentage of groups responding parents yeah yeah it was much higher than what you expect on a survey and we did put it out three or four times kept reminding people and tweeting and facebooking and doing everything please fill it out we want your feedback yeah so thank you for indulging me I do appreciate it um why don't we start um there's no questions for me we the principal's maybe we can start off in our pre-k K and run the doctor say line and please no word that I did in preparing for this is each principle to keep it to up to five minutes that presentation so no no longer than that five minutes so in dr. Borel assured us that you have this so I'm just gonna hit the highlights so I focused on my student achievement goals which I thought you would be most interested in so in terms of my reading goals were very proud of what our teachers and students and parents together as a community achieved last year as you've heard there was a focus on looking at achieving our reading goals by increasing our foundational reading skills last year so our first goal was that eighty percent of our grade one students and kindergarten students would reach benchmark in our fountas and pinnell assessment i'm going to go through the goals first and now go through the outcomes and our next goal was we looked at last year we were switched to a nother we had done doubles the year before but we went to DIBELS next which had a different recommended benchmark so we we were had a goal of 60% in grade one and fifty percent of students in kindergarten would improve one level so you can be intensive strategic or at core so that was a growth goal and also in the bottom of this is that forty that eighty percent of students would be a 45 out of 48 on the past that's a phonological assessment skills test and that is a goal that is actually above mastery so how are our outcomes I also listed the core how many kids were at benchmark because I thought you might like to see not only what was the growth but when you just looked at benchmark how do we do so for on the nonsense word fluency test we wanted 50% of the students to grow we had an outcome of 81% students so this year of course we're gonna have to set our goal higher and 81% of our kids didn't meet the the benchmark now you can there's actually two sections of that test so one sub test we did well we had 81% of our students at core but the other sub test we only had 55% of our students so that's what we're going to have to be looking at this year phonemic segmentation fluency 92% of our children met the goal for growth and 92% of our children were at benchmark the phonological awareness skills test we had 75% of our children met that goal of 45 but again 40 would have been mastery so that was a pretty ambitious goal and on the fountas and pinnell test for kindergartners 87 percent of the children were at goal or at benchmark good for first grade the nonsense word fluency test which is a dibbles test 89% of the children met the growth goal 69 percent of the children were at benchmark so that's a goal that we need to keep working on 79% of the children were at what we call words read correct that means and that is what the teachers focused on in first grade so that is when given a nonsense word as a stimulus they could could decode the whole word automatically and so we were happy with that result but we would like the 75 percent obviously to go up more the earth which is oral reading fluency we had 89 percent of the children met the growth goal but 69 percent of the children were at benchmark for words read correct and 66 percent of the children were at goal for accuracy so again that's something we like to see increase this year and on the fountas and pinnell 86% of the children were at benchmark so when you measure growth it's just any amount of growth or well it not certain of degree of growth well you have to they have set standards for whether your intensive strategic or so you have to go up so we didn't count to tell if they were one letter short and they didn't move into the next category we didn't count them as having met the growth goal but that's not really we you know we were unsure of what kind of data we were going to get so we set a growth goal I would not set that kind of goal again I would stay with who is it benchmarking who isn't this year I wouldn't set that kind of goal again frankly um I'm sorry [Music] in writing there we go in writing both grade levels the goal was that 70% of the students would demonstrate grade level competency on the teacher's college rubrics reading using blind scoring protocols 93% of the kindergartens met the benchmark and 87% of the grade one students met the benchmark so going forward in literacy we would like to focus on looking more closely at differentiated learning for this for the groups of children who are traditionally difficult to move as you notice we have a lot of numbers in the 80s so that means there's still a group of children who weren't not necessarily getting to and with those other children that we really want to focus on part of our writing goal was blind scoring and we didn't get dig into that deeply enough last year so we want to increase that and we really want to keep integrating data assessments with our effective differentiation in the foundational reading skills and finally in the children in the younger grades and having to switch for three different genres of writing on demand sometimes it's difficult for them to switch from genre to genre and what we find is they're not focusing enough on what is the purpose of my writing to do that so this year we're going to put a big emphasis on that idea of the author's purpose so our mathematics goal last year was that 85% of our students would demonstrate mastery of grade-level standards on the my math assessment and that was defined as 80% 99 percent of our kindergarten students and 96 percent of the first grade met the goal now you have choices in my math of what you're going to use for an end-of-the-year assessment and we did not use the spec version of the assessment and that huckleberry used we are going to switch over to that this year because obviously we got a result that was not a panel I want to say fair but was not a good result for us so we we're going to switch over so one of the things we're going to do this year is formulate what weekender Garden has already done at first grade is doing it this Friday is to formulate an assessment plan for every single standard so that we know how every single standard is being assessed informally and formally in the classroom first grade is it working on star star map that has been we've done our first round of that and collaborate tying that to the standards and that into our assessment plan and then finally working on lesson plans that expand our use of data in the classroom and after sailing if I'm any I just want to be make sure point of emphasis when she was talking the - I was talking about the math assessment and the choice the ones you refer to is the s back aligned end of your assessment through the math program rigorous assessment that's why so now that that was the result obviously very good the kids did very well in the particular assessment but she wants to give a more rigorous assessment and you'll see in huckleberries data their results aren't as I was going to say robust and voluminous but you know but they're not as high because they chose that s back along assessments so again this is learning for us in your white which assessments we choose and so forth so dr.
shealynn thank you great we chose the format due to the age of our students because the format look better it's it's a learning curve dealing with a new program so and afterwards we when we got going we thought it'd be easy but we didn't want to change the format in the middle of the year because it kind of mixes up your results so our last goal was family communication our goal was that 89 85 to 90 percent of our responses would be positive to one of two questions or both questions my child's teacher communicates frequently as needed and I feel well informed about my child's school we had 94 and 92% positive response we tend to have a good response at central school because of the age of our children our teachers are in pretty close contact with their their teachers with their parents and our goal is to really continue this to try and be in closer contact and make sure that we're being effective it's not just the amount of communication we have but are we being effective so that's - thank you [Music] throw okay crystal times already up there ready to go okay so we look at our reading Turkish first we also are using the devil's assessments to measure student growth we started with dwarf the oral reading fluency in second grade the goal is that 90% of students would be at the benchmark for both words correct and accuracy we had 56 percent of our students at that benchmark which was higher than our previous year so the numbers are low but they're higher than they were the prior year and I think that well I'll go into a little bit of an explanation of why we think that is in third grade the we were looking at students having leading the benchmark for both ourf which is oral reading fluency as well as DS which is a reading comprehension is greater so this take this looks at their data together for that goal we had 43% of our students in third grade who met the Dorf the oral reading fluency and the days benchmark 49% of the students met the end-of-year benchmark for oral reading fluency only and 69% of them made the benchmark for our days only so you'll see that I put it out together fourth grade again we combined dwarf and days into one goal we 40% of students who read it who made the benchmark from dwarf n days 45 for dwarf and then 63 for days there's a chart that I'll go into a little bit more detail I want to go through these quickly so you can see numbers we are we also a goal around close reading and we're looking for the growth goal being ninety percent of students I'm showing growth we had 78 percent of our students who showed growth I think some of that had to do with the assessment we used I can as dr.
dr. Roy was saying over choosing the assessment and it wasn't the best necessarily to show the growth in in terms of close reading so on that that's an area for me for us will be modifying for this year and it's very evident in this in this slide here we used to 80% our goal was 80% would you the grade standard away 20% of students on that assessment that she's a great little standard again it was a result of the assessment not I don't think it's a true reflection of what kids are able to do agreed and that kind of thing there's a quick summary as I mentioned we some of the things we put in place this year were around implementing open court in second and third grade which is the reading foundations program and doing some work in fourth grade in a very consistent manner as students what we're noticing is through that instruction that the students are acquiring the reading foundation skills that they need in order to be successful they are beginning to assimilate them into their reading practices so the results were as a result we're seeing that their rate is slower but their accuracy is much higher so again it takes some time they're they're learning this skill that they need in order to code the words so they're slowing down in order to use those skills and isolate them into their reading practice which again is causing their rate to decrease but their accuracy is significantly increased for teachers as well as also as dr.
Brown was mentioning this has been a huge learning curve for our teachers because the skills that students now that we have an assessment that's showing us where the the deficits are in terms of student understanding those skills are not skills that are typically taught in 3rd and 4th grade as with with the kind of attention that we've been giving them and their matter of going back and kind of filling in some gaps that we've had in the past so on for our teachers this has been a huge learning curve in terms of what you know phonics and phonemic awareness in fourth grade what does that look like where the instruction look like and they've done a great job they really they really worked very hard but we're again it's it's it's taking the adult learning applying it to the instruction and then looking for students and then I'd be able to assume like that Adobe practices and I mentioned in transition for serious could you please Excel no more because you had said that some of the low scores were due to the incorrect tests but then you had said that it might be just an assessment that you're not used to using so-so so if you look at the close readings on scores okay okay that when we were putting together our performance tasks in order to measure close the close reading strategy that kids were using and in an effort to not in add another assessment into the mix we looked at the performance tasks that we're being administered as a part of our reading units and applied the rubrics that we use to that assessment it didn't give us the kind of information we were looking for in terms of what the close reading strategies are that we were hoping to see so that's that's where there's a misalignment of the assessment with the with the instruction with the goal work not standardized assessment great teacher main assessments so that's part of what okay and I think there's a distinction that has to be made because we here out in the public and we get concerned about high-stakes standardized tests like the smarter balanced once a year are kind of things those are standardized assessments but the local smaller progress monitoring with the dibbles and some of these other assessments you're hearing those are standardized assessments as well they're reliable they're valid and the teachers follow them they're trained in them but there are many times where we use teacher created tests and assignments that we have rubrics and things like that and those are not standardized so we just need to be very astute and transparent about what assessments were using and when and for what reason so you know presentation okay awesome Network okay so in terms of let me go into writing so in terms of our writing again we were looking for a benchmark expectation of students to score out of three for a scaled score the goal was eighty three percent weight sixty percent of our students achieve that scaled score that is up from last year where when you're forty seven percent so it's definitely an increase in in the number and the percentage of students achieving that score and there's also broken out by grade level here again the growth target our growth target weight we exceeded the world starting with ninety-five percent of students with which no growth but to your point mr.
Beldon how much growth and that wasn't specified so 99 98 percent of our students did make growth but it might have been by a half point or a point on that rubric on that four point where brick in terms of as I mentioned the students who achieved the scale score target you can see that as I mentioned with 60% of our students achieve that target of three and there's a breakdown by grade level there as well we are again utilizing the units of instruction with fidelity we're finding that we're calibrating around the rubric we're blind scoring so that's helping as well in terms of unit some consistency and and feedback to students we are we have made opinion writing a priority across content areas so it's not just happening during the opinion writing unit that's happening in writing is also happening in our content areas as well as our special areas so students are having more opportunities to to formulate their opinions and practice their writing skills and in those in I'm sorry the scaled score of three is that can you like put a Devlin another kind of value to it that are not proficient step 4 all right three is at standard so it's a it's a one to four ruber condemning and and if you you should come in and see what the students are doing with their student checklists there I can statements are all tart targets that are at the three so they're working towards that standard and that is also dr.
Bateman to the checklist that is something that we are utilizing or with more I think more fidelity and attention this year so the students are owning their learning and owning you know kind of what they're when they're writing keeping that in the back of their head so that they're able to then formulate their responses that are more aligned with the rubrics some of the expectations are okay so this this is what dr. bill was talking about earlier we chose to use the s back aligned assessment that's that as part of my math this year in an effort to prepare students for what they're going to see when it came time for them to take the aspect in in May so what we've discovered is that students performance on the so this target which you know the which was the overall end of your math benchmark assessment we're finding that that and if your summative assessment result did not at all reflect student achievement on chapter tests and so we're which one eighty eighty percent involve for majority of our our our students in our classes and what that causes to stop and say is you know what is the difference between the chapter assessments and and how is that information that we're getting different than what students are expected to do to an economy and if your assessment the chapter tests only assess skilled and computation so there aren't as many opportunities for application skills to work problems in that kind of thing which is what the aspect and and the are the the benchmark that we chose to use is it pretty much requires them to do we did add some some problem solving skills or common solving questions to the chapter test but it still wasn't at the same at the level that was necessary in order to prepare them for the end of your assessment that they were going to the other ones didn't enter your assessment so we discovered again that we need greater focus on teaching students how to apply those skills they have them in isolation but in order to apply them in terms of problem solving and more complex problem that that's something an area that we're focusing on the other thing that they became apparent is that students did not necessarily have the stamina necessary to sustain the level of focus they need in order to attend to the details and complexity of the problems so you know it's short bursts and working on these problems absolutely but when they need to sit down for the full assessment it was not they they did not have that stamina to stay focused and and certainly to deal with the language of the question the language some people will describe the s back that's really as a reading test and they so we're also looking at how we can apply our close reading strategies and how we're doing that to math problems into our math instruction because again a lot of kids get lost or fine and get lost in the language and we're trying to work on that with them as well we've also we have started using problem called problem solving Fridays so we're putting again more opportunity for students to apply the skills that they're learning in isolation which again they're demonstrating their have great master the skills by themselves and then the applications where they're having some difficulties so that's that's where we're look that's what we're looking at for this year we're going to stick with that s back aligned assessment because I think it is giving us good information and we're looking at other ways again to to support that the in-class instruction assessments we're doing at the chapter level in order to UM have a better predictor so I want to add to what Mary Rose just said that was a great explanation this was this was a really good thing that the teachers were able to implement a new program use it with as much fidelity as you can when you're implementing a new program and then be able to dive deep and question you know why are we seeing this because if you're not we here in popular press we get questions from parents you guys ask questions about why do we have the way do we have to have more than one assessment why do we have to have so many assessments well you need to have different types of assessments because you need to be able to assess different things and if you're only giving the the chapter tests or you're only giving teacher-made tests and it looks like kids are doing well and everybody's got great grades and we're all happy because everybody's just doing great they're all on the honor roll and then you get an outside test and they don't do so well it's easy to pass that test because there's nothing wrong with with the children and there isn't anything wrong with their children but what we're seeing now is that we can teach students in the example that Mary Rose gave with math we can teach them with fidelity and they can perform certain skills that we're teaching them but as teachers we need to be thinking all the time about you know the program isn't the teacher where are the teachers so if we know that students need to be able to do and I could you know list the standards for you that's what they need to know and be able to do then if we're not seeing that type of assessment or that type of opportunity in a program we need to we need to look further because there are other assets that come along with the program that the teachers can choose from to improve the opportunities that kids have to use what they know and that's what Mary Rose explained with the problem solving Friday which I think is my opinion and then then they're prepared for for a test like s back and it s back isn't a bad test I know people have different opinions it's been it's aligned to the standards and it's asking kids to do hard things because those are the things that they're going to be expected to do as they go through the grades and when they get out into the workforce and into college and and and career so I I'm happy with the analysis that they did at the school level then call up and ask for help or say that there was something wrong with the program or something wrong with the test Jessica and Daniel and Mary Rose and the grade level teachers joke deep into this data to try to see why are we getting different results what does it mean and what do we have to do and this is a cultural shift for the district in looking at what we're teaching students in all the areas and then critiquing ourselves so that we can make changes to make it better we just had this discussion actually the faculty today we were talking about our aspects scores and shifting that mindset as dr.
we were saying from the aspect being just this impossible test that you know kids they're going to try their best but it's just too hard to saying like the aspects should if we are doing our preparation and aligning ourself as well to the set to the aspect then they by the time students get to that point in May they should this should be an easy and easy a chance for them to share and show what they learned but they need to be prepared for that in an assessment situation they're definitely getting that through instruction but in terms of them independently than sitting and having to demonstrate what they are able to do in an assessment situation is that's where we need to focus our time more than one places high assessments align between Center and huckleberry you just look at centers information in 99% and if you were to just take these two documents in isolation and everybody's coming at a center and 99 except professional mouth and they're coming into huckleberry there seems to be no correlation between one school to the other mm-hmm what are we doing to integrate the assessments in everyone well math and reading just all of them because it seems to me that you can't interpret Center absolute so if I could just answer for just the the time period that we're talking about here the two years we've implemented new strategies instructional strategies that the Graduate releasing responsibility and the workshop model and new curricular tools at the same time and so the children at center school they they haven't been in school they don't have the Maragos refer to gaps that were identifying so once the children are up in the second grade third grade fourth grade if they haven't been having intentional sequential phonemic awareness and phonics instruction and they've been using some whole language strategies and look at the picture and what do you think it's it so they're gonna look kids can look like they're readers when they're not really reading the words because this and you're making a face I mean okay so let me explain that if you if your there are strategies where we ask it look at the pictures well you see in the picture we have a discussion about it and we use the vocabulary to describe the picture the same vocabulary that's on the page so you've kind of you know front-loaded the the child to read and they so they can be telling telling the story because they're very simple small short sentences and we can think that they're that they're really reading but they're not necessarily decoding the worse and that works that's a strategy that works for kids until the pictures aren't there and the script of the story isn't something that they that they know it's not about a birthday party or going camping or you know the types of stories that are in those books so they can get through the grades and they can get up to two mary-rose this isn't happening now at center school because we've made curricular changes and Chris and her team at the school are using materials and following a curriculum where they're teaching phonological awareness phonemic awareness decoding and we're assessing and when if you looked at deeper at the data at center school you would see and and and Chris could face I'm talking about how kids are in your school in the beginning of the year everybody isn't at goal there are kids that are in what we call the read at risk there are kids in the yellow which is strategic and they're kids that are green there at benchmark and they have to you know swarm in on those kids that we now know before we were doing these assessments they're all cute they look good they're you know they're happy we don't have data that tells us what they really know and are able to do differentiated in remediation intervention is being provided by the reading teachers and special ed teachers and so if you look at the data from this year at more closely than this overview were giving you at the kindergartners and first-graders you're seeing what we call effect there's a report that we can get from dibbles from the website effectiveness of instruction and it actually tracks the kids from the beginning of the year to the middle of the air and you look at them and you can look efforts the grade level as a whole I can look at a class I mean I look at this for my this look at classrooms and I can see how many kids that were in red the red zone it really need a lot of work in the beginning of the year we're still in red at the middle of the year if they're still in red that is not effective instruction we did not meet those kids needs if they were yellow red and they went to yellow the instruction is effective but when if that child still yellow we need to step it up so what Chris had was kids that were were striated in the grade level that were red yellow summer green the beginning a year and then the teachers worked all year to get them to whatever the percentage is eighty nine ninety three percent so we're starting with these little guys now with what with what we've been implementing in the plan that John you know articulated and but if they've already gone through kindergarten first grade second grade they're in third and fourth grade there's a lot to make up and so that's why this that's why the scores will look different so you're saying say if we project this out two or three more years the alignment of the scores school over school should start absolutely because our whole their only reason we live is to close the gap I understand that so what I heard though was that the assessment that was given okay so math and that's what we're working on it that's one of the reasons that we asked you to entertain and you did the change that we made in our curriculum specialists you can't have silos of schools and have a school system and so we wanted to have coherence across the school so we did two things for this year we had the one curriculum specialist who was covering all subjects at a huckleberry take over English language arts for K through four and one person who was serving as a math coach in huckleberry that position going from k2 for for math because we need to there needs to be a through line we need to know what's going on and you want people it's it's hard when people are in different buildings to really have that ongoing communication that you need to have we did the same thing with special ed so that we have this the special this is harder harder work it's hard to work to be in two different places than to just be in one one building so but the special ed department chairs overlapping so that there's transition services and we don't lose continuity with kids so that we don't anticipate that that type of thing would happen where one person work first of all we were using assessment so that's a step in the right direction okay we're using assessments that were reliable and valid now we need to align those assessments to be able well we're we're recognizing that and that's the change that I mean that's why we're doing what we're does that make sense yeah that's exactly what my question was Senator Graham and the interviews and they figured it out but I mean like it's like why do what oh they asked why is this so different and then they talked and that's how oh you're you're using because it came with them with the program it's brand-new they're following you know the instruction and you get to you get to select which tests you're using so I think that we're in the place yes yeah correct and and the other thing that you need to know is on the on star map star map we are allowed to set the standards that are the norms that you want to use and you can use Connecticut norms or you can use the s pack aligned norms national data and we ran well you guys are here we ran it when we were doing the PD we ran the data two different ways and if we use the Connecticut norms okay that has a blue color even beyond green and our kids were really s looking below Wow well when we when we uncheck that box in the system and we put in the the norms for s backlines national norms wait and look as below as we did before so we're using the more rigorous normal you asked my question so what I'm seeing is I'm hearing yes median grade level standards through our testing in centre school they come in to huckleberry and there's transformation than that I mean as you would expect it every great moment kids are learning more skills and having higher bars but we aren't progressing them to meet the standards of those right now that's that that wasn't what I said we are meeting the grade-level standards dress numbers were calling them well and so I guess my question is are the things we're doing transformation transformative enough to they they that sorts of actions that help you make quantum improvements reasonably quickly so that we can be a reasonable expectation of 82 percent of our kids at grade level and that's a reasonable expectation or are we doing stepwise change which might in just their over a five attackers I guess like that's what I'm not getting out of the presentation is it yeah I mean I absolutely we've already seen I think the transformation is starting with the teachers right and starting with building their skills so that they are better able to evaluate the students they're coming in understand and recognize what the needs are and then match their instruction with what the student needs are so yes do I think that this is going to I think that we're going to be in the 85 percent range next year I'm not I'm not sure I can't predict that but we are definitely closing that gap and making things quickly making those strides where we should we should see some significant changes where again as we were saying we're trying to take students who have not had this kind of I can show you other data that shows that our kids are reading on grade level and exceeding on many other assessments but then what our experience has been is that they that's great until they get to about a third and a third fourth grade level and then they start to fall apart because they don't have these foundational skills that they need in order to continue to be on that trajectory so I'd rather I'd rather know how bad it is in terms of what the skills are and have you know where we can really focus our time and really be able to do what we're doing so that in the future but we can't stop teaching the strategies and any me demonstrating all the things they think you really know that helps kids you know when you're sure hopefully are able to [Music] and they did I have last year this is a man meditation instruction so you know been any of your programming and I was having had you just ended it because of this is a good starting position right away we do tend to be in the middle skilled so they really go and others absolute direct order you making it harder them that enters [Music] teaching in Albury [Music] but under your eyes you're seeing your difference yeah they look fabulous so are we teenagers and inside her - how do I mean you can't go from first grade and I had a voice for to go into second grade and you don't have a high score but that are you seeing you're seeing the students I had an inverse grade they were there because they German is one year grade the district and in the two years of significant happens that I do not have that seemed great I like please know your we are long as well [Music] fabulously one of the other areas that were to focus on and our goal is that all the teachers are without data and also look at data and identifying just last year this year what are they smacking me and then having the ability to design the time around designing the can I be able to give more specific targeted kids that didn't have any were [Music] but you know you can see the reading there are really cool because of those hits have those little gaps so it's just one of our great so we're really making sure that our school environment is learning environment and then we've been working on our report really dominated Prudential learning coaching entities and then just really looking for how many school and the children progress and we are right right just a little below what other harbors or the grow we made and [Music] you know I'm just not high but being able to the language being able to be able to really not just a but let's easy there are able to see just what we're asking them to do when they're sitting there I'm not just there's a difference between you know a 60 problem or a 30 problem computation test and a 3 problem test that involves word problems requires them to use all of their different skills in order to solve the problems do you think you'd so they just literally have a larger mental desktop that they have to act with is that what you're saying yeah okay so not stamina the like for length of time that we're asking them to do during the time that they're doing those assessments okay thank you for clarifying okay thanks Mary Rose absolutely thank you all right WMS a lot of the [Music] mrs.
here we go you bang here we go a lot of the data that we have will be similar it with the assessments as Huckleberry and I think you'll see a little bit of that pattern that we've been you've been speaking about but the first objective that we had at whisking here was a reading goal around our did the GRP assessments and then something that we had done for many years we had a lot of data along the way from below and huckleberry up to was skinnier and we had a lofty goal of 90% the students will show growth as measured by the comparisons are bringing at the end of the year we overall at 81% of the students if you look here the that is what it's broken down by by each grade fifth sixth seventh and eighth those are the number of students that met goal on the DRP test interestingly our fifth and sixth grade those are two of the highest scores we've had in a long time and our seventh and eighth grade were well more with eighth graders probably the lowest we've had over probably a five six span window and part of that could be we sat down we talked similar to like they've been talking about you know diving in and figuring what went on here why did that happen and some of the things that we thought about was dealing with we the way we give the assessments at the end of the year the time we give the DRP the star math the star reading and s back are around different times and this happened be right after the yes back so I don't know if that could be one of the reasons why as eighth graders they didn't do as well because usually we short in the mid to upper 80s for the DRP past for dibbles for fifth and sixth grade similar to huckleberry we had a goal of this was objective two and three 85% of fifth and sixth grade students would be at benchmark for the dibbles we had forty four point three percent of our students in fifth grade and in sixth grade we had fifty one point three as you can see the underneath we we just I just broke down the three three different categories of words correct the accuracy and then the day's scores this was new to whisk Ania for the first time that we had done this and administered this test although the fifth grade did have have it from the previous year but one of the areas that we took on well that we felt was an area that we really wanted to work on was accuracy and our accuracy scores as you can see actually were the highest ones that we had based on this test but obviously we want to make sure that we are working on all aspects of the other dibbles fluency itself performance tasks our goal was at 80% measured by of assuming of reading comprehension based on more performance tests that we had we had an overall of 81 percent of our students and I just broke it down by the different grade levels that we had for writing our first goal was around opinions / argumentative writing from the teacher's college writing rubric this was will demonstrate growth by a comparison of the total points I know that mayor's had talked about before we had 97 percent of our students made growth in the total points again that doesn't mean they met the goal of the the scale score of a3 necessarily but it meant that they had made growth in the total points based on the rubric the next one was 80 percent of our students will be on grade level this is our overall grades 4 5 through 8 we had 50 2.8 percent of our students met goal on that teachers scallops rubric and in the next few slides up break it down by the grade levels [Music] so on the right as you can see is the scale the number of points in the scale score that's along with us so you get an idea for the total number of points you had to add between 28 and 33 total points to be considered at goal based on all the different areas from the rubric fifth grade we actually read 78% and then I just put third next type at 13% were at 2.5 so just missing they could have been a 27 they could've out of 20 2.5 or they couldn't only sighs it's 27.5 and there was about another 13 there was 13% more of our kids we're at that level which is a good thing for structure development conventions of three parts maybe our rubric I just want I put there the beginning of the year and then the end of the year the difference between the those sections over sixth grade as you can see was 54 and another 17% we're at 2.5 and then the scores below show from beginning to end seventh grade again is also 46 and then 36% we're at 2.5 and eighth grade which was our lowest at 33% another 22 we're just below that and you could see if you look at the as the grade levels went up the difference between with structure development conventions the starting point or the beginning of the year based on that rubric the number of students that go for structure were at 3% development 3% in conventions 4% and in with this rubric you could have something as part of rubric could be I give you something simple as they had to have a direct quote within their their piece if the kid did not have that quote within that piece they went to the bottom of that that scale for the rubric so they didn't get points for that so that's where a lot of the things we use it as an instructor more of as an instructional tool to see the areas where our teachers need to pull small groups and work with you know individual students but more or less small group or within the whole class depending on obviously what the area was for math our goal was 85% similar to Uncle Barry and at 80% or better 5th grade was at 7 percent of our students sixth grade 66 seventh was forty eighth grade was 23 and actually that eighth grade percentage just so you know does not include the students that take algebra that's not part of the Glencoe math assessment system so these are the students that take that take our common core math 8 class so it's not the students that do take our house around just make sure overall you can see 46 percent of our students scored 80 or better and interestingly this is very similar to with our aspect scores our fifth grade was the area that that had the lowest scores for us in the aspect math test and what we just talked about before was we gave the same thing that s back version of that test so the more rigorous tests what percentage of the eighth grade students take algebra and what per job we're proud of that's at least 50% and some of the stuff we it was interesting that you talked about talked about stamina in a sense the our students obviously besides eighth graders in the past don't have end of the year assessments to be able to our our goal is to be able for them to retain something obviously that they learned throughout the year different than when I am taking a unit test of fractions we'll say and also the fact that it does include the application type problem that they have - they're not as if you want to say easy concept skills specific so that you know that's part of it we look at all a lot of this at our math department meeting the last time and we're trying to find ways to make sure that we are covering well what needs to the standards we're covering but we're trying to figure out maybe we're not we're looking at it maybe we're not covering this certain standard as much as we should be in certain areas especially like I said with fifth grade the 100% goal of performing at benchmark on star math from beginning in the year those students be at the end of the year would be at benchmark we were at overall ninety eight point six percent of our students stayed at benchmark second part of that 85 percent of students that are below would make a year's growth depending on again where they start it's a year's growth doesn't mean they met goal they made a year's growth based on the star math reports and we do use the the higher level like dr.
rubyists said before we had an overall of 87 seven percent of our students made at least one year's growth on that test communication goal yep we talked about the effectiveness of instruction if you're at benchmark in the beginning of the year we accept expect you to stay at benchmark because you're getting you know core instruction that meets your needs so you can move along and on that that slide I think that one of the key data points is that of the children that were at benchmark when they started to be in the air that they stayed at benchmark so we feel that the core instruction is effective and we need to work harder at figuring out how to use the data sets to inform our instruction and intervention for the kids that aren't at benchmark so that we can move everybody and I will talk a little about that in the last slide also for our communication goals the panorama survey our our goal was based around my child's teacher communicates with me as frequently as needed we had been 76% the year before and this year we went up to 82 percent increase and then going forward some of the things that we I want to just highlight for reading this would be this will be our second year administering the dibbles test and for fifth and sixth grade and we started the star reading test in seventh and eighth grade in January of last year and I put here consistent with assessing our students obviously throughout the year but and a better understanding of how to help our students bate I just put there based on the data like dr.
Berube just said the students that read benchmark are staying at benchmark it's the students that are below benchmark in in certain areas that we need to make sure that we are targeting specific targeting areas for them to make sure that they make the improvement that they need a smaller number of students needed for invent intervention I think hopefully as the years go on and students are administered this the same test over here it's more consistent than just being the first time you've ever taken a test like this reading interventions we have a little we we've changed a little bit where students now similar to our math lab our students are pulled out during the Eun U and H time which is specialist time for small reading interventions now based around different parts of the fluency some of it would be reading comprehension based on the assessments that we have from dibbles and also with with star reading so obviously in dibbles there's that accuracy also that we are focusing on I just professional development continue to calibrate through our dibbles assessments because as you give it you know there's I get the assessment to a student as I gave it we want to make sure that all the teachers obviously have any different teachers that are given it to the students that we are doing it with fidelity and doing it the same way through our calibration of these assessments that's what close reading strategies continue to work on that with professional development for writing this will be our second year using the teacher's college grades five through eight with the writing section the TC writing rubric the then developing small intervention groups around the weaknesses based on that rubric like I said as an instruct and then the professional development is doing I was gonna be around teacher-student conferences as was mentioned earlier into student checklists to be able for students to self assess and also set those goals like a group you mentioned before about I can't statements as they go forward for math this year we have come up with a new UNH rotation our math specialists are teaching these classes for students that needed to refine their basic math skills so the first few rotations are actually where students before when we have them and as the year goes on they'll be taken out of maybe five classes of the specials every other day for five classes we actually have it now where some students have a whole entire rotation of eighteen classes of the math lab and you know we have found that to be so far it's in an early stage but we found that and I've actually had parents email me and say can they stay in there for another time in that rotation so hopefully we'll start to see some benefits from that also obviously the math lab that we've had before will continue and that again is based on our star math and also some of the classroom assessments that we have where students are pulled out based on concepts and then math we've done this but we want to continue to make math as it's it's a way of thinking showing how that think how the thinking is developed rather than just sewing the result as a number and again it goes back to the application I could have a student do mathematical problem out like the multiplication problem but when you then put that into a problem asking students to figure out based on a certain number of students how many groups would we had if you can only have groups of three you know based on something for say a party or whatever maybe so kids are able to use their knowledge of whether it's adding subtracting multiplying etc within the problem and then and the last thing was a parent survey is just continue to find ways to build a positive relationships with our families I know last year we started to remind app four a bunch of our teachers had monthly updates that I send in newsletters PowerSchool obviously and then our parent assessment nights helping parents to kind of understand more about the assessments that we we give and what they mean and what it means for their own child questions what um what unify class or the students missing they we gave them a choice that they could we they all go to PD and health they could make a choice of this replacing general music art performing arts 21st century skills they and also they can't yet they can't they couldn't they have to take the unity special uh world language so they can't get out of that one also that would be wanted like PE and health all the other ones are you finding there's a trend as to which one they're choosing um to be honest with you I want to say there wasn't there was there was one that wasn't chosen as much but the other ones were around the same amount it wasn't a big like I do is a big notice a noticeable thing I say Tekkit tech ideal there was a big difference in the number sector and that's just for math oh you're going to start that for reading and writing as well we just this year we started with this as part of the math it is something that we feel if it was something that was successful that we also could go to that the thing that with the with the reading part of it is we're trying to figure out based on you may not need 18 sessions to working with a small group of students on something that I say with whether it was fluency or or something to that nature you may not need that that long a period of time it gives them the the opportunity to make it maybe only four sessions it maybe eight sessions depending on the the students that you have within that group and their abilities it's vital that they get these skills and it's necessary to get these skills to move on I just hate that and you have to find the time from the summer and I'm gonna be agitate kills me that we have to take it out of that time but obviously we need to find the time that students you know are able to do that because we can't always just rely on alt time all the time for these students so that's why we decided to shoot it and again that so far we've gotten positive feedback I haven't heard having on any negative feedback from from parents at all about the students in there so those rotations are over yet so Jim Fitzpatrick does the fifth and sixth Caitlin's and Katie who is our seminary masters as does the seventh and eighth grade throughout all the numbers you see you know reasonably small on fifth and sixth and then it declines a little bit in seventh and eighth in terms of great achievement is there something that needs to be tweaked in the seventh and eighth which hypothesis which I'm going to have things like you know I was in a eighty four eighty percent eighty percent and 70 percent said well that was a di di big again you know it is either the performance tasks sometimes it it could be the fact that as you go up as you go up the grades it's it's more rigorous it's absolutely as you know we talked to us before what is expected of the students yeah you know it's expected so not that it's an excuse but D like I told you the DFP we really were like banging her head because every year we put together the schedule the amount of when we had assessments we try to be able to try to make it so the eighth grade isn't all at one time you know taking this arm at start reading the DRP so we try to you know move it out a little bit spread it out so that happen to be we know it happen to be after the smarter balanced test and we did actually ask a couple of students and you know because I we went some couple some of students that literally they Ryan goal before and they went down and when a couple is like I'm like what happened here and then we looked at actually the amount of time and in certain here is that they they took on these things like in a star map and things and we can see that when I talk to students a day that actually took 12 minutes to finish the star map and I said well let's look at you spent 32 minutes last year look at your score and this year you spent this amount of time and now look at your score and again it's a learning experience for the kids and obviously motivation not that I mean that we've come across right now I cannot say right now can you go over the differences in the assessments the Glencoe math assessment versus the star math the Glencoe math and the my my math is similar to what they talked about for huckleberry in percenter and the star math is the is based on the state standards although the my math in Glencoe is based on the state standards also the kind of course is a discrepancy between how they're performing on star math oh yeah almost all of them are at you know benchmark at the end of the year those who are below come up you gotta remember though it's um it's even though the number was higher it was the the amount of growth that they made was one year's growth I have may have been am trying to find that slide for you which was in the date is something like this yeah yeah for this event a star math afterwards yeah well in the difference for the for the star math was their based on the grade level expect expectation I think it was called that they were a two point or say will go with a five their a 5.0 we talked to the company and they said by the India there should be a five point nine like nine months of growth and that's what we considered like to be a year's growth in there so but a kid might have been a 5.9 but is a site as of 5.0 went to 559 but did not meet it maybe as a seventh grader so didn't meet goal per se but they did make one year's growth so that may be a little miss leading that statistic so this is the assessments for the end of last year yes especially yep so when did we get this data what do you mean by when did we get to select and in particular the writing goal when did we get this meaning when did we collect this data one where's this data available not in here usually at the end of year yeah and they're sort of going in mr.
Blandon knows that only 50% of his students are not even 50 33% of his students coming in tonight are from eighth grade from an eighth grade method where the goal so he knows how to structure his ninth grade classes to Lajoie shortfalls well I think what is sharing data that in that way to that degree that we know that these kids coming into ninth grade and didn't need this level of help well you got to remember too it's based on the high school does not currently use have the teachers use the teacher's college writing rubric right now no no that but based upon this data set we had 33 percent of our eighth graders meeting a writing order I can't answer that specifically but because I don't I know that they share data that between the two schools one of the things that we're working on we had webinar yesterday is the PowerSchool a assessment and analytics module because we want to where I think we have an upload next where beta school to upload all of our data that way every data set that you've heard talked about here into this new power school module so that everybody who receives a student or who has a student will be able to see their historical data so right now it's a matter of and I can't tell you exactly which scores they get but I know that the guidance counselor's from the high school and the guidance counselor's from the middle school shared eight about their students in fact one of the requests that we just got was people wanted passwords to the high school people wanted passwords to the like that even the PSAT data because those are different data you have to have different credentials to get in so they you know and I can't tell you yes they have this data because they they ask and they share the data that is usually the common data to them but they they certainly will have all of that every single thing that a student has as an assessment will be on this student database and we expect that to be hopefully up by the end of November December because this is a little different we're not talking about we have a subset of 50% of our students who are reading meaning or right and goal so maybe we need some targeted instruction this is 67% yeah thank you I think of you talk to marks teachers and you talk to Liz you know we've been talking about this which is one of the reasons why we need to have these assessments about how the students come into ninth grade in terms of their how much they've read before they get to how many books they've read in eighth grade what they've read how they're writing and that's been it that's been an ongoing discussion for the since I got here that we've been working on it yeah I'm just concerned about the impact at ninth grade and hopefully we're addressing the gap in seventh right now so we're going forward the high school experience can be the high school experience and not again and I think what's really important and we're actually like I think I can talk about this because mark is going to present a cape and hopefully in November the questions that were raised with regard to AP scores so you know mark has been working on that with his team and one of the things that he's doing is an analysis of grades received in those AP courses and how do they align with the AP scores so I think you saw some things and some of the data that were presented already tonight with regard to formative assessments that our teacher made assessments and then how kids are doing on s back and standardized assessments that have reliability and validity data in all of our grade levels and what we're seeing is that in general students do better on teacher made tests than they do on outside assessments and so that really causes us to pause and think about you know how are we how are we doing this work of creating assessments and if you you know two of you were at some of the Marie Alcock work and is part of our curriculum revision and we're not going to create binders of you know this lessons and we are actually aligning all the work that's in the curriculum app to the standards and then the teachers are going to have support through professional learning from dr.
Alcock on developing assessments that our teacher majors and assessments that actually aligned to the standards that align with assess the skill and the application of the skills that you say you're teaching so that we can really tighten up and have alignment between when we get an S back score or a PSAT score an SAT score or an AP score they should never be a surprise because if you if you know what you're teaching and you know how you're teaching it and you're assessing what you're teaching according to what our state standards and our curriculum is there should be an alignment between your internal assessment and your external assessment and if you you know I think you're gonna speak to it but you didn't make a comment what we saw on star and some and some of the other math tests for fifth grade aligned with what we got an S fact well there is an alignment the s back story that we told last time we met aligns with what you know what we're seeing here so well I nobody likes it everybody wants we want to say all students are performing at ninety percent you know but if we didn't have this data if the all if the principals and the teachers didn't do the work that we've been trying to do and get up and running over the past few years we wouldn't really have this information we'd be saying we have what the issue is still exist yeah it would still be there and we would we would be singing that you know our kids are doing really well they're doing great on practice and penelo they're doing great on DRA at dr PDR a all these things and that darn s back test it's unfair because we're not doing as well on s back so I think that we well you know none of us are gonna say wow great job these are great scores I think what we really do need to do is look at what is the information that we're getting out of that those assessments and what are we doing with it together ourselves and more importantly get our students to where they need to be and I think did my unbiased but I think that and we haven't heard from market but what these three principals have talked about in terms of the honesty of looking in the mirror and looking at the data and looking at what it's telling us and then working with the teachers and the curriculum people working with the teachers to change how we're doing business to get where we need to go I think that's really the story that we're telling tonight yeah I just I just wanted to make sure that again transfer of data between 8th and 9th grade is there because he's not seeing what's coming it's gonna change how effective his instructions gonna be well why not Aggie basically I mean Aggie and Liz had those conversations also you gotta remember to as Liz beam for the high school filters and we have so you know also the different grade levels from 5 to 6 shared 6 to 7 and seventh day for art for whiskey near have shared that information to obviously because they do this was the area that you know we were the lowest what what was the reason I think is they look at because they got to know like you said they're gonna know who's coming in and where our our our town falls and they do take them to begin the year also so you know we do it free so right off the bat they can they get a good sense of where they where the kids are at when they come in yeah I hope so cuz you're under one one roof on it historically been the transfer or one in addition the one school to another world which sort of drop the information thank you thank you mister Lana you got five minutes no we're working little sands technology here it looks like I see you blurry screen and nothing behind me so I'll do my best to illuminate um alright it's my school I know I get hit all the buttons I want but so what I'll do is like I said go without a little technology here and talk a little bit about the high school update on the school improvement plan our first objective at the high school for first goal is really tied to the improvement of instruction through feedback I have the distinction of having my visions yeah and here [Music] Dean did it I bet it's the one where you don't push the red button you didn't push the red button did you John are you sure the red button is there you go thank you okay I've been warned I used up three of my minutes already [Music] timers done sorry so the first goal is really tied to you know improving instruction through feedback supervision and evaluation I have the most administrators in my building so you start looking at unifying and aligning the observation and feedback protocol we provide to teachers we've done a lot of work with revision learning spend a lot of time last year doing these they're not called walkthroughs their collegial collegial calibrations where we broke up and into different groups and went to different schools and really dope deeply into the actual teacher rubric and so within our own we have a reflective administrative CLT while our teachers meet every four days for 83 minutes they have this collaborative learning time administrators have that time as well we try to build it into our schedule we try to keep it sacred and have that time to meet what we have the opportunity to talk about the types of feedback we're given you know so what we found after doing some of that focused work with revision is really the second bullet is pretty important because it shipped a more directed feedback relative to indicators and attributes in the rubric if you've ever seen the teachers rubric it's a huge rubric there's a lot of information a lot of expectations and through our work with revision we focused really really tightly on the attributes within indicators so really down to a very targeted level that are going to give us the most leverage when providing feedback to teachers and some of the work we have moving forward is really to help teachers understand you know when we look and observe a lesson and we provide feedback to it's going to be directed it's going to be specifically tied to those attributes because we know that that's going to get the most benefit students the most if we can provide that really good feedback for them but it also has a shift right from where we were perhaps that proficient or exemplary levels because we're focusing on such a specific criteria so there's a need for the faculty to really get more in depth that rubric who's been around for but we're going to spend time with that as we go through our evaluation cycle with teachers and we found some pretty good feedback based on that that our administrative team we're actually down to an administrator technically what we gained one in kemon so we're actually evened out there but we're real excited to work that together I've been doing so so far since the school year started second objective is about really focused on improvement of instruction using the gradual release of responsibility model you've heard about that from the district improvement plan or implementation plan or just remind you again that's the I do we do you do together you do a loan sort of model it's a way to structure instruction for teachers to plan we have spent a lot of time last year I actually was able to purchase a book which was better learning through structured teaching and by departments the teachers actually broke up and did a book study by departments and were those were meetings were monthly where they talked about different sections went through and had anecdotic anecdotal examples of what they might use in their classroom to structure these different types of components of lesson design one of the big takeaways there is that teachers sometimes feel the need to incorporate every single one of those four components in every single lesson which can get daunting to try to do that so we're really looking at how can we possibly spread it out a little bit more and use instead of a lesson plan design more of a unit template to help teachers kind of plan to make sure they have those extra experiences because we do need to get to the point while it's great for collaboration and there's a great video out there where students we saw a video over the summer where a student goes on a job interview it's a cartoon the student goes on the job interview and the interviewer asks a question and the students looking around and the interview says well what are you looking to do and he's the student says I'm looking to think here and share with someone right which is what a common thing we do but we sometimes forget at the end of the day they're on their own they're alone we have to provide them that opportunity the collaboration is important these need to be part of the process but we have to remember that end game so it's important for teachers to have that and we're looking to a develop a lesson plan tool or unit plan tool in the school objective three this is where we start getting to some of the questions that when you get to the high school level there's not a lot of standardized assessments when it comes to some of these reading and writing assessments this is where we get to cfas these common format assessments about reading and writing and you'll see that in looking at the results the baseline for each one 74% for reading shuttle a 296 for reading and then the baseline for writing was 48 and the final is 87 point 5 so we've done a lot of work to try to mitigate bias and take that out with blind scoring and development of rubrics but at the end of the day we need to work and this is the work that we're doing with dr.
Alcock as well to talk about assessment literacy what are we actually measuring you know the conversations I've had with little dispenser at the end of the school year last year as we move through and started looking at the reading and writing data we were collecting we had different rubrics the different grade levels so why we might be able to identify in one particular grade level here's how they were doing if to say the mister chuckles point is we start even within the high school so look and translate that data to say okay we're going to look at what the ninth graders did in writing and translate that let's look at those sophomore year teachers there weren't enough common dimensions in the rubric so it becomes what are we having a conversation about and that's not that's not necessarily a function of anybody doing anything maliciously it's that group getting together and that's CLT those ninth grade teachers or those tenth grade teachers having that in-depth conversations this is what my kids need and then how do we expand that conversation to make it where there really has to be grade level and then school-wide ninth through twelfth grade so we see inflated results these results that you see here is no surprise to you that I look at these numbers and I know they're inflated they absolutely are so we need more work on assessment literacy and understanding what it really means to assess and the work we're doing with dr.