Any discussion? All those in favor say I. I. Opposed. Second one is for two teachers. Mrs. Brook Le, Miss Allison Lor and student just Lisa Sanchez will travel to Skills USA National Leadership and Skills Conference on June 23rd to June 28th, 2025 being held in Atlanta, Georgia. Total estimated expenses is $7,875. I have the paperwork that has been filled out. There two teachers and a student signatures on. Can I have a motion to accept this? Can I get a second, please? Second.
Our goal is that the percentage of eighth grade black students that score proficient on ASA math will increase from 0% in August of 23 to 28% by August of 2028. Again, we're still waiting for AASA data to come back so that we can report on our annual target, but we will discuss tonight two uh our current measure and our interim measure. The current measure focuses on this year's eighth grade black students and with a goal of um increasing proficiency from zero to 4% by year's end. Interim measure 2.2 focuses on our black students in fifth grade mathematics and calls on us to increase from 0 to 6% by May of 2025. So when we look at this table, I just want to point out that we have we've maintained the all student count because the numbers are so low at specific schools. As we've discussed, it's impossible to put a put the number beside these without potentially calling out um or giving the feeling of being called out specific individuals.
So, how would we tackle those fires? I don't I don't I'm not sure as a board, you're the ones that are supposed to be tackling the fire. That's kind I'm getting at. Yeah. Right. Kind of like if we go back to that case study we did in January, the board shouldn't be actually in the mind with the engineers trying to figure this out, right? like the Senate, all the politicians, they had a role in that case study and theirs was to ensure that the resources were being given to the engineers to figure out the problem and they had the the tools, the food, the resources and that they weren't also being attacked by the media at that time that wanted, you know, to be on site, right? Media was was asking for comments and video and talking to families and the politicians handled that part of it, right?
Any discussion? Is this the students competing or this just a seminar? This is a skills conference. So I would say it's a seminar. Okay. Any further discussion? All those in favor? Opposed? The national She made it to national. So it's not the medical student. Yeah, that's a it's not just it's not a conference. No competition, but they do some they do some learning things too. Not this not this particular event but some events, right? So that's why the students going there'll be some problem. And if I'm not mistaken, that that young lady has a long history of family coming to the school from when it was all health. Okay. Yeah. That name I could be wrong, but I doubt it. Yeah. Like decades. Okay. Moving along. What's the committee? Old business person school psychologist effective 63025. That's a visitation. Miss Jillian Shannon, health assistant instructor effective 63025.
So we try to avoid that. But we are able to see across some variation of the sites in um proficiency in math for these students. So in deep analysis of current measure 2.1 again looking at our change from the preassessment to the post assessment the May 2025 rate of eighth grade students scoring proficient was 4% on the post test and it is the same as in the prior year. The percent of eighth grade students scoring proficient increased 4% between IBM 2 and the post testing 2324 and 2425. So we did meet current measure 2.1 for eighth grade black students. For interim measure 2.2, we're looking at our fifth grade students. These are the students who will be the eighth graders in 2028. Um once again distributed across our all student group by school. You can see some of those changes and increases in proficiency. For interim measure 2.2 the May 2025 rate of fifth grade students scoring proficient on the post test is 9% higher than last year and 4% higher than 2223.
So, I think we all have a role. Um, and as Simone's kind of outlining, that's been the process that we're trying to make sure we outline so that when we have that kind of data and those kind of discoveries, we have a process that we will be able to follow that really gets to the root cause. And then the great part about it is we don't get to like sit there with it and just spin our tires in the mud. The next question is now what we must come up with some steps as to how we move forward. All right. Um I'll just add um I think you outlined it really well. um at the data review meeting like Tom and team should be sharing hey you know bottom line sense of belonging here's the direction we moved as we looked at all of this other data here's the things that also stood out to us and we are you know moving forward in these areas because there were red spots but for you board the you know the bottom line is we're moving in the right direction but also we know that all these other things are really important and here's what we've identified as things that are, you know, supporting the idea that things are going well and things that are not moving in the direction we want.
Also another resentation of absence. None retirements. We got a hold on that one. So there's none. None. and job [Music] postings agenda items. Can I get a motion to enter the executive session? All right.
The percent of fifth grade students scoring proficient increased 5% between the pre and the post test in 2223 and 9% in 2024 2025. Therefore, we met not only met but but were able to exceed interim measure 2.2.
And we're like in June, in December, you won't just be seeing, you know, three charts, one for each one. You'll be seeing here's the bottom like lack of a better term, bottom line, here's the power metric, but also we looked at these other pieces. we dug into this data as a dcc, as a subcommittee, and here's what we've identified as our, you know, biggest priorities moving forward for you all to um to react to, provide feedback on all of those pieces. But yes, as Tom said, you know, as board members, you don't say we dig here. You say like you need to get those minors out. How do I give you the resources and the time and the ability to focus on getting those minors out? If our goals are aggressive but achievable, is that what you Yes, that's what I'm saying. Then I would think that those other things would have to be tackled as part of being an aggressive goal.
I don't want to forget to say this, but I want to um thank Miss Twist for all of her work this year, like leading our math team and leading our math coaches. So, I just want to thank you with everyone. Yes. So much for all your hard work. Yeah, everything on this one is very similar to the last goal except for the first bullet which is determine five equity based mathematics teaching practices are mostly encompassed in the standards for the mathematical practice. Do you want to expand on that one? Absolutely. Yes. Thank you. So one of the things that we did this year as we have continued to say this has been a research year. It's been a lot of learning especially around this goal. It's been about learning what's happening in their classrooms, learning what it's what that experience is like for our black students, and learning what might we what might we do next?
Yes. Yeah. So let's jump into the aggressive yet achievable. And so before you like look at numbers and all of the charts here, I want to get really clear on what this is. So we looked at historical. So this is map growth scores. So what is a map growth score? If I Simone and then Steve and Brad and Tony, if the four of us took the MAP in the fall, we all were at different percentiles. Then MAP says based on where you need to be and how students at your starting percentile are, you each have your own unique growth target. And so as a district, we can see how many of the four of us reached our growth targets. And if all of your students are meeting your growth targets, then achievement is raised. All of these other pieces go up. If only one of us is reaching our growth target, then we're probably not going to see a significant improvement in things like achievement or like in the percent of students meeting grade level standards.
What might we do differently? Um, and so one of the things that we had brought forth that I know the board was excited about were the five equity- based mathematics teaching practices. Um upon working with a math consultant recently and entering into the procurement process with her, um one of the things that we determined was that the five equity-based math teaching practices are based on and very tightly aligned with the eight teaching practices, the mathematical teaching practices from the National Council of Teachers of Mathematics. And those are practices that are good for all students, not in a it's good for everyone sort of way, but like genuinely good for each student and encourage deep and rich thinking. And so we've decided to build our professional development next year around those eight practices as opposed to focusing specifically on the five equity based teaching practices. But I thought it was really important for you to know that we researched and we learned more and what we found is that they really are deeply embedded in the work.
So, it's a really personalized um score. Um, and that's one of the real benefits to a MAP growth score. And we looked at historical data and historically Betavia has actually been higher than the map like N what NWA says the percent of students who should be meeting their growth targets. Betavia has been consistently higher and has been growing and and so we took those trends and that information and what you see in the non-gay uh rows is what's our aggressive target for what we believe can be successful here in Bavia. So increasing the percent of students who meet their growth targets in MAP. We're currently like last spring we had 72% of our students meeting growth targets. just to note that's incredible. Um and grow goal is by um 2029 80% of students are meeting their growth targets because they're individualized. All students should be able to meet their growth targets.
So you will still see the the fruits of that labor even though it's not going to have that particular label on it. That was part of our research this year. Then you want to talk about the this talk about the next one. Okay. So yeah, thank you. This one? Yeah, absolutely. Um Oh, yeah. We can talk about that one. Either one. Are we in order? This one comes before. We just talked about the five. Yes. And this one again, this really is the work that we've shared with you all year. One of the things that was an input that we struggled with to be transparent was utilizing Waggle. Waggle is a um adaptive math program. It's online. It's part of our adopted resources through HMH. And um of our eighth grade, one of our inputs was to have eighth graders use this more, especially in third and fourth quarter.
But MAP actually says the expectation is 50% of students meet their growth targets. So when the organization that puts out the assessment says 50% of students then saying 80% feels like are we setting ourselves up with a goal that's really aggressive and not aligned with the actual assessment. So we have here a goal 80% that is the goal and what we call a guardrail which is saying the guardrail is saying we want to stay above what map tells us is kind of the national norm 50% of students meeting their growth target. What this means is you should look for that upward trajectory. You should be aiming for that 80%. But you should start sounding the alarms when you're getting, you know, around that 50%. Because that's what MAP puts out as expectations. And in so in math that's 80% and in reading based on historical trends that's getting to 64% in five years.
And it was underutilized. Um Gateway, Lomolinda, Monav Vista, and the Kraton Academy leveraged this resource the most, but the average eighth grader completed about 18 assignments this year, which isn't really enough to say that that was effective targeted improvement for them. So that's something that we'll look into being able to communicate about from the very beginning next year. Um, also we've been collaborating with the technology department and across all the departments to figure out what's displacing this like we know students are using their iPads. We know that they're playing math games in some of the time. What programs are displacing use of our researchbased adopted resources? Okay. Yeah, I was going to ask what like what what might be that reasoning like are they not aware of it? Is it too complicated to log in? Um cuz I know in my experience, although I don't have an eighth grader, she's in second grade, like with the H.M.H.
So these targets were discussed with the dcc. Yes. And all partners said these are worthy and achievable goals. And the dcc was actually the ones who pointed out that hey map says 50%. So, how do we make sure that we're not, you know, we're not setting our sights so aggressive that as the assessment might change or as as things might change in in the environment, we're setting ourselves up to not see success. So, that's why those guard rails we actually put in place. And we do this in a lot of districts where we have a really aggressive goal, but we want to say, what's the point in which we raise the red flag or raise the alarm bell as, hey, we're really not meeting success here. And that's like kind of where that when those two diverge from each other, you want to be yellow zone is in between, green zones at the top, red zones at the bottom.
I found in the workbook that they sent home, it doesn't give you any instruction on how to get onto the online resource part of it because it's like for more practice or more blah blah blah, go on online and but nowhere in the book does it show you or tell you how to go online. And you know, when I reached out to the teacher, she didn't even know. So, I could see that being, you know, a barrier to to getting extra practice and helping your student learn more. So, yeah, absolutely. Thank you. That's great family feedback. Um, as far as making sure that not only are we teaching our teachers, but encouraging them to communicate and send home those really clear directions to families because Waggle is a great resource to be doing at home because it's adaptive. It has tutorials. It has games. I would rather kids be playing Waggle than doing a workbook page where maybe their family can help them, maybe they can't.
Also, bit of the challenges is you're now starting at 72, right? Yeah, that's true. You know, you're not starting hopefully we can maintain. Yeah, that's not too ambitious really. But uh I know movement is difficult. It's hard to move the needle. Yes. And looking at achievement scores, there is a cap on for achievement. Like there is a cap on how much you can not a cap on how much you can grow, but um it's really hard in achievement to go from 95 to 100% of students meeting grade level. But growing in the percent of students meeting their growth targets, still really hard. I'm not uh arguing that that's not really challenging, but because it's an individualized score, you can um think about it in terms of like a student at the 99th percentile, their growth target looks different than a student at the 45th or than a student at the fifth percentile.