So, she would have a little microphone and the other parents would just have headphones with a little transponder. So, then if I talk slow enough, Cindy's able to translate and then they could just sit there mixed amongst the whole entire group of everyone so they could hear everything that I am saying or anything that the students were saying in their native language. That's awesome. That's awesome. I just have a couple qu questions. Um, right there it says the difference between student and teacher rating. So what was what was the difference? Like what did the teach what did the students say versus the teachers? So self-management for the students they rated themselves at about 85% or teachers rated them at about 65%. And that was about the same exact thing for the emotional regulation just that disparity of students seeing that they're either lower in emotional regulation but high in that self uh self-management but teachers seeing the exact flip-flop from their perspectives.
While your peers were sleeping in on Saturday mornings, you're at practice, you're at you're at games, you know, winter break, spring break, you're working all summer long, you're in you're in camps, you're in conditioning. So, it never stops. And we hope that you take that work ethic with you into the classroom um you know later on as husbands and wives and as parents. And we do hope that you come back not just to watch games but come come back and be a part of this tremendous coaching staff. We need a lot more people like you. So enjoy the rest of your senior festivities. Enjoy your graduation and have a great summer and enjoy dessert. [Music] Heat up here. [Applause]
Okay. And then um there's a thing up there that says that the uh black African-American students did a positive was it nine 9.5. Um was there was your goal was there a goal for those students like in your plan or you just saw the jump? We just saw the jump. I think that with the some of the shifts in our interventions and doing a little bit more of the pushin helped them be still exposed to the academic language inside that home room classroom setting that that helped kind of carry over when they had to perform it onto the test as well. But it was just one of the data points that we actually saw, but we didn't like specifically pinpoint that one target for that uh one population. We did it for everyone and they just seem to have the biggest grasp on to that.
Any other questions? Thank you very much. [Applause] Hello. I always feel like to turn down the AC. It's got to be hot. It is warm in here, actually. Thought I have short sleeves. Thanks a lot. All right. Hello. I'm Gina Greenwald. I'm the principal at Hoover Wood. I'm going solo tonight. I felt guilty asking staff to come after school was out, and so it's just me. So we'll go get started. So our literacy goal, our goal was 61% of students will meet or exceed the projected growth and we were at about 59%. Which if you look at the bottom that's kind of where we have been 52 59 59. We keep hovering around this one area and haven't been able to get out of the 50s. So that is something we're definitely working on. Um growth is a sticky wicket though because when you're scoring in the 90s or you're scoring well already to show continued growth is challenging but that doesn't mean we obviously want all kids to grow.
Then for the proficiency 73% of students will score at the 50 percentile or higher in reading. And that one we made by the skin of our teeth. than that. For to be transparent, it was by the skin of our teeth, but we did make the 73%. And I just want to shout out for a second, our little kindergarteners were at 85 proficient in reading, which is I know that across the board, our kinders do really well, but it's always just so impressive when they come in not knowing, you know, where to sit and then they leave being readers. I always just love that. So really um proud of them. And then if you look on the bottom, our our trend data is going up from 66 to 70. Now we're at 73 in reading. So some good progress there. And of course hoping that continues to grow for our seal by the Oh, wait.
I was going to share one other thing because I noticed my c my friends here saying even though it wasn't up there, they were talking about their math goals. And so I was like, "Oh, shoot. I didn't talk about math." But I'm going to because we were at 83% proficient in math schoolwide, up from 73 in the fall. So that's a 10% growth over the year, which is very impressive. So no, it wasn't a little slide and that wasn't our goal, but I'm going to shout that out, too. Why not? It's my last time up here. I'm going to shout it out. On the panorama, we um started off really well. Actually, we were at 79% at the beginning of the school year and so we wanted just to go up to 80. The the part of with PR panorama the questions they asked in the fall they altered slightly in the winter which which altered the data just a little bit and so we had a dip and then we're like okay well maybe that's just because the question altered.
So then we they asked those same questions again at the end of the school year and it didn't really go back up to the 79. So we work I said well what what went on what changed in the course of a year and then as we were digging in we realized that that sense of belonging is actually four different questions and they take the average of it to develop the sense of belonging kind of final or percentage. So when we looked at that we found I think someone else was mentioning the part that was lower was that part about students respecting each other. The question is, do you feel that other children or other students at your school show you respectful behavior? And that was the one that was lowest. When we asked students, do you feel like you belong here as an individual, that was at 79%.
So, we needed to tease that out a little bit to see, well, what area are we um showing a deficit in? And it really is how do kids treat other kids? And I think that's an ongoing challenge in schools is how do we help kids treat other kids respectfully all the time and not just the kids that they're friends with, not that the kids that are in their class, but everyone. And then by spring of 2025, the walkthrough data, we wanted to show an increase in the average of positives and a decrease in correctives and we achieved that as well. The spring data showed an increase in posit positives by one point. I can't see that. I think it's 03 and correctives decreased by 2 um 53. So some good growth there. But again as some of uh I think someone had asked do the teachers know when you're coming in and they do and you see a group of people come in.
So I'm always again weeding out all right if you are a teacher and you see five adults come in with check you know clipboards and they're they're you know they're taking data on your positives to correctives is that true data is that inflated data and so I think it's always more beneficial for me as a principal just to be in and out of the classrooms and kind of listening for that and seeing okay did we miss opportunities and so that was the stuff that I would give feedback on when I was in and out of classrooms just on post-it notes hey there there's opportunities for some more positives here or did you notice so- and so doing this well because I think that's that's where um real growth is really at how we act every single day. And then the reflections were celebrating that 73% of students are proficient in reading.
That was great. We're continuing to work on growth in ELA. Um, one of the things that we thought was really effective actually was instructional rounds this year because last year some of our data was showing us that our students were compliant. They did what they were asked to do, but they weren't doing deep enough thinking work and they weren't working as well together as we wanted. So, we had a goal of working on collaboration this year, which we did all during the year. We had many staff meetings. How do we help kids work together? How do we teach them how to work together? And then once they have that knowledge, how do we go more in depth in the actual learning standards? And really, if you think that through, doing that and helping them with that collaboration should also result in more respectful behavior towards each other because they're you they grow in their ability to work together.
And then this is something I put in just really kind of for fun. Um, you know, as we talk about map data, and we do all of the time, we talk about map data, and this year we did, uh, the final MAP test was at the beginning of May. They had about three weeks left of school. And typically in May, our kids are losing their desire to really focus on that test and really take it seriously. And we debated as an SLT, well, what do we want to do? How do we help kids? and we bandied about the ideas of the pizza party, the awards, and and that's it's just not my vibe to be honest with you. I don't love that idea of like here you get this this tangible thing because you did well. That that's not something I I love to do.
And so we talked about it and we said, let's just have that be more um from their parents. How can we help them pump up their students as they're sitting down to take this test? And there actually is data that supports if you close your eyes before a test and you really think about some positives and you think about yourself achieving, you will do better on that assessment. And so we asked all of our parents to write a pumpup letter to their child from kindergarten all the way to fifth grade. The students didn't know it was happening. On the first day of MAP test, they got their letter from their parents. And these are just some examples. And I love them. They were just so amazing and so uplifting and so focusing on the whole child that um they were just really special and some of the students actually were tearing up.
Now some of you might be wondering well what if the parent didn't do it right? Um the teacher would write it if a parent didn't do it but I don't have the exact number. I didn't add up all the amounts, but I would was asking individual teachers, how many didn't, you know, did you have that you had to write? Most classes, 100% of the parents did it. Um, there was a couple that the teacher had to write and in one uh one fifth grade class, the teacher wrote it the first day and then the next day the parent had emailed because the the little girl went home and said, "Why didn't you write me a letter?" But the parent got on it and the next time she had that letter done. So um yeah, so this is a tradition we'd really um like to continue because it was really meaningful for our students and really for us too.
And that's that's my presentation for tonight. [Applause] Any questions? I have a comment, I guess. So uh well, one, congratulations on your retirement. Thank you. Uh I just have a question. Maybe it's for Mr. Kim actually but um as Mr. Greenwald is transitioning out and Mr. Degman is transitioning in is there been a coordination collaboration transition plan so that the good work that they're doing is like a seamless transition to continue along what's happened? Yeah. So he's been in communication with Gina with our team here. Um he's been on site he's met with uh staff. He he's been very involved and then um we have some you know communications on documents, questions, processes. He was included into some of our email groups so he's staying looped in on everything. And then this is again maybe this might be more for you Mr. Kim but like we're kind of seeing like every building sort of having some things like this letter thing I love.
Is there a mechanism so that all the buildings can collaborate? So hey this is working for us. You know I could see everybody sort of trying to adopt something like this. It's kind of fun and I'm just kind of wondering. I mean, I always say every good idea I've ever had is stolen from somebody else. So, um, is there a way for the SLT and the administrations of the buildings to, hey, this is great. This we struggled with, you know, spitball ideas. I know. So, we have administrative meetings where we'll meet as an entire administrative team or we're meeting with different principal groups and different levels. Um I also know regularly the principles are reaching out to each other and collaborating um begging, borrowing and stealing from each other, supporting each other. Um part of my own conversations with our principles often will reveal like yeah I kind of bounced this off Gina or I bounced this off Chris or you know name any principal here sitting in the audience they that they'll like talk and say like yeah I saw that and you know giving that a try.
So, it's been one of the things we've tried to really figure out how to open up and and continue to grow like that level of collaboration. So, not just within the building, but like kind of across the district. There was mention of that questions in Panorama had changed and maybe the results. Um, do we know is there a way to see if other districts also saw those same? I don't know if it was a universal or if it was just because it was new this year. Panorama was new this year and they were trying to kind of figure out which questions. So I'm not sure if it was an issue with Panorama or is it just kind of a glitch in our system as we were learning the new system of panorama. So hopefully next year the questions in the fall are the same questions as the spring because that's it's just consistent.
And that's a good point you just made. Like panoramas districtwide is new to us. So like the data is going to be difficult to interpret until you start to see patterns a little bit over time, but I appreciate the good, the bad, the ugly that everybody's kind of pulling out here. So thank you. Yeah, you're welcome. Any other questions? All right. Well, thank you. Rub it in t-shirt. I couldn't read this. Yeah. No, I'm 100% with you on that. You deserve it. They I was get I was getting ready to go and my um my husband because in addition to retiring and doing all this, I just I got married on Sunday, too. So, I like to pack it in. He's like, "You wearing that to the board meeting?" I'm like, "Yep. Yes, I am." Fire you. Thank you, Gina. Thank you. [Applause] All right.
They still had it. Alphabet. Oh, my wall. JB first, right? J, right? Alphabet. Elementary school. Your principal need. Yes. Yes. We're writing this down. We're taking coffee. No, because the thermostat doesn't work, right? It's thermostat. It's only getting warmer. All right. Is this the same? Is this the same pointer or a different one? Although some people in the audience look comfortable. They're just used. All right, keep it simple. All right, guys. Hang in there. I know we've had quite a few. I did wear the Jaguar shoes again, so they're back. We are the JB Jaguars. I'm Nicole Apprentice, principal at JB Nelson. I'm Melissa Musgrove. I'm a kindergarten teacher and SLT member. Here we go. Um, so we had a lot of things to celebrate here at JB. this year. Um we have the same slide earlier, but we updated it to represent what um how many students were in our extracurricular activities this year.
And something that we're really really proud of is I feel like it's kind of growing every single year. Um and we have um a lot of kids involved, which of course leads to that sense of belonging. Um we have a high PTO involvement. We had four steam parties this year. Three. Three. Three. Mhm. Fall, winter, and winter, spring. Yeah, three. Um maybe you had another one that I didn't know about. I wish I did. They were really fun. But the parents were involved. We did lots of steam related activities throughout the building um that day. um themed around um fall, themed around winter, themed around we did like a story book end of the year um which uh the kids had raving reviews about and the parents really loved setting up for us. Um our student advisory board runs uh they do they're involved in lots of different ways, but one of their big things is running the school store.
Um, and so they plan the store, they pick out what they want to have in the store, they run it, um, they figure out how much profit they have and all of those really good things. Um, the great life skills as well. And so then with their profits, they donate um, to different charities and then they use those profits for other um, for the start the following year and things like that. So yeah, nicely done. Thanks. All right. So this year our school improvement goals were um centered on literacy, math and social emotional learning. So in literacy you can see um our goal was that 60% of students would meet their growth targets in reading. The rationale is below. Um so you can see that trend. We had you know 54% 50% and then 50.38%. Um this year we did increase. We're going in the right direction.