There's a big gap in participation between our non-l low-income students and our low-income students. And that gap is pretty consistent when you look at attendance office referrals. It's a pretty consistent gap. And so one of the things we thought as a SLT was our our hypothesis was if students are attached to the school in ways beyond academics, this might have a ripple effect on attendance. So if I have this really awesome club that I'm a part of, that'll make me really want to go to school more often or um it'll make me want to, you know, not not get an office referral because I really want to do a great job in this club that I'm in that I'm really invested in. So that's kind of what our hypothesis was. And we knew that these goals, especially goal two, was not a one-year goal. We knew that for a fact.
We knew this was going to be a multi-year process. Um, so I want to talk a little bit about our results. So for the first goal, um, we did not hit it. We didn't come close. The stab in the dark was a bad stab in the dark. Um, so one of the things that this transition proved to us is that the ACT and SAT was a big transition for us. Um, many of our teachers are very young. they didn't even take the ACT uh when they were in high school because they're so young. They were still, you know, they're part of the SAT. So, we spent a lot of time this year just getting a hold of what is the ACT going to look like because also since the last time we gave it, it went from paper to online and it's a much different test.
It's an adaptive, it was supposed to be an adaptive test, which it ended up being, but there it was, it was definitely a bumpy road in that transition. Um, so one of the things we will get from ACT that we don't have yet is that deep dive into what strands of math, you know, what are the specific skills that maybe we need to focus in on because math on the ACT is literally everything. Um, so what are the specific strands that we need to focus on? Is it geometry? Is it special area of geometry? Is it algebra? And then same thing with reading, you know, is there is it comprehension? Is it some is it something different? And something new that the ACT does this year that we have access to that they did not in the past is this combined ELA score. And so that's one thing too that we're kind of newly learning about is this combination of reading, English, and writing because those are separate tests on the ACT.
For our second goal, this is where our SLT had probably the most impact and the most work. We really, really dove into this goal. Um, as I mentioned before, our hypothesis about students participating and feeling that that sense of belonging would would improve other gaps that we see with our low-inccome and non-low-income students. Um, so we worked through all levels of data with this. So, we started with this really high level look at just participation rates. What does it look like? Is it dependent on grade level? Is it dependent on other things? And again, we saw that big gap about a 20% gap between low-inccome and non low-income students and their participation. um we engaged in this like like I mentioned a street level data book which is talking about how you look at different levels of data. So we come in with our own biases and you know I think some of our SLT members well-intentioned thought this is why our X Y and Z is why our non our low-income students are not participating and so we really wanted to break that down and make sure that those pre presuppositions were correct and they were actually 100% wrong.
So, we had some some team members had some ideas about why our low-income students were not participating. And we conducted about a hundred one-on-one student interviews with our low-income students, students who were involved, students who weren't involved to figure out, you know, was there a difference maker? And these were the themes that emerged from those hundred interviews. Um, peers matter. If I have a friend that's in that club, I am so much more likely to be feel comfortable walking into that club meeting. If I have a friend that agrees to go with me to the first club meeting, again, so much more likely. So, kids said over and over again, I felt weird or I felt uncomfortable walking into that club meeting on the first day. Communication matters. So, we blanket, you know, all kinds of different ways of talking about activities, athletics, clubs. We have video boards.
We have morning announcements. We have parent newsletters. But we still had kids that did not know the information. They didn't know how to join a club. They didn't know that we had the late bus option, which we do, which is amazing. But how, you know, so we have to we realized that even though we thought we were doing the communication well and blanketing it well, we weren't. Kids told us one-on-one, I didn't even know there was a late bus. So that's something that definitely came out of those interviews. And then finally, staff matters. So, someone else mentioned this too, but if a staff member told a student, "You should really be in psychology club," that student was much more likely because they felt that personal touch of, "Oh, my my teacher said I should be in this club. I'm going to go check it out." Or, "My teacher introduced me to the sponsor.
They took that extra step, so I'm going to go check that club out." So, those were definitely the themes that emerged. And some of the other things we thought we would find in those interviews, we did not. Um, so a lot of maybe some biases or some presuppositions that were just not accurate. So things that we're going to do moving forward is obviously continued preparation for the ACT, working with our our teams and our teachers and our students in class and out of class preparation using as many resources as we can to help make sure students are ready for that test. Um, it's not the only piece of data, but for a lot of students it is really important. You know, ACT is really important for a lot of students. So, we want to make sure that we're giving them all the tools they need to be ready for that test.
Um, our SLT members next year will be assigned a case load of students um who are low-income students who are not included or involved in activities. And the the intention there is to meet with them one-on-one, determine, hey, if you're not involved, why aren't you involved? Is it a barrier or is it I just don't want to? And that's okay, too. Or a lot of kids we talk to who aren't involved in activities. Hey, I do dance outside of school and that takes up all of my time and that's totally understandable, but making sure that we can help facilitate that participation and and break down some of those communication barriers or other barriers that might exist. Um, so again, removing those barriers, sponsors and coaches and seeing if we have even more systematic system, sorry, systemic barriers to participation, that intentional outreach, coaches, sponsors, reaching out to those students, making sure they know how to get to their activity and making sure they know there's a bus, just really again that communication and blanketing that information in a different way.
And then SLT will continue to monitor um our data around those gaps, but also continue our student interviews, continue all the data reviews we do just to make sure we're on the right track. Um the good news is we did see an increase in participation this year for our low-income students, even though we really didn't change a lot this year. So, we're on the right track and that that number has ticked up each year, but we want to make sure we're closing that gap. And that's what the goal is is to close the gap between low-income and non-l low-income students. That's it. [Applause] Question. Yeah. So for the you said the ELA there was something that you didn't know was on the ACT. Was it the reading? No, that's just a new way that they now report the data that they didn't do 10 years ago when we were giving the ACT on a regular basis.
We never got that ELA combined score like they're doing now. So it's just another piece of data for us to look at. is not just the reading score, but the reading, writing, and English together. That one where like they they have to read the story and then write on it. That's the Yeah, that's the reading. The English is more that gram grammar and conventions and then writing is obviously just like writing a passage. I again I took the ACT so Me too. So the SAT did they not have a written portion? Like I really don't know. They did. They did. They didn't break down the score like that. Yeah, exactly. I think on the SAT, if I remember, it was optional when you were actually taking it. You had to like sign up extra to do it. Yeah. So, it wasn't always consistent. Well, that's how the ACT used to be, too.
Yeah. It used to be like that as well. So, there's been a pretty significant overhaul of what the ACT is. So, like for any of us in this room who took it, it's not the same. It's totally different. Yeah, it's totally different. I mean, I taught math for years and we had it under control and it's a totally different test. Math changes. Yeah, math changed. No kidding. Other questions? I just have like a general comment. I just want to say thank you all to the principles and SLT members for these presentations. You did a great job. Um uh and what I really like about it is we have these goals and uh everybody was digging into the data. So we're getting results and then we're analyzing it. As you said, Dr. we have assumptions and then we were uncovering that some of these assumptions were wrong.
So I love that we're using this tool to help us be more strategic. And then the other part I love was everybody mentioned involving student voice um because that revealed again we had assumptions and the students revealed maybe something that we didn't know. So I I'm really encouraged by that. Uh there's a saying that I heard recently that kind of triggered something, but it said if you do not know where the port is, no wind is favorable. And so now we have goals and now we know where to where we're finding where our energy should go to reach those goals. And so I think that's the point of what we're trying to do here. Uh and then the last thing I'll say is I like this format of breaking this out into a separate meeting. I'm not sure what like everyone out in the audience feels like, but I think for me it was nice to have the bandwidth to have this focus and give it no one felt rushed I hope tonight as opposed to the last time.
So, thank you. I appreciate everybody. Are we doing our final comments? If you want to do comments on this that way they don't have to listen to us do our other stuff and they can go. You can go ahead and start with that. Um, so first on the on the goals, you know, as as everyone said, you know, there's some challenges and we're going to be looking into that. But just as a reminder and I think it was Mr. Milka that used the term the journey, it this should be a journey. Um, we talk quite frequently uh Mr. Kim and Mr. Kber and myself in the strategic committee where we wanted these goals not to be easy. Okay, we wanted them to be stretched and something to strive for. So, um the fact that you know you didn't meet a particular goal to me that's uh not as concerning as looking at you know the trend and then also what you're what you're going to do to try and address it.
And as uh Danielle mentioned, you know, being able to pivot once you do see that that data and changing up what you're doing as needed. Um, and then I'll just reiterate and I I'm glad uh Joanne was last that she spent a lot of time on the extracurricular um participation. I do believe in that. So I think if there are those barriers that are preventing our students from participating in those activities, let's you know, let's take a look at that and see how we can improve that. Um, I think once you do get that up, you you will see changes in their academic performance, sense of belonging, etc. And then, um, I asked the initial question about staffing. So, I didn't hear any anyone else mention anything about staffing issues. So, I'm going to assume that everybody felt comfortable with that and uh, and we're heading in the right direction there.
We could go randomly. So, anybody that wants to jump in, I'll just say thank you. I appreciate the honest self-reflection and I know it takes time to present all these facts and data and and I appreciate it. Especially coming in new, it's nice to have a very clear idea of where we are and where we're going. I can piggy back on that as the other new person. This was very helpful. Um, and I just liked the collective reporting structure, too, so that we could all hear what everybody's implementing and go, "Oh, I'm hearing that over here." And I can maybe take from that and use it. So, thank you all very much. Anything yet? No, I mean, you guys did great. Thank you guys. Thank you very much. And I love hearing, again, like Rob said, all the student voices being brought to the table.
I'm a huge advocate for that. So, I just love hearing that from all you all and just all the pivoting and all the and again what Rob said is we're not sitting here, you know, why aren't you hitting this that I don't think any of us feel that way. Um, it sounds like everyone's doing awesome and I look forward to the next one. Yeah. Thank you, guys. Thank you. Um, you know, the only thing I would say is, you know, I know like we all say like in my in my job outside of here, you know, I do auditing and I audit a lot and I like to do surprise audits. So, I just again I don't know walkthroughs, but you know, when you go in, you make the announcement, hey, next week we're going to go do this. I wouldn't mind saying, hey, let's just go in and see what's going on.
Um, you know, because I know when I do my audits, like the areas, they do really well and then when I do my surprise audits, they don't do so well. When they see you coming, does everyone go the other way or I've heard that. Um, but I don't know. Well, you're good at your job. Exactly. Right. I'm tough, but I'm fair. So, well, and to your point, Raquel, for me, if I could just uh Sorry, I know this is the board responding to the presentation. Okay. You can finish the sentence. So, I think to your point, I mean, that's a part of the reason why I enjoy kind of my own spot check presence. I don't the principles know I don't announce when I'm coming to their buildings. Part of it is because I know they're so busy as it is and I don't want anyone to feel obligated like I got to go meet Tom at the front door and hold his hand around the building.
You know, I I don't want that. want people to do their job because one of the things I knew and remembered as a teacher was it, you know, I didn't want the dog and pony show. I don't want that. And I wanted to see the real teaching. And what I loved seeing is I go to certain buildings. You know, I can remember specifically I walked in the GBN JBN and I saw two different grade level teacher teams totally different grades teaching portrait of a graduate lessons and talking about what does bullying look like and what spaces does it occur, including cyber bullying. you know, and it's like so I I just think, you know, kudos because I think sometimes people are not as nervous anymore. I hope, right, teachers that when I just show up, right? I some have shared that. But, uh, you know, maybe in year two, it's not been as bad.
But, you know, I like that. I And to your point, Raquel, it's it's nice because then you're just seeing what kind of really happens. But, I do like the invitations to like all the fun stuff, too. Please. He likes the t-shirts. Yeah. because I wear board meetings. Hear the board meetings. Noted. The only Thank you. I appreciate it. The only two things I'll add is one, I very much appreciate the time and effort everybody put in for this. I very much appreciate the staff that came and the SLT group that came to kind of show that this is a partnership and that you guys are really working together because the the little bit of research and information done is when you start kind of pivoting to this datadriven perspective and I'm not saying here other districts have sometimes had challenges getting the staff to adopt the same mentality right and I really get the sense that you guys are working together on this to try to understand it in the best interest of students so I expect that.
Uh, point number two is there's a lot of things we're trying to do or you guys are trying to do that kind of fix and affect things now. And I appreciate all the hard work you're doing on that. From my perspective as a board member, this is a long game. The the things that you're teaching about sense of belonging and inclusion and attendance in kindergarten and elementary school will pay off as they continue to go. So like the the um the one of the class one of the sessions of resiliency things that one of you guys was talking about not quite a blur but close um is like that kind of that kind of kind of tools that these kids will have will help pay off as they get to middle school and as they get to high school. So this is about the long game in a lot of ways.