Oh, you can you can give the overview now and then any questions? We're going to take the first reading on this. So you can you guys can give a quick. So we had our final curriculum meeting for the year. Um, we had Mr. Moore and our English chair, Mrs. Zetter, come and give us a Canton Middle School ELA programming update. And then the bulk of our meeting was spent on a presentation by uh, Mr. Delmastro on the um Canton tech technology strategic plan for 2025 to 2030 and which you all should have this packet here. Um do you Mr. Bishop do you want to explain more about it? Yeah sure. So, so similar to the uh strategic plan that the uh the board of education has to be able to to uh direct guidance for us, aspirational guidance for us in the technology world, we're constantly trying to be able to think where's the future going and how do we try to get there first in a really thoughtful way.
The one thing that's different this year with the 2025 is that this is the first year that the oral reading fluency part of the test was counted. We don't know how much of that affected the score, but that's the major thing that is different from the previous years that DNA predicted it um predicted that we would get 12 I mean sorry 16% and we got 12. Um but the DNA assessment has been the same every year. So it does show on the DA DNA assessment that we're getting better. So um it looks like we have something that we need to use as a predictive measure for the oral reading fluency and also for writing right to increase to be able to predict how we'll do on this assessment. So that's kind of our preliminary reflection before we meet with our team this week of looking at DNA and the state assessment.
Um and so what we did with a number of different constituents here um you would see that on I believe page four, a number of different folks uh played played roles in participating in the development of this. Uh really what we did is we looked at some of the successes that we had for the past, some of the areas that are still kind of presenting themselves as opportunities for us uh for the future and how we want to be able to look at look at being able to move ourselves into the future with this. We utilized guidance from the uh Connecticut State Department of Education on a on a number of elements for us as well as some information from the society for um computational basically it uh organization for for education particularly in the realm of um artificial intelligence. And so what we were able to uh put together and bring before you all here is what we see as a a great aspirational list of of goal areas for us to be able to guide our work.
Do you think just I mean I know it's early on but do you foresee having to adopt like two different things or do you think there's a tool out there that we already have that we use that can look at the fluency as well as Yeah, I think we can use something that we already have. Okay. I think part of it is when we get these um the final assessment like the um static file and everything, we can see where our scores went down and compare it to last year. like we don't have that right now to be able to see what area did we need to focus on for next year that why this wasn't as predictive as before. Gotcha. If you look at the data pattern here, you know, it's likely what's changed because you can literally see that a 1% shift represented a 1% shift in the two prior years.
We've got five goal areas. Um, and within each area are a number of core priorities. And so we'll use this to be able to guide the work of the IT uh department in the strategic planning that we have in the the development of uh of our budget of our operation and then be able to respond and report it back to the board of education curriculum and technology committee about where our successes are but also where our needs may be for the future. It also helps to be able to center the effort for us on how we're uh approaching different uh technology initiatives that may be coming down the pipe for us. Um but also still trying to be able to be aspirational in that sense of who do we believe ourselves to be as a learning organization uniquely centered on people while also utilizing technology in the right space in place to be able to support ourselves.
So, it was exceptionally highly correlated. and to have a flip like that really it's it's difficult to explain that if we didn't know that there was an additional area that counted as part of the result. So um hopefully the team will be able to disagregate like like Dr. Pombo said based on being able to get deeper into the data. Um but one thing I would say is we're going to do our best to select something that is highly predictive. One of the challenges that we'll have is depending on what it is, we may there's no way for us to have longitudinal data because we will only have the one year's data where the scoring system was changed. So, um it may I'm not saying we won't do a great job next year, but it is also possible that it may take us two or three years to really be able to dial in um the specificity.
So this document gives us a sense of direction for the future. We really appreciate the number of folks who uh were able to participate on this with us and are very excited for your review. A lively discussion about it. Yeah. Yeah, we had a great discussion and just so everyone knows like we're uh this because it's quite a bit of material to review and our thinking was to have uh to bring it to this meeting as a first read and then to allow board members to dig in over the summer and your questions and then in the fall we'll take up a little bit and then potentially vote in October. September, October. So that's that was our thinking.
Um, even if the tool's highly accurate, whatever tool you're using is correlated, right? So, you need to figure out what the appropriate cut scores are because it's rarely a onetoone relationship between what you're using as a predictor and what the scores are on the state. And forgive me if this was already said, but um, how are we anticipating these types of changes on the AASA? Are they telling us ahead of time or are we finding out after the fact? No, we we we knew that that that was going to be counted this year. But did we already know that DNA didn't have a fluency factor then in its assessment? Yes, and we do so we do assess fluency on our fast bridge screeners and so this it is it is something that that we've been working on. Um we in our language and literacy group of coaches, we were working with our um technology integration coach and we had almost all of our third grade classes practicing fluency assessments um digitally and and doing different things with that.
Um, but you you'll have the whole summer to review and uh ask any questions. So I will say I said through the presentation very impressive to move the district forward. I think they've done a great job. They have wonderful committee together. Um, so I look forward to just reading this now. Take some to dig in, write your questions, uh, and we'll we'll take them up later. Okay. All right. Thank you for that report. I don't think we have anything on communications. I don't think we have anything on new services and I don't think we have anything on track. So therefore, I'll call your attention to the calendar of events that's in your packet. And I I would like to get just some sense who will be at graduation to be acknowledged. One, two, three. Okay. Okay. I'll make sure you're at graduation. Okay. Lou, can I give a brief update for communications, please?
So it is something that we knew. Um, and our students also, well, our students who are currently in fourth grade, they did take the oral reading fluency component of AASA last year as a pilot. The data wasn't included in any of the results, but we did also have that practice as educators last year going through it, even though it was new. It is it is new for this the third graders. And then I don't mean to get so far into the weeds here, but um what exactly does this look like in in uh in practice in terms of how do you assess oral reading fluency? So oral reading fluency involves a lot and the measure really is words per minute. Okay. It's it's accurate words per minute and the logistics of that is speaking into a device or correct on the state test. Yes. On FastBridge it's reading to um a person and then the the scorer is marking the words that are correct and incorrect.
Oh, I didn't know you had one. I'm sorry. I thought maybe you weren't even on. That's okay. No, I've been on. I've been multitasking over here. Um, so, uh, we did have our meeting on June 2nd. Um, the students of the center episode 4 is in final production will be released soon. It will also include, um, the new, uh, board of ed student rep, which I know was introduced, uh, earlier during this meeting. Um the there's also an end of the year district newsletter that's being finalized that will feature highlights from the students of the center series as well as a celebration of schoolwide accomplishments across the district. And the end of the year surveys will be sent out to students next week and on the parents on the last day of school. And just a reminder that graduation will be live streamed regardless of weather conditions.
Okay. On the state test, sorry I know um no these are good question. In which way are they able to assess who what is it? a human on the other end assessing it eventually or is it some computer? I believe it's AI. I was going to say are we taking into account people's uh accents or people's misprononunciation of words but they've really got it or I mean I have a lot of questions about this. Yeah, that's fair. So do we. Sorry, I'm getting into like a cross-examination here and we've really down the issue, but you are not the witness that I needed to ask you these questions to. I'm happy to step down. I love that reflection. You don't even have to plead the fifth because we literally don't know. I feel like we This was a question that was asked and I I believe that it is AI, but I'm not confident.
We're fully prepared to for both indoor and outdoor scenarios and we'll update communicated um communicate to families as needed. And that's all we have. That's great. That's a great report. But are you guys still traveling? No, we just got back like 20 minutes ago. So, I've been on um since this started, but it was a little glitchy on the way over, but we're we're back now. That's great. Do um just for the count, are you attend? You don't have to, but are you attending graduation or no? I do not believe I'm attending graduation. I have a a prior commitment. Unless are you attending graduation, you know, you are. Thank you. Okay. All right.
It's hard to imagine that they would have enough staff to there's every they're not even answering the hotline calls. I don't think they're going to be listening to the little test. And I know the tool that we were using with teachers to have students practice did score with AI. So the students read into their iPad and they do get an immediate score that is scored with AI. And so they do have that is something that they do have practice of. They can they and their teacher know how they're typically scored versus how they typically speak. Gotcha. Okay. But if if you've um interacted with AI at all, you might have more questions. Well, from the speechto text text that I received from my dad, I can only assume that it's not very good. I can just share as a person that uses captions all the time, it doesn't it's not accurate.
Thank Thank you for that report and thank you for the independent work uh in the school year work that's going on and Cara, I know you're actively involved in that. So, thank you very much. Okay. Okay. So then back to the calendar events, we do have graduation this Friday. On Monday we have uh CIS and on middle school and then on Tuesday and Mondays middle school Tuesday CIS uh for those and you know if you go that's great. You're not have to go. Those are going on. And then on the 12th is the uh last day school and it's also the convocation at what time? 145 1:45 if anyone wants attend the end of year convocation. Did Claud put in the calendar? Okay. Can we can you set that spot the calendar? Yeah. Everything is in my Friday. Everything she norally put something but everything that Mr.
I have to kind of guess sometimes what what it's saying. And when my mother-in-law uses it, my wife receives text messages addressed to Wayne and and her name is when I will clarify that is not an Aegis comment. My dad has a southern accent and there's no way I understand anything that is coming through on the text message. Sometimes I think there's an emergency happening and that is not the case. So I can only imagine what is happening on these exams. Yeah. So the next slide is um our intram measure the percent of third grade students that score proficient on the DNA English language arts benchmark assessment will increase from 3% to 10%. Um and so if you look at the if you look at the end result at the bottom we got 16%. Um and so we did meet this interim measure, but obviously um it wasn't predictive of how we did on the assessment, but you can see on the graph that um that the students are improving throughout the year compared to even the previous year on the U DNA assessment.
D was talking about is in my Friday update you and she'll put it in again this Friday. Okay. Okay. Thank you, Dr. All right. On the consent agenda, does anybody have any issue with May 7th, May 13th, and May 30th? Any changes, any issues? Then we accept the consent agenda. Okay. So, now we'll go on to the motions. Uh, I need a motion to move that camp board of education approve the 2025 strategic technology plan as a first man motion. Thank you, Jordan. Second. Thank you, Peggy. any any uh further discussion on that motion and and Kim and and Felicia if you have an issue just shout out for me.
I just have a quick question like how many more um rounds of the DNA test you think we would have to do when it's not showing enough predictiveness for us to be and I know this is kind of like a weird question but at some point if it's not showing the predictivity when do we just pull the trigger and say hey like this has gone for far too long it's not being predictive what are we doing next because we can have endless conversations for another year two years three years and just be stuck in the same cycle. So, at what point are we saying, you know, this is amount of test or amount of time if it's not working, we we really just have to move on. We can't continue having these conversations. Does that make sense? Thursday would be my answer. I love that.
Uh but hearing none then the motion is the camp board of education approve the 2025 strategic technology plan is first read. All those in favor I online. Yes. Kim Felicia you good? I I bet you. Right. So we'll just go 70 on that. And I think Hannah's taking notes. 70. Okay. Move the CA board of education resend the bullying prevention and intervention policy 5003. I have a motion. Motion. Thank you, Erica. Second. Second. Thank you for the second, George. All right. Uh discussion. Um Mr. Bishop, do you want to just give a quick highlight to that? Yeah, this is procedural in nature.
Okay, perfect. But tell me if I'm right. Yeah. Okay. Sometimes I get a little out there. Okay, perfect. Thank you. I think we can look into like were we the only district that experienced that? Yeah, that's I was that was in my mind as well because they did you say I would like to be able to look into are we the only district that experienced this like change in predict it seemed like in the past it did predict like um we always scored better than what our DNA assessment said and then we also uh based on the cohort training that u Mr. Shapiro and I have gone through is looking at the predictive factors and so we asked for their um linking studies and their research um and then also how it because obviously other districts use this to see um the to see if it's predictive or not.