001two different presentations tonight. So, we'll try and be mindful of time and we're going to begin with an elementary midyear data update. And so, Director Hall will begin um and Lauren Knap, our district assessment facilitator, will be joining her. And so, bring it. >> All right. Well, good evening. Thank you so much for giving us some time to be here tonight. We're really excited um to get to update on some of our elementary data at the mirror section. Um, so tonight we are going to go over a few things between LTOP and FastBridge and then just do a couple of reminders and a few updates on some of the work that we've been working on and where we're really seeing some progress and some some positive things. So, um, each of you should have a
002handout that has a few things that we'll reference throughout the presentation, but if you're interested here and interested in taking notes, I want to know if that's helpful or not. So, um, so that is available and I'll point out a couple of the other handouts that are attached to it as we go through the presentation. We do have quite a bit that we're trying to get through and trying to get through it in a pretty quick amount of time. Um, as we started preparing this, I realize there's really a lot to say about some of these things. So, I try to condense it, but if I go too fast, um, we are going to try to leave time for questions at the end and then if not, I'm happy to follow up and as well.
003So, um, first I'd like to introduce Laura Nap. She's here with me today to help with the data portion of this. We're very excited. She, um, joined us this year as our assessment facilitator. So she is working K12 on really looking at district trends behind the scenes uh making sure that we are using data appropriately and then we're collecting the right data for our students to make informed decisions. So I'm going to kick it over here to to do some math data to get us started and we're pretty excited about some of the trends we're seeing with math. This is our second full year of implementation of Eureka Squared. So usually with a new program you get a little implementation dip. We are already starting to see trends upward which is really exciting. So, she's
004going to go over a few of those things and then we'll jump into some lunatic and I think I mean the data is pretty obvious I think but you can see we actually tested 185 fewer students this winter than we did last winter but we have 155 more students who are proficient or advanced already um at the winner mark. And so that's pretty exciting really. And when you look um you have a handout in your packet that has the same basic information that I'm going to share with you. I did it a little bit different on this handout. These are all percentages so you can compare percentage for percentage. Up here I'm showing you the actual number of students so you can get an idea when we look at those percentages what are we talking
005about. So 155 more students proficient or advanced and I didn't do the math but nearly 300 fewer students who are below basic at the winter um benchmark. So that's pretty exciting data to see with our um new implementation. And I think one thing to point out on YTOP, just remember we're testing end of the year standards. So these are students. So that's coming up. >> Stealing my thunder. >> When we talk about data at the district level, we're really looking at two different things. One is white top which Amanda was just talking about which at the winner point we don't really expect kids to necessarily be proficient at this point because we're testing the entire um group of for example fourth grade standards and they're only halfway through. Um so that's one type of assessment.
006The other type of assessment we're going to look at just a little bit is our universal screeners in LCSD1. That's FastBridge. Um and we use FastBridge K6. to use it for both literacy and math. We're primarily going to look at the literacy data today and we can use fastbridge to identify kids early on when they need intervention and what are those types of interventions. Whereas with white top it's more about looking at what is our what do we need to do to improve our instruction in the classroom whole group rather than individual. So this is our YTOP ELA data. The trends are not quite as pronounced in ELA as they are in math, but we are still seeing an increase in the number of proficient and advanced and a decrease in the number of students
007who are below basic. Um, if you look at the percentages, it's about a 2% shift between the below basic and the proficient and advanced. It's a little harder to see on this one because they're closer. So, you don't have the dramatic dramatically different numbers, but um we are showing improvement across the past three years in that as well and then I'm going to kick it over to Amanda to talk a little bit about IOPS. All right. So, we have had a few conversations about over the last few years um but we wanted to make sure that we just provided a reminder. So, our screeners are used to identify students in K3 that are falling below the 15th percentile. If you are falling below that 15th percentile, then you're placed on an individual reading plan or
008an IRP. Um, the goal of the IRP is really to drill in. So, we take the screener and then we drill in even further and do more diagnostic assessments in order to figure out where are those true deficits and then how do we address those through intervention and progress monitoring. So, um, so we have students that are placed on IRP. Right now in kindergarten, they're not placed on an IRP until winter. So, they really give kindergarteners a chance to get exposed to curriculum and exposed to some of that so that we aren't pre-identifying before they even had access to learning. Um, so this is just a quick reminder. I did place in your packet there is a handout behind um that data spotlight just of our guidance just so that you have that for reference
009if you want to come back and refer to that later. I know this is a big conversation right now um across the state. So that just gives you a little bit of a reference to fall back on. So as we look at our IRP data um we are seeing some really good trends in this data as well. So Laura is going to go over that really quick and then I will jump into this particular um data. I did not use numbers of students just because it got a little messy. Um, but I think the exciting thing to me is if we look at winter 24 to winter 26, the number of our highest risk kiddos has dropped by 3%. And that's a huge that's a huge improvement. Um, it's a lot of kids that we're
010talking about that don't have to have an IRP any longer. And so I think that's a great um indicator of the early literacy work that's happening in our schools. And super exciting, this is our kindergarten early window data. So, as Amanda mentioned, in the fall, even these iris kiddos, which are on this end, um, in the fall, we had 112 kindergarteners who on their early reading screener, we identified as high-risisk, but because they haven't had any access to tier one instruction, we don't, um, put them on an IRP. And even without necessarily doing this globalized paperwork, we've seen a drop of 18 kids um over the course of the fall to the winter screening window in this high-risisk category. And this is super exciting because low risk really means we're not seeing anything that we
011need to be concerned about. And the improvement in that um really shows some of the gains that we're making with the work that's been happening in early literacy. What do you attribute that to a a specific I mean >> um well we have really emphasized and done training on foundation integrity in solid tier one instruction. So when we're looking at these students that are falling in that low risk category their needs are being met through tier one instruction in the classroom. So, we're really excited about some of those trends that we're seeing um where teachers are taking some of the shifts and making those changes and they're really starting to see that it's working. And I think when we looked at that previous slide, when we're looking No, you're finding at those high-risk students and
012we're just looking at below the 15th percentile. So, oftentimes these are students that would qualify for an IEP. They they may have additional learning needs going on, but we are moving students. So moving 3% is a really big deal when you're talking about that very high-risisk category. Um, and a lot of that we are attributing to we're getting them the support they need and making sure that we're starting to target those specific areas of need and not just kind of trying to blanket um a support through a system or like through one program. We're really looking at individual students. Okay, >> if I can add one thing in there, I I think we have um a recognition here that we have um we have a community problem here as well. These are kindergarten students in
013the fall. So, they haven't received any schooling yet. And 369 of them out of just under what 800 have some risk as readers before they've even started school. So, um I think what there's a lot to celebrate here and what happens after they get to school, but I think we have some outreach and some um I think it really shows some concerning community trends when well over a third of the kids at age what barely five years old come to us with before we've even tried to school them and they're already at risk. So, I think that's important to point out as well. >> And fast is a little different than white top. This is not in the fall. It's testing them as a 5-year-old in the fall and then it's testing them in the
014winter. So, it it adjusts. It's not like white top where it's these are your end of the year standards, but so it's okay if you kind of don't know some of them if that makes sense. So, it's really adjusting to that time of year as well. >> So, can I ask a quick question? The high risk in the winter of 2026 was 94 kiddos. I don't I don't I didn't do the math, but is that about that 15% that consider it's 11 >> 11? >> So would you as you look at putting kids on an IRP, is that happening at this time of year with kindergarteners? Did you wait a little longer in the spring to >> No, we right now those students are being placed on therapy and then doing additional screening and diagnostic
015testing to figure out how >> some of the ones in the the middle are the low end of that are they also then they fall under that 15%. >> Yes. Yeah. So through the MTSS process we're addressing students. So even the some risk students are getting they're getting support through interventional blocks and different times and programs and those types of things as well. They just aren't they aren't required to be placed on an IRP and monitored the same but a lot of them because we have builtin intervention block time are getting a lot of additional support as well. >> So the goal is to continue to move all of them. But >> thank you. the IRP is that done like the the IEPs do you read as a team and >> so that's typically with
016the PLC team so the teachers will sit down together look at you know how do what do we have going on here where do you think we start do we have kids that we want to group together for an intervention and then they will contact the parent so the parent is involved but it's not the same process as might be it's not as in-depth so you don't have to wait I mean it's a we get this data and then we start to jump it into action so and then if they're not making growth. That's part of the process, too. The progress monitoring is huge. If they're not making growth, then you continue to go analyze and and look to see is there something that's blocking their something. >> So, some of the things that we
017know are working. Um, tier one instruction um I mentioned that just a little bit. So, we at this point have explicit funological awareness, phonics, decoding, encoding, morphology. So through um foundations through Hegardy through our very well- definfined GDC documents and the standards that we're teaching um through with the support of what wisdom that's our primary resource that we use but we're really focused on what are those skills that kids need to have and learn. Um we're seeing a lot of really positive trends in in some of our schools that have really jumped in and embraced that. Um at this point we have a lot of people who have been trained and now we're really working to how do we move that training into action. Sometimes it's hard when you get a training and then you
018go back and you kind of default to what you know, default to what feels comfortable. And so we're really working on how do we make sure that those things are are shifting in the classrooms. In addition to that, we've been working a lot on our multi-tered systems of support, our MTSS process, and how do we ensure um you know, Dr. Kern and I work together often on all students are are students first. So they need to have everyone should be getting tier one instruction and then from that how do we start to identify what type of support and need they they have. So really working through our PLC processes to to define you know what does that look like for students. Um sometimes you sit down you're like I don't know what to do. I've
019tried this this and this and you need another brain to help you kind of decide is there something else I'm missing? What did you do with that group of kids? So using that PLC model and then the other big change we've seen this year we redesigned our literacy our they used to be reading interventionists and now we are calling them literacy specialists we expanded their role a little bit and and expected a little bit more um so they are really expected to be the experts of literacy in the buildings um helping with professional development going into PLC's providing support to teachers they're modeling lessons they're coaching it really is dependent on what the principles are seeing as the need in their building and so we're seeing a lot of success with that. And then I
020have our literacy coaches. We have two coaches left um for elementary and I have them meeting with each literacy specialist once a month and providing additional coaching and support to them as well to ensure they have the resources and training they need. So that's been a pretty positive um shift this year as well just and they can still do small group intervention. That was kind of their only role before was pulling small groups of kids. Now we're expecting them to use their expertise and really build that build a capacity within the schools. Um I've mentioned our training a little bit. We have really focused in through chapter 56 through WDE we have some training requirements around literacy but in addition to that we really have worked on increasing that enhancing that so that we have
021the best training available for our staff. Um we have people in our district that are trained to be able to deliver the letters training which is a highly popular successful um training for for teachers. I think right now we have over 350 people trained in letters. Once again we're looking at how do we shift that that philosophical piece of it into action. So um still working on that but we're still offering those trainings. We just really emphasized one right now. Dr. Kern really advertised it for special education teachers trying to really push a little bit more into that that area as well. Um we are working on continuing to enhance training opportunities um moving those trainings from practice or you know just from that training that idea to actual like what does that look like
022in the day-to-day lessons and then just continuing to provide additional training. One thing we're really working on is our instructional leadership and and enhancing their training as well. So looking at our principles, our literacy um specialists, our instructional coaches, those academic interventionists, the different the different roles in the building to make sure they have what they need in order to be able to go implement and and do this work successfully. So one additional thing that we have worked on is we did apply for I'm not sure if you've heard of the CLSD grant, but um I think this fall they announced I forgot the total amount. Yeah, about $14 million. Our district did apply for that grant. We're pretty excited about the opportunity that it could bring for for our teachers and our instructional leaders.
023Um, and we're not sure, you know, that that is really designed to in I know just a lot of things we've been talking about making sure that people have the right training and resources to make those decisions. We're no sitting down. Um, we have a backup plan if we don't receive the grant. So, and we're going to continue with the work either way, but this would give us an opportunity to get a little bit of additional coaching support and some things put in place at this at the building level so they can start developing those literacy visions and and some leadership around that work. Um, we are looking at making sure that we are building the capacity districtwide. you know, we see you see pockets of greatness all over the place. And this is kind
024of normal with anything, but we really want to make sure that we're any student, no matter class, what classroom you walk into are getting the same opportunity to learn and and have their needs met. And then just making sure that we're using data. So, making sure that we are using the right systems and the right support. Um, Miss Nap has worked this year to do some work around our elementary assessment system, like our our full system. So looking at from formative assessment all the way to YTO, how are we using that data? Are we using the right data? Are we over testing? Are we under testing? So we're really working on um doing some things there. Right now we're working on a few things with math specifically around district type assessments um to see if
025that type of data could be more than some of the past data. So a lot of evaluating and analyzing are we looking at the right things and making informed decisions for students. So we're pretty excited about some of that work that's coming as well. And with that, that leaves us a few minutes, I believe, for questions. >> Yes. I don't know. >> Yeah, this might be a question. Um, how does the literacy bill that's moving its way through the legislature, how does that change any and all of this? >> Um, I'll let you guys take a crack at it, too. But um one of the things that bill we haven't had hadn't anticipated is um the language that requires B12 um requirements for professional developments around the science of reading. um as it if that
026were to go through then we're asking our welding teachers, our professional baking teachers, our marketing teachers to go through the very same training that our first grade teachers go through. Um that's going to be very if that goes through that's going to be a very uh difficult ask quite frankly. Um it's not going to feel to those teachers like the work that they spend their days doing. And so we're hopeful that that some of those changes might yet be made. Um I think there are some questions about what assessment um the battery of assessment that will meet the definition of that literacy bill and how many hours it will take to give those kids those assessments. Um do you have any followup on the number of hours? I think it really expands out the the
027number of hours and of course all kids and all grades would have to take it. Um, that's probably the best I can do right now in answering that question. Do you have any followup? >> Um, I think, you know, the one thing that gives me a little bit of hope with it is it's very similar language to the K3 that's currently out there. And so, I'm hoping we'll still have some choice. And so, like right now, we're required to use a screener, but we have a choice of five different systems to use. And so, we can still kind of figure out what works for our district, what we're looking for. Um, and then the professional development that is a little challenging in a in a district our size, but we're working behind the scenes right
028now. Lots of different options. Um, some asynchronous, some in person. Um, what does that look like moving forward? How do we track it? So, so I'm working with technology and a few other people right now to see how that some of those things could look. And then I think just making sure that it's relevant. Um, we have found a couple of resources that intentionally change what that looks like. And so, you know, depending on the flexibility in in our choices of what we get to do with it, I think we can hopefully be able to adjust. And >> I I I think that's going to be operative here is how does WDE write the rules around what does this look like? Um, I've said it before, I'll say it again. Um, there are a good
029number of towns in this state that don't have 300 citizens in it. and we have already trained 300 teachers highly trained in the science of reading. Um that's something that should be applauded and trying to expand that out to another 800. Um if it goes K12 will be very much a challenge that we're waiting to see if that >> No, you're good. Um I think one thing that I would say is we currently are using task bridge K12. Is it an ideal tool for secondary? No. But also a lot of times by the time kids get to secondary we know that they need help. Secondary teachers don't always know how to help them. And I think there are pieces of structured literacy that are important for secondary teachers. I was a secondary teacher. I did
030teach my kids morphology and how to pull a paragraph apart and figure out what does this program refer back to? And I think those pieces could be valuable to secondary teachers. I just think again it goes back to, you know, is it written in a way that what we're doing with secondary teachers makes sense in the same way that what we're doing with elementary teachers right now makes sense. I think what we're doing with our K3 teachers isn't going to change a lot based on this bill. It's looking at what does it look like for 12 and how do we make sure that those things stay relevant because I I think they are important. Um but they also have to look different. They can't look the same. >> Yeah, I just had a question but
031first a comment. Thank you for all your work you're doing in this area. It's exciting to hear the progress. It's also exciting to hear how you're reinventing things like the literacy specialist jobs. Um that I never thought about this, but I've always, as Steve knows, I've always mentioned we need to be helping these kids more and providing their structured support. So, I'm really excited that now it's someone's responsibility. And so my question is related to um the data and how how often do these specialists look at that data and kind of keep track of those kiddos that they're watching in the buildings and supporting in the buildings. >> Um that probably varies just a little bit. Bare minimum they're looking at fall, winter, spring. So bare minimum they're looking at those three big indicators. Most
032of them at this point are pretty heavily engaged in PLC's with the teachers. So, it's a weekly whether it's a common formative assessment, not something quite so formal, but I mean they're monitoring students and and weekly pretty I mean that's pretty common. So yeah, they're pretty engaged and invested in making sure that kids are making the right progress and they're growing and not just getting stuck, which is a huge I mean that's a huge win because I think anyone who's been in education like we've had moments where it's like nope, every kid is going to go learn this one thing and if I hope it works like we'll see what happens and then a kid gets stuck in it for years and is just cycling through the same program without actually getting their individual needs
033met. So, so this is made a lot more individualized which is good. >> Thank you all. Um >> services. >> Madam chair, our second uh presentation tonight is uh I think we can all agree the only thing better than breakfast is second breakfast. and u and Miss Roth will be uh giving us an update on our uh second chance breakfast. >> I'm an expert right now. Um Steve, I am really excited to be here uh this evening. I had the opportunity with Jed to speak with you guys last spring about our C program and at that time we spoke about introducing the second chance program this year as a way to further expand access to free meals and we have some kind of exciting data to share today. Uh if you want to go to
034the next slide J. Okay so I just want to quick review what second chance breakfast is. So, second chance breakfast, we introduced this first day of school at South and Johnson. Those are both C schools, so premill sites. And then due to its success and I guess good word on the block, Mike reached out in November and we started the program at Triumph um just this last fall. So, what Second Chance Breakfast is is it offers an additional grabandgo breakfast serving time for students who are either late or not hungry. This is really common with high school and junior high kiddos. Um, it's one free breakfast per day per kid. So, despite Steve's delicious second breakfast, we do one breakfast per kid. They can purchase another breakfast if they want to. Um, and then students
035actually take the meals and go and eat them in the classrooms. And why we do this improved academic performance to reduce stigma. If everyone's doing it, why would they not do it? And then obviously to increase participation. This typically works really well obviously in free meal sites and um we have seen that that we've seen the success in that in these schools. So there's different ways that you can implement second chance breakfast and each school has taken a different approach just based on what works best for them and their personalized schedules. South is doing Monday through Thursday they have a time called Bison Blues which is it's about 20 minutes they have like grade checks and schedule checks. Um and they actually take every class the teachers bring the kids down who want second chance
036breakfast. We have two service carts they get their cart they have like built it into the schedule. This is definitely the most successful model that we've seen. Fridays, they don't have Bison news, so we have a much shorter window. But excitingly, we've talked with Carrie and we anticipate even more girls next year as she's so happy with this program that she's going to work Fridays into her schedule to accommodate serving more kiddos. Um, Triumph, uh, they do Monday through Friday on the same schedule every day. They operate between second, first and second breakfast as well. You'll first second period, you'll see a trend with that. um they have kids go in different groups and discovery kiddos first and then the other kiddos. They have approximately 10 minutes um which is more than enough time and
037we don't have carts at Triumph. Triumph's a pretty small school so they actually just come through the serving line and that works for them. And then Johnson Monday through Friday in between first and second period. This is our toughest one but we've still seen a lot of success. We serve kiddos in a six minute passing period. So, what Aaron did is it's typically a threem minute passing period and he doubled it for us and um just to give us a little bit more time. We anticipate that changing next year. I know it's fast. I know it's fast. Thank goodness for electronic systems and the kiddos are pretty well adjusted. We have two carts at Johnson. Um and so next year we anticipate some growth there as well as Aaron kind of implements more into the
038schedule as well. at at Johnson. Do they put one card on the first floor and one card on the second floor? >> Johnson. Um, hold on. Yes. Okay. Yes. One on the first and one on the second. There you go. You got it. Okay. So, this is the really exciting slide, you guys. So, this is the data part of it. This part I really like. So, what I've done is I've pulled data for each school. I have comparing the numbers from 2425 to 2526. the top number like the 173 per day. That's how many breakfasts we were serving per day last year or this year. ADP stands for average daily participation. So that is kind of the best indicator because it takes the total number of breakfast divided by the enrollment. So if the school's
039seen any enrollment drop, that's why we use that. Um so you'll see South from last year to this year has seen a 320% AD increase. That's incredible. That's a lot of kiddos getting free breakfast that were not last year. Johnson we've seen 70% and Triumph we've seen 71%. These are statistically quite a bit higher than what you see like national averages when you introduce these programs which just show I think how much this district needed this and how successful not only C is the chance breakfast program is mine's short and sweet. I just uh we have a really, you guys don't have to read it, but a really nice letter from Aaron just saying um how much he supports the program and uh is excited to continue supporting it in the future and recognizing the
040hard work that's gone into it. Do you guys have any questions? >> I do. >> Okay, let's um so I imagine most of everybody thinks this is fantastic. It's getting fed. We have and think those kind of things. Have you had any concern about it being disruptive in the classroom if they're taking it into the classroom? >> Not since it started. The initial it's hard to get instruction time is really important obviously and it's hard to get built into the schedule, but we have had nothing but very very positive comments since it started. Um in Aeron's letter he spoke about how he's seen an improvement in student behaviors, focus in classes. Um yeah, and I think it speaks that Mike at triumph wanted to add it about it. But yeah. >> Yeah. And nothing from
041nothing negative from parents or students just very thankful community. >> Ashley, one thing maybe if you want to speak a little more about this, but a realization I had at one point is um there were kids who were literally hungry and now they're getting fed and everybody can agree that that's a great thing. Um but additionally I think we're also seeing kids who maybe were eating very you know nutrition or food with very poor nutritional value and now they're getting higher nutritional value food which I think you're seeing absolutely has an impact on engagement and behavior u when you're not just putting garbage in your body. Um, I don't know if you want to comment any more on that, but it's not just kids who are hungry. It's also trading out some of the, you
042know, cookie dough for breakfast for something else. So, um, anything you would add to the nutritional value? >> Do you still follow the USDA meal pattern? There's still federal meals that were that were claiming for reimbursement for that. fruit, grain, protein, uh fruit usually not a vegetable, but um same meal that they would see during the first service, hot and cold. >> That's a good point. And I guess one more thing I'll say about it is you've seen over the hopefully seen the trends over the last couple years. This is part of another phase of us expanding access to free meals. We kind of started three years ago with that reduced to free program and introduced C and this is a way to further grow on C um and continue expanding access to those greens.
043>> Is there any talk about eventually expanding this to the elementary schools in the triad as well? >> Not typically as successful in elementary schools only because the reason that high school kids don't eat in the morning is because they're driving themselves. They're sleeping in late. Typically, it's recommended to do it in junior highs and high schools. Um, in elementary schools, you see records in the classroom sometimes. Um, but where our participation numbers show that this would be the most successful is definitely secondary schools. So, not at this point. >> And don't our secondary doesn't don't the junior highs start around I don't know 7:30ish, 7:15, 7:30 where the elementary schools are a good 45 minutes to an hour. Our elementary breakfast is usually 8 to 8:30 and the buses accommodate getting them there early
044and their parents are typically dropping them off early and then we offer breakfast at elementary schools up until 10:00. So if a kid comes in late, they're more than welcome to um the office will bring them down and come let them grab a breakfast. Yeah. >> And Ashley, would you share with the board the celebration today we're able to be a part of? >> Sure. I thought today he was there. Um this morning we welcomed uh First Lady Jamie Gordon and Mike Gordon, the governor at Coyote Ridge and we did a proclamation for school breakfast week. Um for those of you who don't know, it's National School Breakfast Week. We're serving free meals across the district. So not only those 13 Cs and so she came, both of them came, signed a proclamation, they participated
045with the kiddos, drank hot chocolate, ate our egg bites, and it was fun. We got some cute pictures and they always are really really good. They're they're good sports. They come for school lunch and school breakfast every year. >> That sounds nice. >> Yeah. >> Any other questions? >> Thank you very much. >> Madam Chair, that is the end of our presentations for this. >> Right. Well, I will discussion at 5:37. I got about 20 minutes.