001okay calling to order the committee of the whole meeting for Diamond Lake School District 76 roll call please rise for the Pledge of Allegiance I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all okay we now open the door for public comments on agenda items um if we have any public comments you can feel free to comment or um if you're joining us virtually you can feel free to type those into the chat box and we will read those into the meeting for you we will pause to allow everyone an opportunity to do that if they wish and I do not see any public comments so we will move on to presentations all right
002we have two presentations this evening our first one is to recognize one of our amazing staff members Deanna Fisher who was nominated for a diamond award by Mr Eric Rogers so I'm going to hand the floor to Mr Rogers okay I talk at every single meeting I think but I've never actually talked to the podium so the pressure is getting to me already but um yeah I don't take recommendations like this lightly I don't like to really not really my thing I don't think I have too many opportunities to recognize people for Diamond Awards but um you know this really means a lot to me to recommend Deanna Fisher uh means a lot to John's here as well but uh Deanna is one of my most favorite people I've ever worked with before she started
003with us in 2019 and the most amazing thing about Deanna she never did payroll before she came here you know we it's always hard hiring a business office person it's like oh she's got a little experience in a bunch of different stuff and when I interviewed her it was um it was like love at first sight getting you in here I had to have it but um you know being in a business office it's really the thankless position you're just expected that everything's gonna go well and when it doesn't you're the only one that Everyone likes to blame and they don't really realize what goes on behind the scenes so the long hours that's involved the meticulous work um but that's where DNR really thrives and you know we all went through a really scary
004transition over the summer when we lost uh Peggy who was doing accounts payable for 15 years or 16 years or whatever the case might be but uh you know we both had the Panic look in our eye and I just remember you looking at me and you're like I got this don't worry about this how we're hiring somebody who's never done anything business related in their entire life and you're like you know I got this and so just going through Dana spent so many hours training Belinda to really be you know after only three or four months here like really becoming an expert in her craft and it's been amazing to see every time I walk Bible in his office as Deanna is sitting right next door um so it's been truly an honor working
005with you there's no one I've worked with and I think I will work with it I'd love to go on the Foxhole with and just work side by side so I'm like so proud to work with you you make my life easier the greatest thing I could ever say about you is like you make me better at my job and you make my life easier so I I truly appreciate UD I truly appreciate working with you so if anyone that's ever been uh nominated for this award deserves it it's you so thank you congratulations chocolate would you like to say yeah congratulations you know what I'm saying you don't have to no you don't have if you don't want to you don't have to I just wanted to say it's it's much easier when you
006have a great mentor thank you so much for this means the world congratulations thank you Deanna and thank you John very well reserved excuse me very well deserved Echo everything that Eric says you're just absolutely amazing and you haven't skipped a beat with all the challenges that we have thrown at you through the pandemic and then through the transition of a new employee you've just been absolutely wonderful and truly have struggled like a diamond so thank you and on that note we have our second presentation which is just as exciting as the diamond award it is our fall assessment update I know Mr Hansen's going to take a quick picture and then you guys are welcome to stay or leave but thank you I know you guys all right so this is a joint presentation
007that will be uh shared by our principals as well as Dr Cunningham so I am going to turn the floor over to Dr Cunningham we'll do a brief introduction and then we'll have each principal share their school's results and then kind of close out with the district summary Dr Cunningham thank you so much before we go into our star data which is our test that we give three times a year to Benchmark our students we just want to take a brief moment to talk about the school report card that came out the new interactive Square pork are for 21-22 school year Illinois really revamped a lot of how they present the information and how they report out for schools and so um the still the four levels of designation to remain and we are a
008all three of our schools and our district were labeled for commendable and 2122 so we're very proud of that designation and it says a lot about how we've gone through the pandemic uh just to explain on that next slide of exactly what the breakdown is this is from the state and how they score each school so I'm just going to take a moment to explain this essentially with between English language arts and math language and math proficiency or excuse me growth um that is 50 of your score is to see how you grew from year to year and really from this case it'd be from the 2021 year to the 2122 to and then another 15 of your score is your proficiency which is levels four or five in math and Ela so it's the
009number of kids that scored um a four or five that's the proficient side on the science proficiency is the Illinois Science assessment it's given in fifth grade and eighth grade each year and this year it was just a participation score because uh for a number of reasons they did not want to make that an actual metric and also they needed some longevity data to be able to see how what might be an appropriate score for proficiency and then the English learner progress to proficiency is five percent and that's showing um there so the state has created a what they want to see in percentage increases for El students every year and it's that progress that you're making toward that proficiency every year will be five percent of your score otherwise the other two pieces and
010by the way I forgot to mention IRS given grades three through eight so these other two weights carry a lot for DLS um chronic absenteeism is 20 of your score that means you've missed 18 days of of school uh during the last 180 days of school and then the climate survey that's the um five essential survey which you can find in our report card it's not the score you get it's your participation rate of your students taking that um it's five percent of your score um the other three will go into effect in 2025. um pre-k through two that has to do with the number of kids that are in acceleration enrichment offerings and the teacher certifications that are in primary and then grades three through eight um very similar I just want to make
011sure it is um a combination of mathematic proficiency Middle School Success and participation of enrichment acceleration there's an emphasis from the state right now and seeing the numbers of students in accelerated classes and honors increase particularly those that are minor Authority students racial and culturally and then the last measure is fine arts which is the teacher certification and student participation and Fine Arts programs I believe it's grades three through eight just I'll make sure yeah it's grades um actually it doesn't matter it's K through 12. so those are the measures on the of the 25 and how we come to our score each year um there's been a lot of really good information you can explore on the website I only mention this because uh Joy Hale mentioned that the board would love to know
012this kind of information so I will share that for example you can find out a lot about where our district is as a point in time the test itself the iar test it doesn't always give us the information maybe we'd be looking for but it does show us where we are relative to other districts around us um that we have the for example the 15th highest El percentage population in the state for all districts that report it so only 14 districts have a high we are 40 percent um is what Els reported now again some districts may not have entered the data incorrectly we audited our own data in September um but it was it's great to look at those other districts around us and and those and it has similar demographics that's on how
013we can continue to grow what we can learn from from them and then from us so good information there in that sense but I just want to take an aside um to explain that because that just came out so to continue to our the meat of our presentation the next slide um this is goal uh one our Priority One goal one which is to improve student growth in English language arts and math so our goal we set um in terms of measurable outcomes is that 100 follow the spring 100 of our kindergarten through eighth grade students will demonstrate growth within the tiers of instruction as measured by star and so what we mean by that is that they will show Positive Growth follow the spring no matter how big or small they will show that
014so I'm actually going to have um Mr Hansen is going to go to slide 22 um not because we're trying to spoil the data but I want to explain what this is so that when the principles are presenting you're not wondering what am I looking at so what we did is we reported and we'll want feedback from the board is that this is helpful um is you will recognize the first three columns if you if for those that were here last year is that we're showing the number of kids in each tier from the in the spring from the fall of the spring to the same kids so if I was to take third grade in the spring as second graders they had a 41 41 of them were there in the fall it's 35.
015um so we use numbers for that because if percentages because some grade levels have very different sizes a percent like you could say 10 percent increase in this grade but really that's three kids and so we use numbers in that case um on the right side we made a different decision we talked about that the board had shared last spring that no matter what tier you're in we'd like to see how many kids made Positive Growth because tier one is a huge range we'll talk about in a moment so that number we're going to report on you for you is how many kids from Fall to Spring that took both tests made positive growth and so we're kind of practicing it this fall so that means that um not to take Kurt's data but for
016third grade for example all the kids that took it in the spring because uh they 50 of them that also took in the fall made Positive Growth from Spring to Fall is what that's saying and we chose percent for that because the numbers could be confusing if you have new enrollments of kids it's not the same group of kids so we chose to use percentage of for that so you're going to see numbers on the left and then that part we chose to report as a percentage the number of kids that made Positive Growth uh as we're looking at they didn't go back or they went forwards so um we can go back then Mr Hansen to the next slide thank you so just wanted to make sure that gives some context to what you'll
017see so to go to the next slide just as a reminder for the board we have three tiers of instruction the green tier is 30th percentile or above that's considered tier one um tier two um our students that are in the 29 to 12 percentile they require additional support and each school provides that slightly differently and then tier three as those that are 11th percentile or below they require intensive intervention um and then the like we mentioned before the star assessment is given fall winter spring both read and math if you remember last year it was the first time we had tried some of them as a primary level now we have some growth measures to compare again compared to so with that brief introduction I'm going to turn it over to Dr Berger to
018explain DLS thank you so much Dr Cunningham Harrison when we start with the ELA assessments I just want to remind the board that we have two separate categories at the K2 level one of them being literacy which is the foundational language skills including alphabet phonemic awareness phonics vocabulary and comprehension and then we also have the actual star reading which is the higher application as students are able to put those foundational skills together and then are able to take it into actual reading of passages and materials so this is where we would include things such as author literary argument higher vocabulary and higher comprehension in comparison to the early literacy so when we look at the kindergarten star data these are our brand new diamonds who just started with us this year they um came in
019only taking the early literacy exam because of course that's really what's age-appropriate for these students some of them we know went through preschool programs or Child Care settings some of them we know did not so it gives us a great Baseline data for the kindergarten team to look at how much does do our children already know about English language and reading skills so when we took it this fall or early literacy we had 32 students in tier one nine students in tier two and 22 students in tier three which was a very appropriate uh marking across the three tiers because in many cases it's really have the children had experience and do they know it or maybe they haven't and they don't know it so we look at it it's a little bit heavier in
020tier one and tier three in comparison to the small number of students that scored within tier two but working with the kindergarten team we are very confident that we will see growth from fall to winter and then of course also to Spring as they are learning more of these skills and when we come back in the winter we will have a percentage of growth for you and then for math with kindergarten we had 46 in tier one 20 I'm sorry excuse me 10 in tier 2 and 9 and tier three so it's a very strong math foundation for our students who are just joining us as well and then when we look at first and second grade for the ELA components um we had some students that in the spring still were taking the early
021literacy and we had some that were taking the reading and this was really just dependent on how much growth the child had made throughout the school year and their ability to be able to take either one of the assessments so when we look at early literacy for first grade we had 45 in tier one for the fall 24 in tier 2 and 37 in tier 3 and these were children who of course last year when they took it were kindergartners so when we look at growth in combination for this entire grade level the greatest growth that we're seeing is within that reading star if we look back at the spring there were only six children that were able to take the reading assessment this fall we went much higher with students who were able to
022perform on that reading assessment compared to just the early literacy so we had 25 in tier one eight in tier two and 16 and tier three and when we look at these pieces together in combination because it covers all of the ELA subject we had 56 percent of our children make growth to be able to get into both the reading tests and different levels within the early literacy and then when we look at second grade we had more students again that took the reading in comparison to when they took early literacy the prior spring so this fall for early literacy we did not have any student score in tier one we had five in tier two and 19 and tier three and then when we look at the reading 40 in Tier 1 15 and
023tier 2 and 24 in tier three for overall growth of 48 for these students who went from first and are now in second grade and then for math we had um great growth in first grade uh 68 children in Tier 1 14 and tier 2 and 13 in tier 3 for 53 percent of our children to make growth within the math and then in second grade we had a little bit lower um growth percentage in comparison and we it was a little bit of regression actually and we have some different things happening within math with what we have now with our math coach and math interventionist as well we had 52 students in tier one 18 and tier 2 and 23 and tier 3 for 28 of our students overall within second grade showing growth
024from the spring to the fall and then just looking at what the data is telling us we do have continued growth happening especially for early literacy and Ela with first and second grade we do math like I said though not as much as we'd like to see in second grade we certainly would like to see a higher percentage there um but one of the great things too is that we're really seeing a strong foundation for kindergarten so it'll be interesting to see how this grade level performs because of course they're coming in fresh and we don't have any coveted reasons or anything for this new group so it'll be great to see um the kindergarten team working hard with them and what and the amount of growth that they can make over the three testing
025cycle and then things that we're doing to address the Gap we had introduced this last spring and we're continuing with this and making it even stronger um you know our building schedule was developed to include specifically phonics and writing and these times have been added to our Ela black to strengthen those literacy skills Ela and math coaching opportunities have increased including our kindergartners in the three star testing cycle so we can keep track of our little ones as well and see their rate rate of growth can continuing with our push-in services from interventionists and special education staff also with a lot of consistent progress monitoring and data-driven team meetings we actually just had our first round of Team meetings for the fall and it was fantastic all of our teams were really picking apart the
026data looking at it at a much deeper level than I think we have in the past instead of just looking at some general um growth we were really making decisions about now that we see the numbers what does that mean for these kids but what does it mean for those kids what what might we want to do with these children so it was great to have those discussions for both Ela and math and then of course continuing with our differentiated what I need time so that we're really able to Target those skills with our kids and math of course now being taught in English for our dual language program first grade it's been um a pretty smooth transition second grade it's being taught in English sometimes we're getting answers in Spanish but if they know
027how to do it that's okay so we're still um making that transition but students have been working really hard and our dual language teachers have been great with preparing all of their lessons and activities and everything they had previously in Spanish now to English and that is DLS Mr problem Dr Berger so the story uh with our Ela scores at the Intermediate School show some uh regression and summer slide over the over the span of your tears in third grade we had 41 students that were in cure one uh in the spring fall that dropped to 35 we were flat in the tier two going from 15 to 12 but we increased our tier three um up to 27 from 22. that being said 50 percent of our students are showing positive growth and I'll
028go back I'll Circle back to that at the end of this um in fourth grade we had a slight uptick from 47 to 49 uh in tier one our tier two stayed flat if you look at tier three we had an influx of um tier three students from 15 to 24. now 11 additional students took the test in the Fallen did in the spring now does that mean they all went into tier three no but we have more students taking a test uh this year so we're looking at where they're actually falling in there but with that 43 percent of our students are making growth positive growth in fifth grade we had a dip in the tier one a rise in tier two and another rise in tier three so it's a similar Trend throughout
029the three grade levels moving into that uh when we address what we're going to do next going over to our math scores much of the same um story here so we had a little bit of a dip in tier one and tier uh seeming grade three uh tier two as well relatively flat increasing by one student we did see a reduction tier three from 19 to 15 students so that's a positive um there in fourth grade we went up from 44 to 47 in tier one stayed flat again in tier two but we did have that increase from 11 to 20 in tier three fifth grade we had a little bit more of a dip in tier one from 42 to 33 and an increase in tier two from 13 to 17 and also an
030increase from uh tier three from 26 to 30 but 43 percent of our students are making Positive Growth but what that looks like when you look at it so in that in your tears when Star calculates the tiers and where the students are falling while our students are making Positive Growth they're not keeping Pace with where they need to be to move throughout the tiers so if that makes sense so so what is it telling us um other than that we're not uh we can flip the next slide Mr Hanson um so we're going to continue with the instructional focus on Mastery of Standards we need to make sure that we're hitting the right things at the right time so we're exposed to these Concepts and we need to improve student engagement within the assessment
031process we need to make sure that when we're taking these assessments we are really uh diving into and committed to it so we're doing the best we possibly can on there so what are we going to do to address those learning gaps our ZIP goals that we wrote for this year focus on literacy and math to address all three tiers and what we're going to do within them we're also reallocating our resources provide math intervention at all grade levels I had mentioned this in the spring as well um so we have we now have a math interventionist that works with all three tiers we didn't have that in the past we've had to read interventions but not in math interventionist we now have a math coach that supports all tiers so similar to what Dr
032Berger explained at Diamond Lake is going to happen it's going to also happen at the intermediate school and we're increasing our read instruction with our push-in model and co-teaching support which we've started started and it's been a very positive experience for everybody involved so we have multiple teachers teaching reading differentiating so we're able to address tier one tier two and tier three actually in the in the classroom Mr Peterson all right thank you Mr Preble um well we had some very encouraging news from uh from West Oak Middle School and and definitely wanted to show you guys uh first that you know before before I kind of dive into some of the data what was definitely different I don't have much context but I've only been here for three years but uh what what was
033much what was quite different from this year compared to last year was last year we had like we had 13 kids enroll into our district um you know this year we are at 26 soon to be 27 new students enrolling into our into our school as of tomorrow actually we're going to have our 27th come in so if you guys if you guys do the math here especially with our sixth grade and really the a good chunk of our our new newly enrolled new enrollees are actually sixth graders about two-thirds of that 27 uh ended up being our sixth grade so the the numbers don't Jive between spring and uh fall testing but but nonetheless so we have some very encouraging results um you know as you can see here with our star our star
034reading uh results here um it was kind of Rarity that that we get into the 50s especially with you know with that tier one in regards to our tier one number they're not kids that test into that tier one level uh sixth grade uh went up from 50 to 54. obviously we're not comparing Apples to Apples here we're going to do that a little bit more here as we get into our second Benchmark testing in December but um in regards to our church or two we lost one from 26 to 25 and then our tier three uh went up from 21 to 28 but in regards to the scaled score um it you know we've still had kids that that tested you know 43 of them still tested higher than they did uh at last
035year's time here in the spring so you know still good results uh seventh grade here uh we you know we held steady at our tier one and and that was a win in itself being that you always expect that summer slide and to keep keep a hold of that number is is definitely very encouraging uh lost a couple to uh cheer tier two and then we gained a few you know gained four from 18 to 22 at that tier three level but still though over half of our kids showed growth um you know from from last spring to uh to this fall which is not not really what you would expect um same thing with eighth grade very encouraging well our tier one gained from 41 to 48 uh kids um you know our cure
0362 23 to 27 and then we you know what was very encouraging is our tier threes dropped by by six percent and by six kids which was which was very good um and then they also were they also hit that 54 range of showing growth between spring and fall uh fall tests all right at the at the the star math is is very similar and as I mentioned here when you get into the 50s uh number wise you know as a class that that that didn't happen much here last year so this was you know the kids were very very motivated they took this this exam very seriously and that's something that we're going to continue to uh to drive here as we get into those those next two uh Benchmark testing but uh 48
037to 55 uh went up seven seven students we held steady at that tier two with with 20 a piece and uh we dropped with our tier threes 27 to 22 kids but with 43 kids 43 of that of that class showing growth uh like I said though you know there's such there were there's been some movement going around going on especially at the sixth grade level it's kind of hard to compare right now um same thing with seventh grade seventh grade um 57 to 56 which is which is very good um and then our our other two numbers here tier two uh went up three from 14 to 17 and our tier three's held steady and and just to keep just to hold steady over the summer months was definitely something that was that was
038very encouraging in itself but with 42 kids 42 of our students showing growth uh in in that span of time uh last one is eighth grade um 56 to 54 pretty pretty close to where we're at here at the end of the school year last year um tier two we gained three from 23 to 26 and then if you look at that last one here our eighth graders they did really well they they tried it they tried they were motivated they you know in in his shows when we see such a large drop with that tier three level from uh 24 to 15. about that one right it was it was corrected oh okay I just saw that well we like to keep so yeah this afternoon that one is correct yep that one is
039correct um yeah and then also with some of these kids you know they are you know some of them were from different countries where we tested them in English but also the Spanish version of that test as well so you know if they if we're testing them when they're in the their level of math skill you know obviously we're gonna we're gonna assess them and we're gonna take that score on that Spanish side where they they understand they understand what's being said and what they're being tested out during that time too um but yeah these numbers are correct uh unfortunately I apologize as uh the numbers that you guys may have uh in the in the board book here may be incorrect um you know but as I was saying here with seventh grade uh
040health study from um you know from you know that tier three level uh with that 42 showing growth uh eighth grade very very very strong though uh we had a big dip in our our tier three data where we nine of our kids uh either either moved up um or you know like I said as some kids enroll you know enroll in or transfer out here there's going to be some change so definitely looking looking forward to what we what kind of data we're going to receive as we get into our you know our winter assessments but um but comparatively speaking with the kids that we had from Spring to this this fall well you know over half of them 55 showed growth um you know and I would assume here I would assume with
041with reading you know there might be there may be kids reading throughout the months I don't know how many kids are doing math problems throughout those summer months but just to show that growth here just it was it was very encouraging and you know a lot of people there was a lot of positives to be taken from this data if you move on to the next one so uh what is this data telling us um you know I would you know obviously some very good uh very good growth that we are seeing here with our STAR testing both in in literacy and math and uh students have shown a lot of growth here in their higher order thinking skills as well and that's typically something that comes along last are those those higher order thinking
042skills and um but but they're definitely showing that when we start looking at the sub skills within within the the overall skills in those two tests uh what we're doing um you know we are we are I know me and Dr Cunningham have been doing this for for three years together now and you know now we're starting to gain some consistency and uh this is our second year of our lli program where our interventionists have been implementing um that that readers and readers and Writers Workshop um so their their kids are seeing the same thing teachers becoming more comfortable with what they're teaching as well this was brand new to them last year and um you know now that you know year two uh as with anything the first years always a feeling out second
043year I feel like they've kind of hit the ground running here with this so you know we're looking to see you know that movement between tier three to tier two and hopefully tier two to tier one um same thing with that tier one math you know we're going to continue at our current pacing um tier two and tier three reading like I mentioned here with our leveled literacy uh text I used to reinforce our interventions um our tier 2 math we are we're pulling kids out during their advisories with their Core math teachers at each at each grade level to offer that additional support there um tier three math is that you know we have a dedicated resource classes as that continues that consistency there with um with vmath and Miss uh Miss Rogers our
044ell students um same thing this is something new to them last year and we're continuing with that that lli program at that level as well and with that group of students and then finally we are we're adding star you know start our progress monitoring and also we're evaluating kids based upon their their star results here at special with our special ed popular ization and um you know we have realized that you know we say cross-curricular we realize that you know writing and reading isn't isn't just the elas or the reading interventionist problem it's a it's a whole building it's a whole building effort here that we're trying to we're trying to bring all of our kids up so um you know cross-curricular work is happening it's something that our instructional coaches have been working on
045with our teachers and I'd say to a certain level of comfort to you know if I'm doing art uh well how can I how can I incorporate reading and writing in there uh same thing with with science we have you know we have our science teachers incorporating uh reading and writing uh a science related books uh within their curriculum as well so we're working on increasing that cross-curricular um uh study here throughout the year as well and now I'm going to turn over to Dr Cunham Mr Peterson one other thing that the board had asked for in the past was to see a breakdown of our tier one students because that range is so big 30 to 99th um we wanted to provide that for the board so um this is out of edu climber
046and in order to get this completely the same as arteria it'll take some work with edgy climber so just full disclosure this is showing you the 25th to 99 not the 30th so that first section it's kind of all they're all trying to be Shades of Greens that that blue got a little crazy um but that shade of green at the bottom would be the 25th to 49 so we would cut off some of that section would be our 25th to 29th percentile just so we're clear on that but so you can kind of see our in general once you cut that group out really our biggest group of students is in the 50th the 74th and then we start placing kids in accelerated and honors for the toward the late element a late intermediate
047into Middle School level um based on some of their score measures and kind of those upper those darker shades of colors Into the Blue um but this just to give you a general idea of what's happening in the tier uh one breakdown the percentages that are inside of that are showing um out of all tier one or out of the whole group of students what percentage is that so if you were to add these up they don't add to 100 because they're also counting in uh what's in the 10th to 24th percentile and zero to ninth those are edu climbers picks for how we do that not ours which is why we have some of the 25th lumped in there so the next slide is just showing math as well same idea it's showing the
04825th but you could you can see this is kindergarten all the way through eighth grade um the other one is showing you first grade through eighth grade because of the early literacy is what's used for star in kindergarten educlear does not run that same report so this one adds kindergarten in to show where again the tier breakdown is for math um you can see for example first grade has this huge chunk of that 75th to 89th percentile in tier one so sometimes these things can tell us stories um beyond what you might see in the three colored tiers so we welcome feedback on from the board if that is an effective way of demonstrating that um to continue on just to show district-wide what we are working on some of the initiatives and supports that
049have gone into place whether it was this year or last year our after-school programming does continue K-5 for additional math and reading support for tier two students and each of them have worked to expand that offering um as Logistics allows for all of our students they continue with imagine learning this year and teachers have worked actually to supplement a lot of that and then six to eight continues their their tutorial program we have developed our standard space rubric they're going to go into effect next week or sorry standards-based report card excuse me so K5 is in place for literacy and math and we are working this year in K5 they will have their social studies science Spanish language art which is the Dual language um as well as specials all those are going to be
050converted over to standards based this year so that the report card will be entirely standards based Elementary next year we did create also on our website we have a page that's going to house an explanation of all the grades because we are in transition time between both sets of scores we have adapted foxes in panel and lli which is the liters which is the intervention for K5 and 6 8 reading and we are currently selecting new writing curriculum for K5 and we are selecting new math curriculum for K8 because they are out of print so we have a few really good choices and we're very thankful for our instructional coach to help us with that so in the instructional coaching side which has been a huge priority it's been a Phenom really successful year so
051far using our coaches they are working on implementing the balanced literacy framework that's k through eight curriculum and assessment design they're supporting data analysis and plc's general instructional practice we're using the art science of teaching a book to guide us this year I'm instructional technology work including bringing the digital student Target portfolio initiative that was started a number of years ago before covid to bring that back and the middle school will be kind of the first school to really work on that for this year for spring conferences and then we're seeing a lot of Cooperative learning support especially as we're pushing in our interventionists and then just in terms of data-driven decision making edu climbers becoming more robust Mr Hansen has been working with the tech and the instructional technology team to get a lot
052of different measures in there so they can see their FNP scores we can see access scores we can see a lot of progress monitoring data all there each of the schools has a really nice plan for how they use plc's where they rotate a reading day a math day different data reviews and student support days that data management has been facilitated largely by the coaches and team leads and the principals it's gone incredibly well they've been able to make decisions and see results within two to four weeks at all grade levels where progress monitoring our students using some new tools Renaissance has a curriculum-based measure we're using for example and then we are providing additional supports in unique supports in reading and math mtss stands for multi-tiered systems of support and what we're doing as
053a committee is we're making sure that K through 8 we have a clear pathway for how kids receive supports and all those three colors tier one two and three and that is in the areas of reading math social emotional learning and then eventually we'll expand and includes behavior and eventually we'll expand that to attendance as well and then we have our students our student SEL surveys we just finished giving and we're compiling that data right now and then our desk of screening where teachers are screened students and then our for we have a curriculum that the SEL team works very hard on as well as second step we provide so those are just an update on some of the initiatives we are working on at the district level and with that we turn it over
054for any questions thank you I'm real can you hear me with this I'm really familiar with almost all of these acronyms and programs that you have in place um I see them every day I'm really really impressed with all of this that I see in place I know our kit my kids are in great hands I'm really proud of all this um I had one question do you ever dissect the information the data between dual and not dual language students foreign no we absolutely do and what's been interesting this year what we're looking at is uh how now that we're switching dual back over to English math how that's going to help or not because math intervention was very difficult to provide in the past because the interventionist was not bilingual so now we can
055provide math intervention in English so yes if if the board would like to see that we would just try to put that together in a communication or in a future meeting is is math now being taught in English because of a Personnel issue well you might be onto something there so essentially we kind of talked a little bit in June about it it was really fun to have that be the first thing I share out on um but essentially we at the at the K3 level um we love the idea of doing it and we'd love to explore going back to that and any resource we purchase in math will be completely workable in both languages um at the K one and three level we were unable to sustain that model while putting high quality
056teachers in front of kids and so we elected to go to that from the 50 50 for this year let's do their math in Spanish still I can hear them when they're talking to themselves and it's I'm really sorry to hear that yeah is that conveyed to the Dual language parents yeah we communicated what was going to be happening in terms of where we're going moving forward and then it's in our programming guide as well so it switches over in third grade it goes to 60 40. um now it's just in third grade it goes to 50 50. the biggest change is that math went to Spanish and then everything else stayed or sorry yes math went to English and then all other Spanish literacy times stayed where it was and personally I don't know
057if this needs to be bored data given to the board but I would love to know how the Dual kids do versus the non-dual kids that's out of curiosity yeah thank you absolutely thank you a couple questions um I'm going to piggyback on what David asked about and just ask in looking at those um like numbers from Diamond Lake and I don't know Peter or Dr burger if this is a which one of you this is a better question for but um you know the math numbers look like the students have a bunch of room to grow do they need additional support in Spanish like is the math is there um are the students you know you said some of them are answering in Spanish do they need additional like push and support in Spanish
058to support kind of their math learning or is the transition working like are you expecting that to just kind of work its work itself out it's a matter of making that that transition specifically for second grade because they had gone through two years of math in Spanish um we do have our Spanish interventionist Lizzie Duffy she helps mostly with Ela however if the student also needs help with math she will also help with in with math in some way and then math interventionist also helps with math to try and help make that transition back to English so there are supports and services that are being provided I I truly just feel like it's a matter of time okay because they've been used to having it sure okay um I had a couple other questions too
059um when can you anticipate that to be implemented so writing curriculum we've just piloted um the Middle School level is going to be generally using Lucy Hawkins and and then their rubrics for that the that's kind of already essentially done in their writing they're they're finishing their union plan so they can eventually look at standards-based grading as well K5 just finished piloting or finishing piloting FNP writing and that's been extremely well received our kids have built a lot of really good writing endurance and it is still a right we call a writer's workshop model which is a very um it's a great way to do groupings and to to provide a lot of good feedback to students real time and so I we are we so we presented the leadership team October we're going to
060present it to the full staff in November um K5 that is and provided without any hiccups we will likely adopt that and begin they'll be adapted for sure for next year if we're without any red flags but we want to start using it this spring okay to make that transition um that would be a K3 because the four or five curriculum is still being finalized for f p but the staff have really have really liked it and have found it to be a huge benefit and Improvement of what they are used to with students and kids are excited to write um I know at the middle school level for example those in communication Arts they put out 16 separate pieces of writing last year and that's been a very effective piece to see them grow
061the math curriculum would go into effect for next year essentially Dr jaraka on May he rest in peace as we say here um he extended our math curriculum one more year um but it's out of print and so it has to go into effect next year okay so um there's basically a choice between Mastery based where you teach a concept move on to the next unit or what's called spiraled which is you teach part of a concept and come back to it later and so we've exposed our leadership team to all three and this is where it's nice to have Vicki Riley again as a math coach to support and then we're gonna we know what our feeders around us do and what they use and so actually Mr Preble is going to go with
062Miss Riley to go visit one of the schools and then we were invited um District 103 and 96 also invited our teachers to go see what they're doing so we're trying to make as educated a decision as we can knowing that we have to put something in place and we want to start using that release time staff is given this spring to begin to util to learn that resource okay great thank you I have two more quick questions first did we um track how our summer school students did we I actually have some notes here so out of our summer school kids and I could speak to the Intermediate School um but basically our summer school kids said it attended um in attendance plays a big part of this I don't have that piece to
063it yet but uh in reading of 45 or excuse me in math 45 of our students made Positive Growth at attended summer school in in Reading 47 of our students made Positive Growth but the interesting thing is out of all the students that attended summer school and for the intermediate side is 69 of them made growth in one or the other so we had students that obviously made growth in math made growth in reading but when you when you put who made growth all together 70 of our attending students made growth in something so that was encouraging that's great thank you and then my last question is so I was looking at The Chronic absenteeism it's like that percentage has doubled for our district in the last three years and I would assume that that
064impacts obviously student growth and how the students do do we have any data on why that's occur I would also assume that covid has played a factor with that um but I just was wondering if we have more data on why that's occurred if there's anything else we are doing to kind of address that and if there's a way to kind of make up some of that um kind of achievement Gap with those students yeah well it it is very high and initially we were very concerned just on the side in our own right because of how high it was how it because we saw the new score measures that were coming out but it turns out we were doing better in attendance than the state was yeah I did see that so so a
065lot of it a significant part is covet because it's 18 days you're out and 180 days you're chronic so we were quarantining 10 days up until about halfway through the year and so that was 10 days already we also noticed during the pandemic and a little bit after some families were more willing to I have to be careful I phrase this they were taking trips um and missing some time as well if that makes sense so we have met our is a leadership team as an admin Associates team to go over an understanding of how we need to approach chronic activity absenteeism and truancy communication to families with what we first need to document um and then do to provide intervention so the mtss manual we will create the absentee policy of what we'll pursue
066um but we're trying to at this point in the year it's toward the end of first trimester a lot of the interventions that we have things that maybe we would not have done before because of covid we're making contacts and conferencing with families again to problem solve anybody that's at we kind of have these markers five days we need to talk to you about this seven days we're going to talk to you about this way we're gonna have a conference here but it's always supportive because families have circumstances and we we're not a punitive a punitive model is not effective for the basically we're just trying to get our 27 or whatever it is 28.5 chronic absentee is going to be back down to about seven to eight percent um and that's we should see
067a dramatic decrease this year and then we can really help these seven to eight percent of our families um to back to where we were before hopefully that answers that thank you I appreciate it and thank you all for the data that I think this was very informative but I'll let me come oh sure I just have one um question just about the data in in the Middle School um because obviously all of this tracking is the purpose is obviously to make sure everybody's growing so that their um their Journey Beyond Diamond Lake um is successful so my question is is it possible to get any information not necessarily for this which is in the future for how our Rising freshmen our eighth graders moving on on how they are doing at Mundelein at Stevenson
068um based on what we're seeing in in their eighth grade year as a group um how they are adapting to the high school their placements are they in line with their peers from other um surrounding neighboring districts and you probably have some of that um I know it isn't necessarily related to these particular pieces of data that just sort of in the future just to kind of make sure that all these things that we're putting in place are getting our students you know able ready to be in those higher level classes to be successful in high school and Beyond um just to kind of compare you know where they as a group start how they show growth and what that growth produces as far as their placements when they move on beyond the walls of
069the middle school here or so uh that's always a Hot Topic with our eighth grade our eighth grade teachers um and that's that's something that they've really embraced the the CER method towards writing its claim evidence and reasoning um you know we have we have you know times where we articulate with the The Freshman the the high schools on both Stevenson and Mundelein um but yeah I think it'd be curious too here to you know what and that's what our our overall goal is you know to to prepare them for the next level you know same thing throughout our district you know dos wants to prepare them for intermediate intermediate wants to prepare them for us and you know we want we want to make sure kids are as prepared as possible going going to
070whatever High School it is but um and that's something that we have we have definitely discussed and we are still can still con you know still uh continue to discuss as well with with the other the other uh the other schools that they feed into so um I I would I want to see I would like to see that as well so it's a good request and I'll look into that I'll jump on that just briefly um my apologies Mr Peterson Stevenson will provide it if like they can if we ask um and I think the only Department that provides it unsolicited is math so Brandon will get a chance at some point they'll email him and say well sit down and look at all your kids um they have like a data warehouse person
071that will run it if that makes sense Mundelein is not notoriously much more difficult to get that information from if that makes sense doesn't mean it's not worth continuing that path in conversation and trying to get secure that information you know what I mean after this fall so we'll probably do it closer to January so I know that all of us at middle school as well as Dr Cunningham and myself I'll meet with the model line as well as the Stevenson cohorts for our travel light program and we can definitely continue to push for that or you know what's interesting about about Stevenson is we we we meet with them and we we place students based upon where we feel like they could be successful at where they're going to be challenged still and um
072what's interesting about Stevenson is um they regardless let's say we play some in geometry and they feel like they could take a a harder class or they can take it you know it's like oh I'm going to pull back a little bit I want to take this instead um it is it is completely up to uh the individual students and families on where they want to place themselves as well and they did present that data to us and I'd be happy to share it with you you know as compared to uh the other feeder schools of Stevenson Mr Banker two further questions a district I know very well allows the students who are quarantined to attend on zoom in the with no screen on and it counts as an attendance day for that student has
073this District ever thought about that it's a lot more work for the classroom teacher I know that but it counts as an attendance day and the student is able to listen in throughout the day and it and it's one less absent for that student that day yeah I mean without discussing it yeah absolutely you know I think we we're not necessarily under quarantine orders anymore currently but but we would um if we could we could secure that yes we're not marking them absent um because now how chronic absenteeism is reported uh we would not want to do that one and then two absolutely if we can capture that we would not want to count it against them there's a lot of pieces involved the students have technology and I said Wi-Fi there has to be
074a zoom link for the teacher and the student to connect but it just allows for the student to participate throughout the day with camera off microphone off but at least the students hearing what's happening they can connect onto seesaw with the instructions that are given if or Google Classroom um just a thought um and then my other question is as you're looking at math programs like Bridges Envision are you looking to pro programs that have a strong Spanish support in hopes that the Personnel will be reinstated for Math and the math is taught again in Spanish yeah the the three we've narrowed down to all have a strong Spanish component um so we have that ability that option should we want to go there yes yeah absolutely so and just to come back to the
075first question probably the number one of the number one questions districts have are the state is if you're talking about chronic absenteeism but we have to quarantine and we have different levels of when you're at home if you can get on or you can't or there's a lot of things going on um what we're How are schools supposed to code that so that they're not penalized under the new system so and that hasn't been necessarily answered clearly um to your point where not every family has maybe the access they need or the television camera off microphone off it doesn't matter if they're in bed right if they're not feeling well but they still want to listen and participate just by listening at least it was just a thought yeah I know it says that it
076just brings up that whole line of questioning so thank you do you think too that because like the quarantine guidelines change so frequently during covid and because if that's factoring into chronic absenteeism that districts might have all been reporting it out differently and so there's not really a consistent metric either to look across the state as to you know what's really going on you know what happened with with what we did like when we looked at it we looked at what our numbers were and we ran how we coded it we just double checked it we're like this this is what everything we have here is accurate a lot of schools really panicked when they saw they didn't they were asked to check it earlier and they didn't and so a lot of them got
077very concerned being it and wanted the state to tell them how to because this is all back you know what am I supposed to do with this from a year ago now that you're releasing this and so yes it was all reported differently people don't use the same codes in PowerSchool even though most of us use like one of three different systems you can add different letters in Avery District does it differently and so and then they report that differently to the state hi thanks very much I just had a one clarifying question and then one other question I really like the breakout of the tier one because that answers that gets right to the heart of a question that we had before we when we last looked at the data very helpful uh there's
078some data on the stack bars on the far right it's like a scale is there something that we need to be aware of or is it just that's their total score that they could have gotten okay so it's like a okay so the left is the number of kids right but they give you a percent which is a little confusing um if you remember if for those that remember Dr jaraka may he rest in peace when he put those lines on top of the bars only if you remember that that was a really fun day um so if I was to put those lines back you could see they're not selected at the bottom of those pictures of that data if I was to put those lines back it'll show you then the lines connecting
079to these numbers on the right so it's also going to give you it's like two graphs on top of each other we just took away the second graph but left the part on the right when I screenshotted it I could have just cut that off and then you wouldn't have to ask me that but I did okay all good all good um my my second question is very helpful to see the percentage of students that grew very interesting what's a I'm not in education what's a good Target for that what should we be striving for yeah well we wrote it as a hundred because we just set it as positive growth right so we don't feel that's unrealistic I mean this is growth based on just summer um to fall so we believe we should
080get close to that um because when you say when we go from Fall to Spring yes so we would like we think every kid can grow at least one on that side the other side the up to 1600 if they had 800 we think they can get at least an 801 by the spring what we got rid of was what we did last year which is that student growth percentile um it's a little more complicated and so it kind of got a lot the meeting got lost that's another way you can frame it which is how many kids beat the same amount of kids at their score that started across the nation so we went to this way instead after feedback from the board um just to be able to show we want us we're
081just going to show you we want every kid to move and we're going to celebrate that and so when we're looking at at these data here that show uh you know 50 or 42 or 55 is that that's between the end of last year and the beginning of this year so it's just a what would be what what would be typical of geez yeah I knew that was coming I don't know uh to be honest I think this is what we're going to consider typical right now all right from Spring to Fall is this like 50th percentile um you know I think the the good question is how does summer school benefit and what can we do to our summer school Mr purple about that survey recently to try to think about it what how
082is that helping and how many kids can we get involved um and that would be interesting as we continue to work on it if it affects that number that number really is almost like a summer school and summer learning referendum you know and Beyond it was really just a practice for us to show you guys or does this make sense no very fair thank you customers look really good considering we all know what the summer slide is yeah and we know the scores typically go down throughout all economic levels and gender and grade levels so I think that's a great start I look forward to seeing what the winter the fall to winter upscale will look like all right thank you a real quick question um so the edgy climber um I that is appealing
083to me like I can see it better than like just seeing the numbers kind of trying to figure out um the change from from Spring till fall um is there any way that we can see like all of the tears like maybe do like smaller groups but like all of the tiers and then again in the spring and you know absolutely so that that's the easiest that that's what's already Mr Hansen has team done a great job of presetting it so as soon as we open it that's exactly what we see okay yeah that would help me understand the data better okay thank you foreign it would be very interesting to see how many kids are kind of on the cusp between the two you know like that might be very telling any other questions
084I can't see the whole length of the table that's why I'm asking so I don't I don't want to like interrupt anybody okay great awesome well again thank you this was very helpful I think um the tier one data is very much what we were looking for and that gives us more insight and you know we appreciate the time everyone spent on this and and the time you all spent answering our questions and kind of giving us further explanation I think it's really it's a very good Baseline for us to have going into the rest of the year and if I could just add a comment and I just kind of shared this with joy on the side one of the things that's been really beneficial that we've seen this past year is that teachers
085are able to actually use the data with edge of climber and principles have carved out as you saw in our goals and priorities and actual time um of those grade level meetings to sit down and look at the data and then that is what the whole meeting is focused on so every teacher comes prepared with their classroom data or the students if they're interventionists the students that they work with and they're able to monitor that growth immediately and consistently and I think it's going to get stronger as we get into the winter and we have more data pieces and kids and they have more support so I I was just very impressed and I shared that today at Pac too that I attended all the data meetings um in October and was really inspired by
086how well the teachers have gotten to use it in the first couple of months and how well they know their students that's great thank you okay that wraps up our presentations um we're going to move on to our business agenda we have one item for action and two items for review so the Omnibus footage under is there for review um we have a Personnel item that's up for action be it resolve the Diamond Lake 76 Board of Education accepts and approves the Personnel items as depicted on the agenda we have one new hire and we have three leaves of absence may I have a motion to approve second yes yes um that motion is approved and moving on to the district vehicle purchase um Mr Rogers I didn't know if you wanted to Razzle Dazzle
087us with your plow truck proposal nothing more dazzling than a Blog check proposal um I should have just put a big picture of what we currently have I don't think there would have been no memo that was um yeah our vehicles uh pretty old that we have right now and in order to drive it straight you don't get a 175 degree angle so it is uh yeah so currently our Nick Galliano one of our maintenance technicians is using his own personal View good practice to have so this is the unfortunately we were able to get a vehicle so prices were a lot lower this is still the lowest possible uh price we are able to use the state purchasing Co-op get a pre-bid uh vehicle so the cost of fifty two thousand eight seventy were
088able to file on it as well and we were able to be recouping maybe a thousand dollars and we will um vote on that at our next meeting and that concludes the business agenda so moving on to board discussion we have um the resolutions committee report to go through again um really quickly for the most part um and just kind of uh annotate what our um board's positions are going to be um just to quickly review at the delegate assembly meeting and Nikki I'm going to give you this um packet when we leave so that you have all the information um because it gives you kind of um some background information too but they essentially um Nicole is our delegate will vote on the iasb Constitutional Amendments she will vote on the resolutions and then
089also on the position statements um we briefly I think kind of glossed over the Constitutional Amendments although you know for the most part they're not significant um other than it I think in a way they're actually making things a little bit easier or more straightforward um I didn't know if people wanted to have additional discussion on that or if we just felt that the board would support those and if you look in your second attachment um it's the summary page because I know sometimes in that large document because you have it electronically it's just hard because only joy and I got the paper copies of it so we just summarized all of that for you um in the second attachment so it looked like by the matting of heads everyone agrees with supporting the Constitutional
090Amendments am I reading that right China look down the table yes okay um so then that we support for the um resolutions I believe that I have annotated here that we supported all of them except for number seven seemed to be the one that we still had discussion on does that sound correct or are there any that people would prefer to discuss Beyond number seven okay I'm going to take silence as you're agreeing with what I'm saying um so do you want to take a look at number seven I know that I believe in our last discussion um there just was some lack of clarity around what would actually occur in terms of a mandate Review Committee how the committee would be create like how the logistics of that would work and it seemed like
091from The Proposal that the logistics of it would actually be figured out by the legislation or once the committee was created and so that wasn't really the focus of the proposal um does anyone have or want to Advocate their position for against supporting that resolution um okay hopefully too um on there's a there's going to be a dahlia assembly webinar on November 3rd and if you're able to attend that Nicole they um might at least in the past they've given additional reasoning or had additional discussion as to the background or the intent and so when I attended in the past it gave me more insight than was in the booklet and that might happen so um okay great and then the last thing was the position statements um they basically made deletions or amendments the
092vast majority of them seem to be um changes solely because the law has changed and so that they were updated to reflect the current um positioning of the law or the various committees um like e-learning was CH you know it seems to be really more of a cleanup than anything else um I don't know if anyone felt differently or wanted to discuss anything specific no I would I mean I would be in favor of supporting the changes does anyone feel differently okay then I'm going to say we support them um again Nicole I'll give you this after the meeting concludes tonight thank you very much for agreeing to be our delegate that's really an important job and I think it's an interesting experience too so we really appreciate that the time that you're going to
093spend there okay um the only other thing I had for board discussion is just to give you an update on that diversity equity and inclusion training that we keep trying to schedule I have not heard back from iasb but I did request the January 12th date from them um because I believe we could start at like six o'clock that night I know that she had told me it would be like a two to three hour training I need to confirm that but I haven't heard back as soon as I hear back I will let you all know um but that's tentatively when I would um kind of put a placeholder in the calendar um okay moving on to Freedom of Information requests we had none notices and Communications we have one communication it is from
094a staff member who is sharing her appreciation for recognition um of a private event that happens in her family so she thanks the board and the district leadership team for recognizing that and then also um I will be presenting at the Joint annual conference and I put that information in there for your review thank you great um then we will move on to public comments and petition I'm sorry go ahead more I apologize I just put the CDL governing board meeting which is going to be on December 7th oh really uh Mr hautman said he'll be attending great thank you thank you sorry about that no no problem um so then moving on to public comments and petitions on non-agenda items do we have any public comments or petitions if you're joining us virtually we'd
095be happy to take your public comments and read those into the meeting if you choose to add them to the chat box we'll pause again to give you the opportunity to do that okay it does not look like we have any public comments um under others I just wanted to quickly on behalf of the board thank everyone for their participation in the planning of and successful execution of the Dia de los Muertos events um especially Daisy and Marina and the bpac and all of the teachers and staff and students we have there supporting it was really nice to see that event come back there was an amazing turnout there were so many families there so I just wanted to take a second and recognize them publicly and and thank them it was really well done
096and it's always great when we're able to see our community come together and especially after covid to see so many families especially so many new faces and new families it was it was a fantastic event so I just wanted to thank them um does anyone have any other others okay then we do not have executive session this evening so could we have a motion to adjourn um great thank you so