001all right six o'clock we'll call the meeting to order all members are present including our student representative so we'll move on on that um there was one addition to the agenda we'll cover later on we'll move on to the approval of the agenda I make a motion to approve second um all in favor all motion passes um no public comment we'll move on to the Cent agenda uh Cheryl do you want to start with bills I had a chance to go through the bills today and I didn't find anything outstanding whatsoever everything was just normal business um couple of uh higher recommendations you'll see some coaching um exchanges we have some resignations and some additions for coaches it's that time year um I will add that there are still some additional coaching positions I think
002that we're looking for so keep your eyes open for that uh donations I'd like to call out um whoops to the February Tab and I'll uh share this for individuals as well um again just a reminder our our booster club has been quite active again so you will see that our boys basketball um the the booster club covered the tournament fee um our football program received uh tackling equipment uh donation and uh the BFW thank you sent money for the Costa Rica Spanish trip so um couple of donations just to take a minute to acknowledge and thank again um know I think our community has been quite supportive of the school district so I do feel like it's important to take some time to acknowledge those uh beyond that I would stand for any questions
003on the consent agenda I don't have any questions so just comment uh so I know when they plan doing the coast so please let the folks know that if there's still things that come up uh Legion is always there to help support So sounds good thank you y um I just had a question um I noce what was Place basketball and football did it we get anything to offset in women's sports um the booster club has is expecting some women's um request to come in yet this spring um and they are managing and keeping track of from the boys to girls equitable distribution of funds perfect thank you yep any further questions comments okay looking for a motion to approve the consent agenda I'll make a motion to approve I second second Thomas all in
004favor I motion passes move on to communication items administrative report so I'll share out my administrative report um so right now we are in the heart of the legislative uh session now that we've kind of gotten things moving um so uh this is a time of year that I really do pay a lot of attention to what's happening um and I really try to um have a presence and a connected just a a connection at the Capitol on February 13th I was able to meet with leader dth uh Senator how Senator Westrom representative Baker and representative uh Ben bins binsbergen um he is a new legislator um and uh one of the things that I I think is important that you know I guess I just like to share is that my purpose is really
005twofold when I'm at the capitl uh one I really do want to just establish relationships with our legislators so that if they have questions about What legislation that is moving forward means for our school district they feel comfortable calling me and asking questions and I think that that's um that's really served us well um representative dth has been here a number of times to our uh Community but um it there were there were multiple times last session where I was able to provide her data just about what does this mean for the Paynesville area schools and I think that's um a a really important relationship to have and the other thing is that I think is really important is just for us to tell our story and um when I have an opportunity to speak
006to uh what you know what things are like here in Paynesville um I think it again gives them just a perspective to keep in the back of their minds as they're hearing what legislative um whether it's mandates or actions or funding so that's really what I what I try to do when I'm at the capital um I do have the uh Thomas and I are going to be at the capital on March 10th um and then I have an opportunity to go again on March 26 um really when I go multiple times what I try to do is is again I watch the legislation um the bills that are moving through and then be able to bring either hey this is something that's in this bill that's really concerning and I think that this would
007be something that you could offer as a suggestion um I I feel like being part of a problem solving mechanism is better than just saying this is awful don't do anything you know so um so that's part of why I go back multiple times because it really does allow me to um be part of a conversation not just a you show up and have a presence one day and then go away right um um also in regards to uh legislature the budget forecast is scheduled to come out on March 6th um just as a reminder from a a funding perspective um the legislature guaranteed a floor of 2% and a ceiling of 3% based on an inflation index so what I'm hearing kind of floating around right now is about 2.75 as an inkling we'll
008see if that's where it comes out um but that's I all of us have been saying that's not going to be sustainable long term we still would like more funding on the formula um however um I with the I think on March 6th we're going to find there that budget uh deficit that's anticipated is probably going to impact the session a little bit more um than we had hoped so we'll keep our eyes on the March 6th but that's uh that's coming legislatively as well well the the 2% and the 3% a person could survive with better than if they put a whole bunch of this things that we have to pay for out of that money like they did last time around and that's one of the conversations that we're having at the legis
009when when I'm meeting with individuals is the unintended consequences of the mandates um that were and whether they were a lot of big talk and it never came through so we're having conversation about that um and I do think that it is you know as we because this session will come up with this in this first fiscal year will be guaranteed 1% um and we may not know the second percent and when so when we go into negotiations that's something that I know that our bargaining units are going to be paying attention to as well as the board you know that there is some variability but knowing that there's a floor in a ceiling gives us some it gives us some parameters um uh at the March 10th board meeting we are going to start
010um the discussion about reviewing uh this year's B the revising the budget and then also having conversations about 25 26 so um those are some things that are coming up and I just wanted to kind of share what's happening legislatively and where we're at in the budgeting process um I did not call out anything specific for uh the revenues and expenditures so I I won't take time on those unless people had questions that they would like me to take a look at um and with that I would um see what Rachel would you like to um walk through committees or organizational reports y um any reports uh staff reports yeah we had our um business meeting with um we had our business meeting at in December uh December in um February weren't we just there
011oh yeah was sth sorry I thought you said sad I'm like s like sad I'm like Thomas I swear we down together no yeah we did um um I think just a lot of what you shared and lot of conversation that the saff meeting was um uh leading up to our D's Capital um and and understanding I think the all districts that were there having the conversation understanding don't just show up and talk but show up with data as you said I mean it's important that you have physical information and numbers and things that you can share in order to to allow the legisl legislature you know no when they make these mandates on us and there's no financial compensation to cover some of those mandates it's how that affects our district so um there
012was a lot of the lot of that conversation y my Central and have not had meting we have one coming up in uh March next and I think the only other one was the facilities and we'll address a little bit of the facilities coming up here so okay we did have our first um the combined committee meeting it's the safe we called it the safety committee meeting good we didn't have that and um we were a little confused on what all is supposed to entail and if we need extra people there evidently there have been community members on the oh Amanda might know what's necessary for that committee it's been years since we I'd have to look back on who we had there but I thought when we looked at up at one point it
013was all just staff okay okay but I know that um they were going to ask you about that okay and we set up the next three meetings but it was it was pretty you know what do we do what are we here for and um discuss a couple of things that U Ken was able to address um the smell at the elementary School evidently so far it's under control but whatever it was they addressed it and took care of it um they were looking back to some room rooms were hot some rooms were cold and they're waiting to see how the everything pans out and sure working out controls um that was pretty much it um good discussion though um plans for the future meetings and just like I say a little bit of confusion
014about what it's supposed to be since it was all combined into one a new new committee so just as a a little bit of History because um when when the district participated in um the health insurance provided by Blue Cross Blue Shield there was a wellness committee that um had to meet in order to um expend the funds that were associated with that um program so um that was one Committee of people health and safety we have to have a committee of to in a place for staff to share their concerns about our Comm our buildings our sites um so it really made sense to kind of bring try to bring some of that together um as much sense as it can make right to have health and safety and wellness at the same but
015um so that was thank you for being there and being present in that because it's and we'll just good discussion we had several features there and it was it was very good discussion and everybody was real open and good very very good meeting all right um anything else all right move on to stent representative report all right pull up let you get that up first okay all right um for NHS uh they're still fundraising for the Early Childhood uh playground project and they're working on hosting the middle school spelling be student council which we do have a poster of this down below is um we're starting the food drive it's March 10th to the 21st and for every five food items or $5 donated you'll get to put like in a raffle and the prizes
016which if you scroll down like there's a bunch of different prizes for it um because we need kids to donate because I'm going to say it's been sad what we've been getting the cuz everyone just be like oh oh I'll put it off I'll put it off until like the end and then they'll be like oh oops I missed it like so we're trying to like figure out ways to try and get more kids to bring money in because they would the food shelf would rather take money because then they can get more from what we can get so they would pay her money but food is nice uh but yeah we decided this year we're going to do a raffle to try and get the kids like doing it um sad is continuing to
017volunteer here at the elementary school just doing stuff I don't I don't really know I didn't get time so I just kind of ask Maggie about that one that's okay generally uh the students that go over to the elementary school at for sad will help in different classrooms doing projects um they could be during the I love to read month they might be reading they might be um helping with just different classroom activities so it kind of depends on what the teachers need at the time at that time yeah I was like I didn't get to actually talk to like the person who does it I just was like thank you what is sad doing yeah sounds good um for FFA we had National FFA week and we had the cows out with Minnesota agriculture
018packs on them um they were like little cows we hit across the school um they were quite cute no one like turned them in no cuz no one wanted the candy which personally I wouldn't either cu the cows are a lot cuter um and also for FFA week we made these corns out of like a plastic bag with like goldfish and um green paper I don't remember what was made out of um and we did spring tour we got to go to local agricultural indust industri I forgot to pronounce that word uh careers members were impressed by what's happening like right here in town and they had no idea these where these products came from like for football when they have like the teeth thing yep they're made here in town didn't know that I
019learned that um the nursing home we got to play with the animals we got to play Bingo it was a success teaching about like teaching to the elderly about the animals and just everything uh there were three dogs two cats that were there uh we have uh we have we have done well at our concerts all I mean concerts contests for all the most part and we have a lot more coming up and on Friday we'll be hosting three of our region contests and we'll have about 80 kids here from um other schools and we kind of forgot about the plot but and we're trying to learn how to use a new irrigation system kind of like forgot to get that started up oops but we're learning how to use it now because we got
020that last year y I think well and last summer in all honesty we didn't need a lot of irrigation we had a consider amount of rain nice because I helped with that the corn was really nice yeah good all right thank you I put I put a plug in uh thank you Nicole for mentioning the preschool playground so just real quick there is the community build uh working with uh Chris O'Brien on uh on the project can coordinate uh some things with her and some the other boards that I'm on but we have Community bill that has been set uh starting June 26 going through the 30th uh so this is helping uh as far as bring down the cost of of assembling the playground laying it or setting it in place and um so
021for those that are available that would be fabulous uh to show up there is something for everybody uh that that shows up the way Chris has kind of laid things out as far as helping with food actually helping with the building uh the plan is is uh that uh by by June July 4th the playground should be uh ready to go and uh so it'll be ready kind of during the summertime for uh uh the smaller children and then of course be ready for the 25 26 uh school year for the pre preschool kids so please come out and support that uh if uh if you're available Jal they set a date for assembling that yeah so June 26 to the 30th is is when they're going to set so the equipment has been ordered
022and it'll be be delivered and uh so that's when we get start that's way up okay I haven't heard anything about a starting dat so okay I can ask Chris to provide um at the March update um I can ask her to provide a little bit more information about the community build that is thanks moving on no old business I'm going on to new business Award of roofing contract uh so I will uh just I'm going to quickly pull up the letter and then I'm I'll ask uh me board members who are on the um on the facilities committee if there's anything you'd like to share or would you like me to walk through that uh what would be your what would be your preference just walk through it um so uh lhb um engaged
023in a formal process to secure bids for the roofing project uh so as I scroll down you're going to see um here you're going to see that there were I will make this a little bit bigger uh there were U multiple bids that were received so there was one two three there were five formal bids um and there were alternates for different types of roofing um we talked about black roof we talked about white roof we talked about a whole host of different things um and ultimately um so then on Thursday the 20th uh the three board members that are on the facilities committee um and all of the biders were here and and lhb walked us through the the process uh the recommendation is to move forward with the low bidder um the low
024bidder was um uh roof one and uh you'll see the recommendation to engage with uh the base amount of um 33600 and accepting timate 3A which is the black EPDM which is very similar roof to what we have on the majority of our many of our spaces um so there would be a total contract sum of $361,900 any questions or comments from board members I just put a little comments uh while we were definitely interested in the white roof we just thought there's too much risk um going with that due to the extended snow load and with the cane of worms that would open when it comes to the structural Integrity of the building I was a total we person totally because the the whole issue is when they pull away from the wall that
025was always the start to the end of a roof but with Kenny engineering and the architect getting together and looking at at um um the black roof where melt and stuff up there makes sense and the building wasn't set for that and I was up on a white roof with Bob huitt back in Bob St I'm looking at it was up at the hospital but they didn't have the roof kind of went over it didn't have this two feet or three feet up on the sides kind of a different deal and engineered for a roof like that look like it was engineered for a steel or a white roof I think there's a lot of Merit to that and lately we don't have the snow load but it only takes once and the worst would
026happen is if the material stretches like if we get a sag and it stretches you could be forever trying to figure out where the leak's coming from from a stress trck because it's not obvious it' be a mess so I'm totally converted away from that what next building we build if we build should work kind get there all right any further comments questions I was kind of impressed with the range of prices didn't uh I really didn't didn't expect that but our two low biders were vetted and appear to be confident and they're saying it's a 20 25 year roof is that where they're still at yep well and where we have roofs I don't know what I think we get 27 28 years out of them sometimes more depending on if they pull away
027from the wall or this 92 over 30 yeah yeah all right no further comment look for a motion to approve make a motion second approve second by Gerald all in favor motion passes move on Lane changes hang on just one second and let Amanda get her good you can go okay all right uh so Lane changes are are pretty standard um you'll see the uh accompanying documentation is linked in there but just for Simplicity purposes you'll see that uh we're moving from current Lane ba 10 to ba20 and uh from a a ba 30 to a master's so um it's a pretty standard process when the teachers um go through that process they get pre-approval that comes through the district office we look at what they're taking making sure it's Germaine to their subject and
028then um the course is approved so uh we knew that these were coming and they were they've been pre-approved so it would be strictly for approval and it's totally contractual it is contractual yeah so make a motion approve L changes I'll second all in favor I motion passes move on to Winter Benchmark summary all right I will invite up our uh secondary principal Mr rasmason and our elementary principal Mrs Acron come on up and uh I'm excited to hear what's happening with our winter Benchmark information do you want to drive or would you like to drive um I can drive all right you're GNA make me share on the other side I know you could get that set up great and then I'll drive that sharing on the other screen oh sorry I'm bad I
029I'm picked up at you're laying on I got you I got nervous [Laughter] all right well good evening we wanted to give a follow-up presentation to our our um previous data presentation so we had finished our winter benchmarking and um and we wanted to make sure to take an opportunity to share that with you tonight um and look at some data I know you said earlier you know if you're going to come come with data so we did um and I want want to start here by by talking about the why and and so the why comes back to our mission uh this is why we do what we do so the mission of pville area schools is to prepare students with the academic social and personal skills to succeed in their career in community
030and so what we're going to talk about in this presentation really focuses on the academic side of that and how we're helping students and prepare them uh in the for the um academic skills that they need to be successful in the future and with that if you recall in the fall we spent quite a bit of time talking about a multi-tiered system of support and that diamond on the screen really shows um those different tiers in the middle tier one all students receive core instruction um and if you go to the left you find tier two and tier three which is more of the remedial so if tier one um is is provided to students but more support is needed then we look at that medial side if we're in tier one and students are
031understanding and they're um demonstrating Proficiency in the tier one areas then we move to the right side and look at extending and enriching um opportunities and so tonight when we talk um data and talk about the systems that we are creating at the elementary and the secondary they all come back to this diamond figure of our multi-tiered system of support for all of our students um and really um going back to what does our tier one data tell us and how do we respond to that data to meet the needs of our students so we just wanted to address sort of where some of this is coming from um and a lot of a lot of what we're doing stems from this legislation that was passed in 2024 entitled The read act and so um
032a good way to look at it is the read act sort of creates the structure and framework that we have sort of built our systems within and so um this is a a Big Driver of what we do and why we do and and and a lot of how we do it too so if you recall in the fall we talked about um how do we know if our students know what we want them to know right um and so we look at that evidence of learning um in the fall you heard us talk about screening data um how do we check the oil and check the status of our students in the fall how do we come back in the winter and check and in the spring it's just a quick screener um just
033like you would you know check the oil of your vehicle um sometimes in our vehicles the check engine light comes on and then we need to move to that next step of a diagnostic to learn more about um if if there's something going on um with the learning um are they proficient and above and beyond that that grade level that Benchmark or are we performing below where we need to identify the root cause um and be able to respond to um that learning through a diagnostic and certainly we have the formative and summative assessments uh still going on but tonight we're really focusing on that screener data much like we did earlier um this fall so I I just wanted to provide a a big snapshot of sort of where we have been over the
034years uh so this looks at our district cbmr data and cbmr looks at fluency and we kind of in in lead time and in power half hour we hone in on cbmr Data or fluency data for a couple different reasons and one reason is because fluency data is really predictive of the other um screeners that we have so it's a it's a good one that'll predict how students will achieve on other tests and so it's a great one to look at overall and the other reason is is because this is the one that the redact um primarily focuses on and so we have chosen to focus on it as well and so if you look at this graph here this looks at our winter benchmarking data throughout the years so in the on the bottom
035left you'll see our 2020 data um sitting at is that 51% yep 51% and you can see as we move across to our our current um our current winter benchmarking data we are at 66 present percent so we have um as you can see we are we're moving up and to the right on our on our district cbmr data and when we look at the cbmr data we look at how do we create systems at the elementary and at the secondary and so this slide is really um articulating what does that system look like and how has that evolved over time um we look at the elementary and you've heard us talk about power half hour and that is a 30 minute um time frame in our day that is allocated to reading intervention time
036um and we use that cvmr data to drive what do those supports look like for students in grades um kindergarten through fifth grade um also we progress monitor every fifth day so we're checking to see is what we're doing working um and what adjustments do we need to make um so that's the right or excuse me the left side of the V diagram in the middle shows what are the similarities that that we have created at the secondary to replicate what was happening at the elementary school and so Mr rasmason and his team have really built a system over here and I'll let him uh talk more to to that but I wanted to share what are those similarities between the two systems that that we've built um and that's really looking and utilizing research
037and evidence-based interventions for all students and the react really calls that out it needs to be evidence-based and research based um and that goes back to our letters training and you'll see that we have that commonality as well also in common we have four days a week students are receiving uh this reading intervention whether it's remedial on level or extension and then also um we use data to drive that decision making um in determining what interventions are students needing for how long and by who um so that's our commonality and then Mr rinson will talk about the secondary yeah and so lead time is modeled after a lot of the successes that uh we've had at the elementary with power half hour who wanted to um Carry A Lot carry forward a lot of the
038systems that were already built there for our middle school students and so we we have implemented lead time this year uh which is a system for our middle school students sixth through 8th grade uh they meet 20 minutes every day uh they are placed into groups based upon data and their benchmarking data and then we progress monitor students throughout so um a lot of what we're doing we we have taken and borrowed a lot from the elementary structure but we're excited to to carry that forward and and um provide those supports to our middle school students as well so one thing I want to call out um with that progress monitoring it allows us to make those um adjustments in a timely fashion so if a student is responding well to an intervention let's move
039them on right um versus you're going to be in that for the whole time until the end of the year until the winter we can adjust that because if students are growing let's let's move them on um and get them to that next step um so that's been um a great piece that uh we're able to have at our monthly grade level meetings as well um in that real time data is uh the pictures here just kind of give you a glimpse of what power half hour and lead time look like uh certainly when we get into that remedial um intervention oftentimes we will make those groups smaller um so we can really hone in on that individualized learning uh for students or for groups that are on level and extension we're able to have
040you know a regular class size um group to extend um that learning we really hone in on small group for that remedial piece um one of the ways that we're involving families in this um is by coming up with our uh personalized learning plans now this is something that is also legislated in the Reda um but it's not slotted to take effect for a couple years and we wanted to to get this up and get this moving right away because we believe that this is good data to for parents to have in their hands um so these personalized learning plans the first one went out in the in the fall and the the next one will go out here right around conference time um but on here there's a bunch of really um good data
041for families first off it'll say where their students are achieving on the on the benchmark test and then where the where the target is for meeting um it'll also hone down exactly what skills that they're working on an intervention it'll provide parents with an idea of uh exactly what they're doing in during this power half hour in lead time and the other thing that we're really excited about is it gives them as you can see on the right side a list of atome support so not only do we have tools for parents that can that can support what we're doing here in school and they can they can take and build on that and and support their student at home so um these are a powerful tool that we use to communicate with families about
042what we're doing and how can you help support the process here at school and it was interesting um sorry I think you GNA say something when the react called this out there wasn't a lot of parameters on what it should look like it did call out the components that should be in it but did you know give us a template to follow so we created this with our teams and just for families to know and for you to know these will likely evolve as we learn more right and when we're able to have conferences with families and what is it that families are wanting or what questions do they have about the personal learning plan then we can go back into tweet them so that they are familyfriendly because that's the ultimate goal in the
043personal learning plans um so we're excited to Circle back to families um here at conference time what has been the response so far from families very positive yeah um from from my end positive um and talking with teams um at the elementary level and I think secondary they've been sent home before conferences so parents can look them over and then come to confence with questions right otherwise the 15minute conference time you could spend just talking about the personal learning plan um when there's all kinds of other great things to discuss at conferences so I think that's been a a really good um you know approach that that we've taken um and I haven't heard negative things that um have come back from the personal learning plan but just wanted to put it out there that
044these are up for um being adjusted as we learn more it's fabulous thank you what did the benar numers come from so those are um predetermined by fastbridge and they are a normed assessment so they take all of the fastbridge users who all the fourth grade students yep it's not a the state of Minnesota stepping in and popping something in there correct Y and those are uh rored each year so if students um I predict if we're honing in on cbmr as a state and perhaps a nation and we're being intentional with um flu uency might we see those benchmarks increase time right we very well could um because they they do adjust um and as they are rored year after [Music] year anything else with this I really like that you're sending them out
045before conferences because I remember going to conferences when my kids were small and you're really overwhelmed here's this paper and here's this paper and then here's this paper you got 15 minutes and you're supposed to read all of that and soak it up and then ask questions that irritated me too it was like okay can we have something in advance so at least so I love that you s it out the preview so people know what to you know have an idea what they need to ask that feedback um in addition to the personal learning plans um this year we um did send home uh the cbmr data to families as well and so they were able to see that big picture snapshot um which we'll talk about here in our next slides on the
046data that they received I think this was so uh this is just a snapshot of our um reading data so if you recall kindergarten and first grade they are not tested for fluency right they have more foundational skills that are tested in the assessment called early re reading and in early reading they have multiple subtests which measure multiple different reading skills so then they take the subtest and create a composite score and so in the fall you can see 64% of our um kindergarten and first grade students met that fall um Target or Benchmark and then this winter 70% of our Kinder in first graders met and just a reminder that anytime we're talking fall to winter that Target score changes because it's that progression over time it's not a a 13 in the fall
047is a Target and a 13 in the winter it does increase uh over the school year and then in grades two through five uh we are checking the fluency that's the cvmr um and so 60% of our students in grades 2 through five met the fall Benchmark to 63 um if you look at our our Middle School data from lead time we started off in the fall at 62% of our students meeting Benchmark and in the winter we have moved to 71% of our students are are meeting Benchmark so uh really really proud of our our Middle School staff and our middle school students who have worked incredibly hard at um setting goals and and and really reaching and achieving great things so we're really proud of where we've come before we move away from
048his side you have a question about the kindergarten information so that prere do we know where the these students are coming from because I'm I'm really really impressed the reason I'm asking that is is it the the students uh these kindergarten students that are coming in from our our preschool program here in Paynesville uh that that are scoring high uh I I guess and maybe there's maybe it's something if you haven't even had a chance to even start taking look at you know as far as how these students are doing where did they come in from you know was it a homeschool type place was it really from our preschool uh the programs that we have set in place in our preschool that uh is putting us that the data we have here because I'm
049really impressed with that yeah um I can speak to more than half of our kindergarten students come from our preschool programming I'm not gonna call out a exact percentage but I feel comfortable stating more than half of our kindergarten comes from our fabulous um one thing I'll add to is that there has been a more concerted effort and and just a a cognitive discussion about ensuring that what's happening in preschool there's some language overlap and there's some expectation and similarity so that the the students that do come out of the preschool are seeing some of the similar language they're seeing some of the similar skill sets um so there's um there's integration between the preschool and so prek and K yeah that's been happening over the last few years as well fa and I think
050we um are really fortunate to have CER C ified staff uh teaching our preschool level who um are also part of our letters training um so really getting that foundational piece as well which is is huge yeah well well that that shows it so very good so when you take the fall when they come off of Summer now we go to a fall assessment um lots of kids aren't in mode in the summertime but by the time we get to fall and we go to the next assessment kids are in mode how much is what percentage is that just naturally going to be there because they're in the mode is that 1% change or 2% change that could be natural because they're coming off a summer for the first one now they're going from school
051to school now we're going to have spring that could be different and the Curiosity I have and um that the percentages may be a little bit different in the spring may not look So Glorious except we're still improving are are you following me yeah and I think we um I'd have to go back to our fall slides when we looked um historically at the fall winter spring fall winter spring I don't have a percentage but there is a term out there uh called Summer slide that does naturally happen because I think you brought that up before that's what I was curious about and so I think for True analysis it'll be the next report will give you a good good feel of what took place during the whole year I think this thing is fantastic
052so do I I just I am totally impressed y so that's kind of big picture um next slide I got to click my right buttons here so next slide is the the drill down of um each grade level and so again when looking at kindergarten in first grade it's that early reading multiple skills um that are being measured fall to winter different skills fall to winter so it's not even um you know like a a true Apple to Apple from fall to winter because be come winter let's say letter letter names I'm not an expert there are other people that could call it a s but let's say letter names right is measured in the fall it may not be measured in the winter a different subtest has to in that spot because fast bridge
053will say they should have letter names by now right so that's what I mean when we talk about different subtests that are being measured um in each screening period but um kindergarten again fall to winter uh 72% to 72% um meeting that proficiency uh grade one 58% to 69% and again they too have different subtests from fall to winter when you say these subtests I think one Builds on the next one it's all foundational in a sense they're all foundational skills um are they connected in to some degree yes like for example letter names letter sounds onset sounds so what does the word start with what sound um and then there's like another one okay but are they connected yes and so that's where we can look at these subtests and if a student is
054high on letter sounds they can hear that the word boy starts with BB but they can't identify the letter b and call that a b right and so that's where we can look at those subtests and say this is where we need to hone in on that tier two instruction that intervention again I'm really impressed with that that there isn't a drop there's building on that knowing that you're not taking the same test over you're you're stepping forward doing the next thing that that is very impressive um and then we get into our fluency so as I mentioned um grades 2 3 4 five that's when we start measuring fluency our students reading accurately and quickly so we've we've got the foundational in K1 now we're checking fluency which has um a a great indicator
055on our comprehension um and so grade two you can see uh 44 to 48% uh grade three 65 to 66% grade four 56 to 6 2 in grade 5 76 to 77 meeting that new winter Benchmark okay I paused in case you had some wonderings follow um and this is uh data oh there we go uh this is data that I shared out in the last board meeting so this is the secondary data uh when we look at our our sixth grade data we went from uh 66% % in Fall to 68% in Winter um if we look at uh seventh grade they went from 56% in the fall to 70% in the winter and our eighth graders mooved from 61% in the fall uh to 76% in the winter and again this is all
056from our power half hour and our lead time where we are giving that extra dose of AFF fluency the extra dose of early reading so take it on on the uh say the seventh and eighth grade side here or is it the sixth and seventh grade side but the last two slides uh uh Jesse I take it on those that's where we see that that slide that you had mentioned right because of the way they came in say in this in the fall we talk about that summer slide could possibly because there's a big jump to it that's good okay the the other thing is um that's unique to the secondary is students in the elementary have power half and they've had it for a long time and they have it every year right so
057they've been working on fluency for a long time whereas our sixth graders came in they just had fifth grade and they had the leadtime system last year and so we see less growth in sixth grade because it's a system that they're familiar with um but our seventh and eighth graders have all had a gap Year from this a gap year or Gap two years and so that may be one of the reasons to explain the large group in growth is they've had a couple years off of um these interventions and so we see large growth this year you know and but that's just my guess you know I don't I don't have any data to support that but so what you're kind of saying is we're starting with the kindergarten and we're introducing stuff through
058these so it's not really a marel to marbles comparison right so but when we get first through fifth we still have some of that going on but by the time you get into six they're just introduced by the time you in seventh and eth we're maybe getting an analysis of our success right and that will just get better because those kids didn't start up with this program in kindergarten stuff right right so we have a period of time to go through I I think I think I think those two right there is a true Testament of just how well this is starting to work because if there is that big jump in that growth as far yeah as far as that LE kind and and to move forward I think that's very good yeah and
059and I you know I'm not I'm not willing to take credit for it we have a lot of incredible teachers that have really jumped on board and and and done amazing things this year it's exciting to see students who are excited to look at their numbers like we have had we had I had more kids this year uh run to see what their score was to see how they've improved because they've been making goals and they've been practicing and and that alone is really exciting to see you know um that's that's been my favorite part of it so and to kind of go back to Bruce your point um in K12 even three we are um learning to read right and once you shift into fourth grade and up you're reading to learn and so
060kind of two different you know um gotcha ways to look at that learning to read versus reading to learn and I think that goes to you know might we see then more of a indicator how we are um comprehending our text how we're learning um so we're we're excited um and like like Jesse said we have a great staff that are are taking the bull by the horns diving into this um have put a lot of effort um into making this work um and so this is truly a team effort across the board great um so I just a question here with that so with like the kids who just aren't quite meeting our goals as they're aging out in the eighth grade are we using this to keep targeting that as they go into
061the 9 through 12 to try and see if we can get them to still meet that goal so so currently we still Benchmark students in 9th and 10th grade um we don't Benchmark them on the same cvmr Benchmark we Benchmark on um a reading which looks at primarily comprehension uh and not fluency and so yes we're still we're still following students uh we still do some um tier three interventions of of pull out but uh you know I think that's a place that we can look at in the future is how we're how we're evolving this system that we started for the Middle School to now look at uh those those upper um High School grades and incorporating other students into that so um yeah and and the end game right is to have all
062of our students reading at grade level and then we'll have a lesser need for tier two and tier three right so if we um saturate tier one um we should have less need for two and three I've said it before I'm just I kind of really didn't want to run again for this thing and but I've told people that it is so much fun right now because I feel as a board member that we as the board are able to zero in with your data on what we're supposed to be here for are we supposed to be here for just putting roofs on and all that kind of stuff or are we supposed to be there for those kids to get them set for their careers that's our number one most important goal Al together
063and we are zeroing in on it and we're kind of like involved I think it's wonderful and you have data to support I just think this is fantastic and our um next piece here talks about you know that continuous Improvement and when you see our data we have made some really great um strides and some forward forward momentum but we're not ready to stop at 76 right we're not comfortable with 76% we're not going to just press you know cruise control and we still have 25% that we need to get moving and grooving right and so um I don't want to steal all of Jesse's slide here but I I you know I we just really wanted to talk to the fact that this is not the end of the story right like this is
064this is we are working at systems change and designing systems that better our students and so that is something that both Cassie and I feel very strongly about is improving school systems as we move into the F future uh and we're excited to look at how you where we go from here and how we expand on the great things that we're doing uh and and what do we do going forward to um better the success of our students so and when we talk uh system change I personally like some quick wins right because then I feel like we're making some progress and some Headway um but we both know system change can take time um and so I commend um the secondary for making some quick wins this year by adjusting uh you know master
065schedule the time that um you allocated for lead time and and building that up um and we saw quick win success right um and so now as we look at more the longterm and what things we can put in place to have that continuous Improvement um and go back to our multi-tiered system of support what does that look like right and and what things can we adjust along the way so what grade here started at kindergarten were we the third graders started with the program how many years the second grad started with the program we'd have to look i' we'd have to look back at when it actually curious one day the kindergarteners are going to grow right through the system where the people that started have grown all the way through this which means
066that our data analysis may look a little different at that point but well Bruce what you're asking though power half hour has changed over the years so we started with power half hour a long time ago but it looked different back then so but it was we didn't have it so so tuned into just reading at that that time it might you know when I started with power half hour I had the High group and we were doing plays in my room we weren't doing just reading so it was different but in your analysis wouldn't you think that the seventh and eighth graders right now are with all of that going on are pretty familiar with the system so our data analysis today percentage um increases and stuff are probably extremely accurate would you say
067that's true I would say it's true because I do think that they've had the time off from their reading instruction the last two years and so now they're getting it again and it's like it's coming back and they're taking off with it thank you I I'm only one board member but I just want to say thank you Cassie your your team your staff Connie thank you Jesse your team and your staff and Janelle thanks for supporting us also this is fabulous I like to see this you're doing a fabulous job thank you H really appreciate it this is fun it's going to make my next War years go a lot faster so so the challenge for you is to really make this fun fun do another four years chall well we just wanted to touch
068back on on our mission statement and and uh we're excited for where we're going and we're excited for the great things that Painesville students can do so thank you yeah thank you for for your time thank you thank you I'll take that thank you [Music] right we can move on to Employee Appreciation okay uh so the month of February has U multiple Employee Appreciation opportunities uh so February 3rd through the 7th was our national School counseling week so Jackie Campbell is our Secondary School uh counselor um we do have two social workers but I think they get recognized on a different day but we'll still Circle them in and just say thank you but again our uh our guidance comes has a really complex role from everything from schedules to scholarships to um testing to
069there's just a lot of a lot of hats that she wears and so I want to say thank you and then also recognizing our Paynesville motor and transfer uh so this is a school bus Appreciation Week um so let me pass this because I would I think um bus drivers uh I can tell tell you they make a difference um and I think uh when when I think of bus drivers when they have a a kid hop on the bus and uh they can see that that kid's just not in the right space oftentimes that that smile that nudge that little joke they just they're able to engage kids differently and um and it was my Sam and my Alden they were my Elementary bus school driver so um I I want to say thank
070you to all of our Paynesville motor and trends for uh drivers and support so uh thank you for our bus drivers Right Moving on review upcoming meetings um in addition uh please note on Monday March 10th we are going to be taking updated board pictures including a group picture before if we can put that in mind us really the days we oh where I won't be I'm going to be in capital that morning so we'll be yeah you should be fine one of us sinder y when the agenda goes out I'll try to add a note so all right anything else make a motion second second by Gerald all in favor we are adjourned