001All right. Now, we'll start our Monday meeting of uh our regular meeting of September of the WY Board of Education. I'm calling the meeting to order. May I have a roll call? >> Mr. Feler >> here. >> Mr. Thomas >> here. >> Mrs. G >> here. >> Mrs. Sler here. >> Mr. Frederick >> here. >> Please join me in the pledge. 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. >> Thank you. >> May I have a motion to adopt the agenda as written? >> So move. >> Okay. May I have a roll call? >> Mr. Thomas, >> yes. >> Mrs. Jean, >> yes. >> Mrs. >> Yes. >> Mr. Berett, >> yes.
002>> Mr. Fer, >> yes. >> Okay. I do not believe there is anyone to speak. All right. We're going to go right on to the committee reports. Some of the committees are up and running already and um we'll work through that. Belonging and inclusion, I understand you have not met, but you have a meeting upcoming. >> Yeah, we have our first meeting on September 29th. That's at 4:30. That is an in-person meeting. We'll have our first kickoff meeting in person. And as you can see, that's right around the corner. Excited about that. >> Great. and citizens advisory did have their first meeting and um you want to talk about that? >> Sure. Um yeah, so we met on Wednesday, September 10th. Um and we welcome new members to the CAC. We reviewed the 2425 uh
003studies and the actions from those studies. Um and we discussed the upcoming 2526 studies which we will have two studies this year. One is a young alumni survey and so that's going to be reaching out to the past five years of graduates and talk asking them about their experience in Wyoming City Schools uh and how we can continue to improve upon um making sure that they are prepared for whatever avenue they're taking um after their experience here in W City Schools. And then the second study is um focused on best practices around homework from a staff perspective and then study practices for students and how how can we help support um the connection between homework and the purpose of homework and then study skills for students so they can be as successful as possible. Um
004so we're excited about both of uh both of those studies. Um our next meeting um is scheduled about three weeks from now and we will be really digging into those studies during during that time. >> We took two additional um community members this last time and um we're still rounding up the teachers to do the next >> Yes, we are still still pulling them in before the next meeting. >> So we're about ready to go. Okay. Uh district leadership team, >> we did not meet. Okay. >> Um facilities. >> I bet you didn't surprise. >> Look at those. >> Yes. >> Like how fun. >> I know. >> I just wore them at the end of our meeting. You guys may hat wear them at the other >> But yeah, I'll share a few highlights.
005So really, we're on a week-by-week basis. There's so many things that happen each week and so and we're reflecting on the past three to four weeks and so a few of the um big ideas uh you know it's it's really an exciting timing right now. We talked about the fence going up around Hilltop Primary School. So demolition is going to happen very soon really within the next week or so that will begin. We're very excited about that. We launched a publication or a communication called Hammers and Horseshoes. Um, and that is going to be a monthly update uh to pro provide everyone with the latest and greatest on the construction, not just at Hilltop, but everything that's happening at each one of our primary schools. Um, and I've got a little reminder again that first
006week of the month, we're looking to send that out. Um, Hilltop Primary School, again, the updates on that fencing is installed, demolition process happening very soon. Um, and we have um spoken with HGC about um pulling bricks out of that demolition process and putting them outside the fence for the community if they are interested in having a brick. We heard about that by many many people, students, staff, community members. Um they were asking about the possibility of having a brick to keep. And so we're excited that they're working with on on working with us on that. Elm progress. Um, CTL engineering did conduct soil borings just to look at the infrastructure ground structure underneath. So that is moving along. And then we are working with the Presbyterian Church of Wyoming um as a potential temporary
007site for Elm. And so the biggest thing and this was this was all in hammers and horseshoes is really looking at the plumbing and making sure that it's suitable for an elementary school. So we're going to have a lot more a lot more water going through the uh the pipes and so we're just checking that. Yes. >> Yeah. Um do you mind talking about because you got to see the pictures how the uh fire department made use of public school. >> They've been up there a few times. I mean >> go ahead. >> Uh they've been up there a few times. I know yesterday specifically was some of the fire cadetses and the new firefighters, which I kind of love the idea that maybe some of those kids went to that school and they were
008in there. But those pictures from yesterday were the most and that was it. It had been um kind of getting into to build to spaces and going through doors. But yesterday they had um saws out and they were doing different things. They had like they were helping with the demolition a little bit. it looked like yesterday, but >> they got to try out the tools that they might need in an emergency. >> Yeah, >> that's great. Another great way for the city and the schools to kind of partner to any kind of opportunity that comes up. So, >> great. Thank you. >> Design workshops >> coming up if that's okay. So, uh we'll have um Elm School design workshop number two will be at 6:30 on Wednesday, October 15th at Elm School. And then the
009next design workshop will be when we start the Vermont process and that'll be at 6:30 uh Monday, November 10th at at Vermont School. So those are the next two that are updates at this point. >> They're all kind. >> All right. Thank you. Uh the next group is the finance committee. We did meet this evening and I think we're all just gonna bring you all up to date. >> Thanks Jen. Finance committee met earlier this evening and we did our monthly review of the salary and benefit analytic. Remember salary and benefits are 20% of our general fund budget. So we take a deep dive at each of our meetings to make sure that we're on track against the forecast. We also looked at our property tax settlements. Property taxes represent general 40% of our general
010fund revenue. So they are our most material revenue source. So we took a look at the detail of the most recent property tax settlements. We also looked at fiscal year 26 appropriations. Appropriations are on the agenda for the board's approval tonight. And so we looked uh in detail at the general funds and then in summary at all of the other funds uh including primary construction coming in at just just shy of 71.8 million. So our total appropriations are a little larger this year because we have $71 million of primary construction. So coming in at about $111.5 million. So that's for the board's consideration on the agenda. And then u we talked a little bit about what we might expect to see from the governor's property tax reform workg group. Uh when the governor vetoed a
011number of property tax measures as part of the bienium budget process, he also created a work group and they've been um working through a number of property tax reform issues and their recommendation is due by September 30th. And so we've been getting sort of some hints of what their recommendations might look like and so we talked about those. You know, certainly we're interested in maintaining not only, you know, state funding the next budget cycle, but also um maintain local control. We want to keep all of our local voted levies and as it looks right now, the recommendations coming out of the work group would allow us to do that. So, I think that's favorable for Wyoming City Schools and public schools in >> Thank you. Thank you. And the policy review committee um has not
012met. We have a meeting coming up and we have our tonight we were given our policies our our fun reading material for the what 24 hours right within the meeting >> uh 36 >> 36 okay >> Wednesday night >> Wednesday morning so that's what we'll be doing >> all right thank you next is the board of education report Yeah, we have excited about um again our community volunteers who are um interested in engaging in these two groups. One a being the belonging inclusion collaborative and B being the citizens advisory committee. Incredible resources um are are the people who support Wyoming City Schools. And so this is a perfect example of individuals who have talents and interests in engaging with our staff members to support growth within the school district. So belonging inclusion collaborating spaces where
013our students and our staff and our families feel belonging and feel included and feel valued and respected. Uh and then I shared the the two CAC studies that we're going to be focused on. So, we're excited about having these individuals joining those teams. >> Erica, >> thank you. May I have a motion to approve the board of education report? >> Second. >> May I have a roll call? >> Mrs. She, >> yes. >> Mrs. >> Yes. >> Mr. Berick, >> yes. >> Mr. Ber, >> yes. Mr. >> Thomas, >> yes. >> Thank you. Treasures report. Item A, approval of the minutes from the regular meeting on August 25th and the planning meeting of September 9th. Item B, approval of the statement of revenues and expenditures from month ending August 31st. Item C, accept with appreciation
014the list of donations, one from the foundation and one from the athletic boosters. Item D, our fiscal year 26 appropriations, all funds. And item E, approval of the report, please. >> May I have a motion to approve? >> So move. >> I'll second. May I have a roll call? >> Mrs. >> Yes. >> Mr. Frederick, >> yes. >> Mr. Felmmeer, >> yes. >> Mr. Thomas, >> Mr. G, >> yes. >> Thank you. And thank you to the foundation and the boosters. I know this is just the beginning of a whole year's worth of contributions. Um the superintendent report. >> Thank you. Um first off, we have several personnel items. And so number one is a recommendation to approve several resignations for the purpose of retirement. And so congratulations to all of these individuals. Uh just
015walked through. Diane Beeka who started in 1997 1998 school year as a Spanish teacher at Wyoming Middle School. Um she holds a master's degree has served as the department chair and supervisor for the Spanish club. Uh and I know they do lots of exciting things. So, we're excited for her. Um, secondly, we have Angie Edmonds who came to Wyoming City Schools in 2005, has taught high school English, oral communications, mass communications, also master's degree, and has um worked within the roles of varsity basketball coach, assistant girls soccer coach, English department chair, student council advisor, building leadership team. Again, lots of involvement there. uh in the math department, Jane Rochin um who began in Wyoming in 1994 and um has been connected to math all along and she holds a master's degree supporting students and staff
016as class adviser for all four grade levels, math department chair and a member of the building leadership team. And then Lisa Sanders from the middle school who came in 92 and has taught middle school language arts, sixth grade, eighth grade reading lab and seventh grade English. Also master's degree and serve students as the middle school student council advisor. Um just a wealth of knowledge that comes with with these people. So we know we've got to capture that before they walk out our doors. So we hope they enjoy this year. But uh we will be looking to and everything that they've learned over the past 30 years or so. >> So excited for them. Uh number two, back to the agenda. Number two is a recommendation to approve McKenna Stacy as a primary school educational aid.
017Number three is a recommendation to approve unpaid FMLA leave. You can see for six days for that individual on the agenda. Number four is a recommendation to make these athletic supplemental changes. Um And so we're reducing one. And then in number five, we're adding two additional athletic supplemental contracts. That's the recommendation. Number six is recommendation to approve these non-athletic supplemental contracts and volunteers. You can see for project lead and for wintergard. Number seven, recommendation to approve student auditorium workers and volunteers. Number eight, recommendation to approve payment for individuals who are working on the evaluation committee. Number nine is recommendation to approve these high school detention monitors at the rates that you see on the agenda. Number 10 is recommendation to approve these performancebased site. These are $150 ins that pay used to be part of
018supplementals. be pulled that the supplemental committee is pulled without supplementals. They're by events within the different fields and then number 11's recommendation to approve of van. >> Great. Thank you. May I have a motion to approve the superintendent report? >> Second. Roll call. >> Mr. Barber. >> Yes. >> Mr. Belmmeer. >> Yes. >> Mr. Promise. >> Yes. >> Mr. G. >> Yes. >> Mr. Zer. >> Yes. Thank you. Um, before you do your update, I just want to remind everybody we received an invitation from the foundation for Founders Day. >> And before you freak out and look at the date, it they actually OSBA this week this year is a week later. So, um, there's a envelope which I tore mine uh to reply to the whether or not you're going to be at the
019foundation date. cohort folks because it's the next week, November 16th through 18th. It will be at the OSBA um convention in poems. I'm sorry, just threw that in because I thought if you freaked the way I did the >> All right. Sorry. >> Oh, no. That is update. >> So, update. I I can't can't do anything without saying congratulations to our high school students, our and staff on a wonderful week of homecoming. What a great week. >> Weather was beautiful. >> Last year, >> the homecoming kind of went on and on and on for a while. Um so students had a wonderful week that they could work on the floats and the the the float winner uh was the senior senior class. They went seniors, juniors, sophomores, and freshman this year. >> Right. It did.
020It did. Doesn't always go like that, >> but they all look wonderful. They really It's amazing. It's amazing to see >> the skill that our students. So, it was fun. That was fun. >> Um game was was great. We came out on top. It was great to see the the reunions that that came back. And Susie, I know you were giving some of those tours. Um just a lot of excitement. And so the tours we had >> 30-y year reunion, 35 year reunion, and 50 year >> reunion. >> Yeah. >> Oh, wow. >> Yeah. Yeah. You you learn a lot of good scoop at those times, right? >> Yeah. I've learned a >> Yeah. >> Right. >> All the stories. I heard a lot of stories. >> Yep. Yep. Me, too. Me, too. All lots
021of fun. So, right now, we're at the midpoint of first quarter already. It's crazy. And the year is moving along quickly. Uh So, we're at the the midway of the first quarter. And it's about this time uh that we received our um our district and school report cards. And so, I just want to share a few highlights of our of our report card. And I'll actually put it up on the screen. I know we didn't I didn't really share I was going to do this. Um but I'll give a a quick preview of the report card and then I know we'll dig in a lot deeper at the upcoming planning meeting. But I wanted to give you just a quick peek at it. >> You know, we had a professional development day today and >>
022sorry, we spent >> the especially in the high school and middle school, we spent lots of time reviewing data um and talking about tools to support ongoing work that's connected to the data. >> Sorry. Oh, you're fine. Um, and we we spoke about some some goals that we have as we as we go back and we look at our student data. Um, clearly we want to know, you know, where are students excelling and what can we celebrate uh when we look at student data. Uh, but we also want to know what are the growth opportunities and areas that we can continue to do better. And so that's an ongoing conversation, but we really are are digging and I think with more success each year um at the specificity of that data and trying to identify
023the root cause for those two areas. What's the root cause for why our students may be excelling at at great levels in in some areas and what's the root cause to why maybe that isn't happening in some areas. And so we're again trying to dig deeper and deeper and deeper with that. And then ultimately our our goal is to come away from these conversations with an intentional plan uh as to how we can work with curriculum, instruction, and assessment to make sure that our students are having the best experience possible and growing as much as they possibly can. And so again, I'll just guide you through some of the big ideas of the report card for for today. That will change. There we go. >> There we go. Okay, so just a little bit of
024background. Um, Ohio schools, school districts and schools uh receive report cards and those report cards share how districts and schools are performing. Again, that data helps us to identify areas of excellence and areas of growth. Um it's the report cards are based on six different components and then each one of those components gets uh up to five stars and then the district receives up to five stars as a whole. Um when all of those are put together and and you can see the the designations there. When I look at this I look at three stars it that I signifies that a district or a school has met state standards. above that exceeds below that falls short of those standards. And then this the bottom bullet on that page speaks to report cards being a moment
025in time. And we have other tools also that we that we share and and discuss student success through and and perhaps the biggest one is what we call the quality profile. and that will be updated and shared soon also uh with you to to talk about some of the successes that students had while the auto report card. So this so um this graphic shows the six indicators that add up to an overall rating on a report card. And so you can see on the left hand side achievement and then going down graduation early literacy and then on the right progress or growth and then the new component this year it was it was discussed last year and we received a score but we didn't have stars as part of this last last year but we
026do this year college career workforce and military readiness and then uh the gap closing component At the bottom of this screen, you can see that achievement and progress are about 25% of the report card. So those are weighted more than all the other components. And so I will I will dig into those tonight. But then when we when we look at the entire report card during the planning meeting, we'll dig into all of those indicators. So this page is taken right from the the state website. And so this is right from Wyoming's main page of our our report card. So at the top you can see overall rating is five stars. So you might have seen this being talked about more and more in the media. Um I know there were several districts in county
027that have lost that fivestar rating who maintain that. Um but then below that you can see each one of those six components and you can see the number of stars that we've received in those achievement five stars and again you can see the descriptor there. Achievement component is a measure of how well students performed on the test. Um progress a measure of the growth that students are making based on past performances. Um and we received four stars out of five on that one. And so we'll be talking more about that gap closing uh component that measures the reduction in any educational gaps for student groups compared to the whole uh graduation is looking at students on a four and fiveyear cohort graduation rate. Early literacy looking at the the number of students who are off
028track identified as off track in the beginning of the year and on track later in the year at our primary grades. And then the newer one, college, career, workforce, and military readiness, is measuring how prepared students are for future opportunities. And it it lists many different pathways that students can can go through. Um, and that's the one that we're learning more and more about. Um, and we actually have a meeting set up with Hamilton County Cooperative to understand how that's reported to the state because we think that reporting is part of the is part of the equation here on on that indicator. So, what I'd like to do is just dig into the two the two big pieces that are both 25% of the report card, and that's achievement and growth. So, there's a there's
029a lot on this slide, so I'll just talk through each each piece of this. Um, so all of this is connected to achievement. Um, on the left hand side, you'll see that we have five stars. Um, and again, that notes that we're significantly above state standards on that on that one indicator. Um, the rating scale for achievement is just below that. It's based on a 90, 80, 70, 60%age of how a district has done compared to the max score on this thing called quality performance index score. I'll get to that in a second. On the far right, um you'll see the individual Ohio State tests that students uh take. And that begins with third grade and then goes all the way down through high school into course tests. And so that grid shows the number
030of tests that have been taken, the tests that are proficient or above and what the passing rate is. Way back when that was really the factor that people looked at is just the passing rate of the test. Well, it's a lot more than that now that we look at the book. So in the middle of the Then you'll see that we had a performance index of 106.9 which is 97.3% of the max score of 109.8. And so what we were talking about today was the idea of what a max score is. So the max score is the performance index of the top 2% of all school districts. When they're pulled together, it's the average of those school districts. And so you when you pulled the top 2% of all districts in Ohio, the average was
031109.8. And then and then the percentage value that we received, it's just like a the score on assignment. We had 106.9 out of 109.8. That's 97.3%. Since it's between 90 and 100% that is a fivestar rating for a for a school district. A district can be at 100% or above 100%. Because if a district, and that's really our goal, if a district is at one is within the the top 2%, then they're making that max score. And some of the districts who make that average are above the average. And so you can you can technically be at under 1%. If you're above that max score, >> but your district made the curve, so to speak. Let me try. So yeah, >> what were you saying? >> Oh, the five stars is based on the being
032above 90% on the performance as opposed to some average of the stars in each of the That's right. on the Yeah. Yeah. >> Y >> and that that criteria of the rating scale on the bottom left is specific to achievement. And so each component has its own rating criteria. Ratings >> talked about our performance index score like wanting to increase that and I feel like we did. >> We did. Yes. So I actually will look at that. >> We'll look at that next. Yes. >> And so again I I'll say this is a piece of the puzzle. It's not all of the puzzle. And so we look at achievement. Are students achieving at high levels? and can we help them achieve to the highest possible level of their capabilities. >> Then when we get to
033growth, we want to make sure that that also our kids, whether they're going to very high levels or lower levels, they're all growing. And that's where even deeper conversation comes in. >> Historically, um this is performance index. >> Yeah. And so as you look at this, so before I kind of like to go to that 1920 COVID year before that, you can see that our performance index range was anywhere from 104 to 107. >> Um, and that's really where goal of 107 or beyond 107 came from as we were as we were reviewing previous data. So from, you know, following the 1920 COVID school year, our performance index um dropped down to 96 and we we knew at that point in time and and everywhere at that point in time it was a it was
034a struggle. Um so that during that year went to 96 from that point on. You can see there in 2021 we were at 103.3 then 104.9 then 105.9 and this year we 106.9. Last year we had set our goal at 106. This year we had set it at 107. It's the 0.9 that's killing us. Uh but we're moving. Um so again exciting, but we're continuing I'm hoping to continue that trajectory that we we've been off for the past several years. Any questions about that? Okay. So I'll shift gears to grow. Yes. So so this is growth. Uh and again I'll explain what you see here. So first of all these this data is based on three years of consecutive data. So the most recent year 2425 is 50% of growth data or progress data. The
035year before that is 25% and the year before that is 25%. So it's a threeyear population. And so so it's a slower sway if you're if you're moving either way. >> Um on the left you can see again we have four stars overall as a district. Um, and the rating scale is is again just below that. And so on the rating scale, it it really measures game index and effect size. And a fivestar rating is both a gain index of 2.0 or more and an effect size of 0.1 or more. And so that's what we set our targets at uh to to beat both of those. And um again when when you think about progress you know the way we spoke about in our in our meetings today every student comes with an expected expected
036score based on their previous data points. And so if you think about ELA, you know, students begin taking assessments in third grade and once they test, once they get that first data point, they have a projected score when they're in fourth grade, then in fifth grade, then in sixth grade, and so on. And so, um, they come with a projected score and and progress really pulls all of our students together and it it reflects on how well we when you pull all the students together um had students who met their projected score, exceeded their projected scores, or fell below their projected scores. And so as you look at this this graph um you can see the scale on the right. So I'm looking at the bottom right going from bottom up that maroon students who
037made less progress than expected and there's significant evidence of that. Yellow students uh made less progress than expected moderate evidence of that. green similar to expected um uh progress. And when you get to light blue, students made more than what was expected, moderate evidence of that. And then the dark the dark red students made more progress than expected and significant evidence of that. So, as you can see, all grades across the top of that graph that pulls together all the grades and all the subject areas. So you can see you pull that together light blue matics and you pull that together gray science that maroon and then all of that together is the light blue whereas last year we were dark gray on that on that grid. And so then that becomes part of part
038of that discussion as to where are we in performance index? Where are we with growth and where do we have high growth and high performance index and what's happening in those areas and that's just part of that conversation. >> Would you just say this or do I remember from years past that the growth is a year's worth of growth like growth is a pretty big growth that you want. So no matter where people are if you're at one of your highest achievers you still want them to grow to the same amount. So that's been one of the >> um pockets. Am I remembering that >> correctly? >> But certainly attainable. >> Yes. Yes. >> Yes. >> And then for the math. >> Oh, >> I understood. >> And then >> I actually didn't understand my
039specific was for theory. >> And then math by like eighth grade, what I can't remember is is math grade level math. That's who they're tracking by then. like because at um seventh eighth grade they're starting to branch off in different levels of >> so that would become algebra and so there might be students who are taking algebra assessment or geometry assessment right >> okay but they wouldn't be included in the eighth grade they're not in eighth grade math correct the one before had a long list of how many people took the >> and it was very it's like small you know >> that's what I remember how many kids took the test no 150 somewhere else and that's what I do remember. So that's where it becomes really powerful though when you think about you
040know where are student where are students excelling >> in both arenas in both growth and PI in terms of achievement and what's happening what are we doing what's the root cause for that and how can we how can we utilize some of those practices across the board and how do they relate to curriculum instruction andor assessment maybe not all three maybe it's maybe it's about one or two of those areas and so those are the conversations that we started today and they're they're they're great conversations this what I'm sharing is you know we had a conversation earlier today about you know evidence >> um of our impact on fitness and so >> when you say sharing evidence today that was in the professional development >> yes yes >> at all three levels >> we met
041today we met with um we ran through report card data and Dr. Kersner went through a tool called the centralized reporting system which um provides support provides tools for further um further research on on student data and instructional practices or instructional tools that they use in the classroom. We did that at the middle school and the high school and um Jirehart and I were talking about follow up with the primary school at the October 3rd professional development day. So if you look at what I didn't show on this screen on the top left 6.4 gain index um which is which is very strong well beyond 2.0 and then we were just under that 0.1 effect size. And so that is when you think about it numerically not not within the colors that you see when
042you think about it numerically um that 8 compared to 008 compared to 0.1 is the difference. four stars. the effect if that if that was.1 or above that would have been five stars like that that global chart on the bottom left the game index is above two but since we're 08 that's how we fall in >> yeah but the real conversation is about the instructional practice practices and where are students and what's the past records that our students are bringing into the classroom and how do we support them and all of this is part of the robust work that's happening within MTSS right now because MTSS starts with what we call tier one and that's classroom instruction for every student >> which is awesome because years ago I feel like you and I were on
043student we would look at those like eight years ago of like where is the lack of growth like because you really could look at it as it's like a group of five people I mean by the time you're really breaking it down to um students with ing disabilities. Are we looking at students of color or are we looking at like >> we will so gap you're talking about >> Oh, I am talking about gap closing. >> Gap closing and we will review that. >> Okay. >> I get a little thrown by the colors. >> Yeah. Right. >> The dark gray and the light gray >> is >> it's not available. I don't like the all tests and the all >> the like >> old grades. I want to take that out. >> Yeah. >> You
044want to take whatever grade all >> I want to take this column out. That that's of no use to you as >> Oh, I see. Y. >> So, what that does is it it slices it by the grade as opposed to the subject. And so this the state would want you to be able to see okay across fourth grade >> what is the growth progress experience or across fifth grade across high school >> um and it's that horizontal slice as opposed to the vertical slice by subject area >> and then light gray means there's data that's right for that dark gray seeds right yes dark gray is good >> yes >> and a green >> and if I'm a teacher looking at my grade level and I see marine or what about like like >>
045great question. So one of the things that we we were really looking at is growth some very detailed information. So because we wanted to take it down to the assessment level and what does EI look like at a fourth grade reading assessment versus a fourth grade math assessment. And so we were we were digging into performance index and growth for each assessment to help people understand, okay, bring this closer to home and and how can we look at it by grade and then by individual assessment and then in November teachers OST state test teachers will all get Eboss data and then that's specific to them. And so all of this pulls together and then the final the final piece of data to really kind of help that hold me together comes in November >> from
046an OST perspective. So in terms of growth, like if I'm a teacher, what am I striving for in growth? If I say, "Oh, I'm in the red or the maroon." >> Like what what would their goal be? Like what do they do to are they just doing their normal things, adhering to the state standards? And so that that becomes part of that conversation and and then we start reflecting on what do we what are our current practices to know and understand the state curriculum and to communicate that state curriculum to our students. That's the curriculum piece. I'll jump to assessment. What are we doing to help our students understand uh and experience the rigor of state assessments? And do we mirror that rigor on our individual classroom assessments? And maybe we do and maybe we
047don't. But that's where we can start to find that that root cause perhaps. I I the answer might be different for every teacher, but it's it's that reflective practice to look at that and understand where that might be. >> I kind of get like but the growth piece there's the performance and then the growth >> if you're doing if you're just tackling all of those >> if you're looking at curriculum and you're looking at assessment then you also have to look at instruction. >> You're right. those >> right >> and and and that's where we say you know the teacher is the artist in the classroom how do you bring those those outer edges to to the students and so Dr. Kersner was talking today about ways to get longitudinal data to classroom teachers so
048they can see what a students experience has been over time. Where have they been strong? Not just individual questions, but in terms of standards and um and groups of standards, where have students been strong? Where have they been weak? Where may where might there be gaps in learning? So, how to access all that information? Um it's it's really fascinating to to look at the data in that kind of a way. And again, the goal is to come away with an intentional plan >> for what you you just pointed out. And again, that might be different from you for you and it might be different for me, but the practice of reflecting on that and understanding the experience our students come into our classroom >> should help that because by the time teachers get this in
049that pocket of students has has moved on, right? >> And so then you could be doing the same the next year it'll be great for that for kids but not great for the kids and they're looking the the tool that we were talking about with them has both lenses. >> Um the the longitudinal for kids who are coming into the classroom but then also over time for kids who have who have left >> to be more of a a reflection where am I >> where my strengths and weaknesses maybe have been with regard to student >> just the connection between um being marooned in certain areas on the progress relative to the performance index of the 107 goal. So if you go from being maroon um math or science, you are in theory making more
050progress with a given set of students in that year. Does that move the performance index? You have more kids who are scoring on the overall thing in a way that adds to the score or are they not So I'll answer that. Eric could jump in if you if you think or even Gina. So I I can they can look very different. >> You can have a very high performance index where there isn't isn't the growth that you want to expect. Um, and you can have a very low offensive index where students are growing very rapidly just based on based on their past experiences. >> Um, and and so I can't necessarily say that one would impact clearly impact it in a way like you're thinking because you can have both of those different situations or
051stories happening. >> Sure. >> We you know when we viewing and looking at the data. You know, clearly you want to be high growth and high achievement, >> but the conversation keeps pushing to high growth because if you're high growth, your your students are moving whether they're they're high achieving or wherever. And so really the the you know, how do we how do we attack growth to make sure all kids are moving in the way that we want them to move? >> What was your question? No, I mean from where we are conceptually I totally you could have a low achievement but you could have high growth or you could have the other I guess for us we have a pretty good achievement like 106.9 and our goals kind of whatever. >> So with that
052being as high as we are today having areas sign that are as maroon as these >> it would be impactful for us if we address these maroon areas all that overall. >> Yes it would. Okay. >> We're going to talk about this more in the planning meeting. >> For me, um, let me just make sure you mention the eighth grade, those are so eighth grade math, for example, those are kids who are at grade level math and some of the kids in eighth grade are taking higher level kind of math where they're not in that number. What this says is for those students who are at grade level math, they are progressing at less than the one year rate. >> Less than what they were expected to. >> Yes. which is kind of that's a
053hard part of it when you have that and you did I saw your on the other slide where you said this number of students are taking above grade level math >> but yeah the scores that's the hard part >> well because you have well I mean I guess you're still saying you can have growth at grade math and that's good. But also, where are we measuring the students in eighth grade that are taking 10th grade like geometry or >> they were in that lab? >> So, they'll be they'll be in the right. Well, they'll be in the the high school. Okay. >> Right. because they're actually thinking so an eighth grade student who takes the algebra test is actually part of the algebra. >> Oh, okay. >> That that that's technically the end of course
054test. >> Okay. >> Said differently. What could be saying is that for those kids who aren't already excelling academically, we aren't progressing them at one year beyond where they were when they began. You can see the power of the of the conversations that I'm trying to figure out. Okay. Well, so what do we do with that now? Yeah, we plan and what's our intentional takeaway from this rather than just viewing the data and saying we have five stars and then going to the side. It's how do we grapple with this and use this in an instructional. Last thing for me is we come to that conversation in the planning meeting. I'll be curious to understand how we're thinking about the science data >> because for the longitudinal thing I'm remembering the seven years that I've
055been here. We've been in this conversation and it's been that way for almost each of those seven years >> and I don't know what that means. I don't know what it means that we should do, but I'd love to understand middle school and the folks in this space like what they believe is most helpful for us to not be in the room. I'm moving back and >> yes, thank you. >> Appreciate it. All right. >> I know. Um, >> no. No. Do you have anything else for your update? >> Okay, then. Thank you. May I have a motion to adjourn the meeting? >> Second. >> M. Beler. >> Yes. >> M. Promise. >> Yes. >> Mrs. G. >> Yes. >> Mrs. Yes. >> Mr. Ber. >> Yes. Thank you. >> All right. Thank you. We're
056>> adjourned.