February 23rd, 2026 Special School Board Meeting - Data Meeting

001Hello Ernie. >> Okay, we're gonna call to order >> just about a half a minute early. Um, first thing on our agenda is the pledge of allegiance. To the United States, United States of America stands one nation under God, indivisibley andice for all. >> Okay. I have a motion to approve the agenda. The agenda. >> It's been moved. Is there a second? >> Maybe. Okay. Second to approve the agenda. Is there any objection? >> I didn't actually get Arie. Arie, do you have any objections? >> None. I am okay. >> Okay. I'm hearing none. The agenda is approved and we're going to go right into data presentations. And I think I will let Gary do the introductions for that. >> Yes. Good evening everybody. As I hold still for just a second. So um we

002uh are really excited to present tonight our middle of the year uh data. Um and you're going to see tonight we have some some some positives. You're also going to see some areas that we continue to have some opportunities for growth. Um, but since we have a long agenda tonight in terms of the number of schools that are going to present, just a reminder, we're kind of shooting for like seven, eight minutes of presentation, two, three minutes of questions. Good luck with our first person that goes tonight, which is Mr. Ashton, who informed me today that he has 27 slides to present tonight. So, uh, but our goal is seven, eight minutes of presentations, two, three minutes questions per school, and David's going to help us out with a timer. uh to try to keep

003us on track uh tonight because again we do have quite a bit of buildings to get through. Uh but I'm excited uh to have the building share presentation. Uh unlike the first go round where I I created the slides and had them fill their information tonight, I turned it all over to them and let them slides. So see so Mr. >> Oh yes, there was a poem. So uh also uh David created kind of >> Arian created kind of a a cheat sheet so to speak uh for tonight when it comes to um um items that were commonly in place, you know, SAVIS terms that were commonly used in the slides. You created a little cheat sheet for folks uh folks watching at home and for our board members. um so that uh might be

004able to answer some questions as as folks are going through their presentation. So, thank you David for creating that as well. >> No, you don't. You just get let's get the first one. There you go. See, >> quicker right here. >> There you are. Let's try this. >> There we go. All right. Good evening. >> Uh All right. So, um, just review of our KPIs, our key performance indicators, and our marathon and sprint goals. Um, I'm going to talk pretty much about all of them today except for our CTE concentrators and then the students enrolled in extracurriculars. I think Gary talked about that a few months ago when he did the survey with students. Um, and then at the end of the year, if we want to talk about kind of where we're at as

005far as the student body and what we're participating, we can talk. So, um, and then our marathon goal is 70% regular attenders. So again, that's 90% attendance for the entire school year and then 90% passing rate for grade level and 90% passing on our core content areas which are math, read, math, ELA, science, social studies, and health. So those are the four um or five cores that we have for all of our students. Uh so first semester grade level passing rates. Um so the purple is last year, the yellow is this year. Um so overall um again most of our grade levels were right at that level. Um seniors again last year did a phenomenal job continue to do a pretty good job this year. Um not a lot of Fs. Most of our students

006were passing majority of their courses um with a few exceptions. So overall pretty good performance from our students. freshman class struggled a little bit to start off the year and it was a slow process to get to where we're at today, but um there was a lot of grace and you'll see kind of some of the areas where they struggled when we get into the core subject areas. Um one of the things we did find out when we did a little bit of deeper dive and I'll talk a little bit about some of the deeper dive with some of our teachers and our PLC's is this data comes out straight out of the grade book and it does not account for grades that were manually modified. So, some of our students, for example, we had

007a math teacher um that when majority of when the student um was proficient in majority of the learning targets um but it was the formative assessments that brought them down to an F, they bumped them up to a B or a C if that was necessary because they felt like they got a majority of the material and they didn't want those formative assessments just like you know basic worksheets, things like that, practice material that would bring them down to the failure. So, that didn't account for it. also didn't account for the um incompletes and the eyes or in progress which some of our students were awarded um just because they needed additional time to get done through uh whatever content or learning targets they needed and those are generally over the next six weeks. So

008those students will have an additional three weeks after the past really today to continue to work on that. We've already had several meet those uh expectations. Um this just gives you a further breakdown on exactly what uh the total number of courses and then the um number of Fs that students earned over the course of the first semester. Um one of the things you'll notice is a slight decrease in the number of courses. That's because last year our online courses were calculated into it. This year we transitioned online into a separate um hybrid school and so those don't calculate into our course. But overall again the percentage was about the same as it was last year. So we're kind of at where we are. uh first semester passing rate by department and course. So that

009gives you all of our departments. We really just focused on the main ones again which I talked about were the math, science, health, um social studies and then um um so ELA math uh social studies science and then um health. So the AP seminar is the addition one I just wanted to throw in there as an extra. We had 82% passing um this first year with AP seminar. To give you a little perspective, we were at 69 a week or the in the first semester. Um so that means we had 70 students that had an AP seminar. 30 of those students were able to bring them up and we currently still have um 10 students that have eyes or IPS in those. So they're still working towards finishing up. So there's potential that we could

010have 10 additional students pass that course from the first semester. Um so a lot of grace from Mrs. How and Mrs. Helen Hogan to get the kids where they can pass it for that course. Um and then you can kind of see um some of the other areas that we saw a little bit of a struggle this year with our freshman mainly was science. Um they went dropped from 87% passing rate to a 77% passing rate. Um and just to kind of give you perspective, we did a lot of deep dive into this information. So over the last two weeks here in PLC's, we had our we provided all the details as far as individual courses, um passing rates by teacher, by course, everything. and um a couple of our teachers really took the time

011to get to know a lot of our kids and where they're at. So, I just want to kind of go forward. This is an example of a ninth grade science class. This particular teacher had 10 students that failed. And that teacher looked at the attendance. So, you can see right here, this is the number of absences they had. And this is their attendance. You'll notice most of the students are in that 70 60. We even had one that was a 39% attendance. So attendance was a huge metric in regards to students being able to pass the classes. Also looking at previous so this was their eighth grade or seventh grade and eighth grade science scores and most of them again you see a lot of Fs. This particular student right here that was a question

012because he noticed that this student passed majority of their science when they were in junior high and so he took it personal like why did they fail my class and so it gives that him an opportunity to talk to that student figure out what was it about this semester that they really struggled. So, I really appreciate this teacher for taking the time to do that. And it wasn't the only teacher that did that. Um, to go back, this is our senior data. So, last year we had 62 Fs that were assigned to seniors. Um, 13 of those were core courses that were necessary for graduation. This year, we actually had 59, but because of the grace of a lot of our teachers, it dropped it down to 21. And again, 13 of those were core

013classes. Um, six of those students were going to need credit recovery. So, it's very similar, almost identical to the previous year. 12 students received an I, 13 received an I that were necessary for graduation. So, they're continuing to work on those. Hopefully, they'll be able to get what's necessary done in time to get it. And then also, currently, last year, we had 18 seniors taking 37 courses. This year, it's 16 seniors taking 30 courses. >> Do you find that your seniors who get incompletes actually work to prepare them? they they really appreciate the opportunity to continue because they know if they don't then they have to go do credit recovery and take it all over again. And typically when they get an input ple it's usually they need to take one assessment maybe there's a

014socratic seminar that they need to finish I mean it's usually something that probably takes a couple hours of their time if they're willing to put in that little bit of effort come back and work with the teacher >> two minutes Mr. Ash >> Oh man look at that. All right, preACT results. Um, again, kind of the same. We didn't see a lot of difference between our preacct from the previous year. A lot of it has to do with, um, science remains relatively a stable thing that we do over and over again. Reading was really high for us. Um, ELA and reading was high. Math continues to be a struggle, really low in math across the board. Um, a grow again, this group, and it's kind of comparing apples and oranges. So, when we talk about

015the composite score dropping from 15.8 to 15.2, it's a different group of kids. So, you really can't say that that was a really a drop because it's it's a different group. Um, here's just some of the percentage when you look at ontarget versus need intervention. So, again, you can look at the math. 15% of our students were on target. 13 need were close to target, but 72% of our students last year needed intervention. This year, it's up to 82%. So, we know that math continues to be an area that we need to work on and improve to support. But then you look at the reading delay over here. So 60% of our students at 51% of our students are on target. So really strong in that area. Um ACT um again these are students that

016chose to take it. So we went from 53 students last year to 86 students this year. Again science and reading again our strengths. Um math is again an area that we need to continue to work on. And we saw again a slight decline in the composite scores but again it's it's apples and oranges different groups of kids. AP enrollment. This is over the course since 2122. So you can see our measly three classes that we offered back in to the 10 classes that we offer now. And this does not include so this is AP seminar right here. These are the classes that students elected. So there's 234 students that elected to take AP courses this year versus the 44 back in 21.2. Um these are the qualifying scores. So again, you could just see the

017number of students that took that were taking AP tests versus the number of um qualifying scores. The percentage of students that are meeting or getting that qualifying score, which is a three, four, or five, is mainly stayed across the board about the same even though we've continued to add more courses. Um so we've been up to again the number of exams last year was 149 with 47 students scoring at least uh three or more on their AP exam. And so then here's the trends that you can see in those same data. This is our aid elective course. So just over the course of the years, you can see the number of sections and number of students. Again, it's just a growth. This kind of corresponds with our AP courses and supporting a lot of our

018students. The AV elective program encourages students to take advanced courses, whether they're AP, dual credit, or any other advanced courses that we might offer on the campus. And then it provides them the supports to do well in those courses. our attendance. Um so this is kind of a highlight for us regular attenders. So again 90% attendance um you can see over the course of the years um this is just by the grade level of the month this year or um September we're doing really good. We were staying about a 70%. Um just to give you a perspective last year our overall regular attenders for the entire year was 52%. So we've kind we've steadily over the course of the year started to dle down but we're still hovering as an average in that 60%. So,

019we're hoping to stay strong. We've hopefully survived the sickness that has gone around for the last two months. And now, as we get into the spring, we can kind of start to prick it back up again. And again, this is uh more of our regular tenders um over the course of the um the years. So, you can see this was September of um 2223 versus September of this year. So, back in 2223 were 54% and they were at 76. So, just students are starting to show up more and more. not where we want to see again. We're starting to work thirds there. We want to get to that 70%. That's our goal. Our KPI eventually five years down the road is 90%. But we're slowly starting to get back. >> What's the biggest What do

020you think the biggest bank up thing you can do to improve high school attendance high school? >> That is a magical I wish I could answer that question. Yeah, I think it's just the biggest thing is I think just having someone that you feel comfortable being there because wanting kids to be at school, whether it's extracurriculars, we talked about that, the kids connect and they have something that they truly enjoy, whether it's a sport, a club, just anything. So the more of those that we can create, the more kids want to be in school. And so then that class that they're at, they're like, gosh, I just have to be there to, you know, I'm told I have to pass this class, explore management. They feel more comfortable because they know they have something else

021to look forward to in that day. That's probably the biggest thing. But and and we've created a lot of those over the course of the last few years. Um just the discipline data again um just by grade level. So shocker freshman you know most preferred students versus our seniors that don't get very many. Um that stayed consistent over the last few years. Um by gender typically males and again that stayed consistent over the last few deals are the males get more twothirds to oneird um of our referrals. Um top five referral um violations. Our biggest one is skipping. So this one we have seen a lot of increased skipping. Whether that's kids are skipping more or just getting referred more. Can't really tell you the difference because I think it's something that's been going on

022since the age of time. Students skip school um and they're just getting caught more. So hopefully that's helping improve our attendance because students are actually getting dollars. Hey, you're skipping school. You need to be in school and getting them back into school. Some of the things things that haven't changed over the last couple years, vaping, alcohol, drugs. we've only had 18 versus last year where at that same point I can tell you when I was a dean of students this number was probably in the 50s and 60s so that's a huge decrease physical aggression again we don't see a ton of fights at school and this when I say physical aggression I'm talking even just horse blood like minor stuff too this is all encompassing >> um so not huge numbers there and then even

023the harassment and bullying is down considerably from precoid times um just discipline by ethnicity so this is kind of go through um the percentage of student population. So if you see the um 60% of our students are Hispanic, 9% of the Hispanic students receive referrals. So it gives you an idea of the basis of you know is it equitably distributed amongst our ethnic groups and we're not seeing a huge difference. It's pretty manageable across the board. It's not there's not the only one that I would say that sticks out a little bit is our Native Americans. So 3% versus 6% of our referrals. Um out of school suspension trends the last few years. Um this number has increased a lot over this last year and I think just because of some major incidents if you

024could actually tie that to a couple big referrals that happened over the year. Um but for the most part again even when I went back when I was the dean of students this number was in the 200s. So we've utilized a lot more of our inschool suspension or supports in school rather than having students removed out of school. And the other big one too is we haven't had any expulsions over the last couple years. So that's a big one for us. So, highlights for the last year um up to this point. Uh this is the Dracula production. It was a great opport Mr. Miller and the students put on. They're going to do another one in the spring. It's Alice in Wonderland. So, that will be in April. So, if you get a chance, I

025highly encourage you to check that out. It will be in the drama lab instead of the auditorium. Um our archery team, we had 25 students this year participate in archery. Um they went to the state tournament this year. Last year they were state champions. This year they fell short. They got fourth. still a huge accomplishment. Um, and we have three individual state champions out of that group. MHS charity pageant was a couple weeks ago. Always a great event. Um, we actually had the first time ever we had a tie. We've never actually had a true tie. So, um, Abby Herb and Rihanna Matias tied with um, Chloe Run and Mattie Crop. So, it was pretty awesome. Um, this is our wrestling team. Our boys wrestlers were first in district. We had 14 students or 14

026athletes go to state next week. Our girls I because I did this before the girls. the girls over this weekend. Um they finished seventh in the region which is a massive region. So having you know placing seventh was awesome. And they have one girl that's going to be going to state. Livia Shield um Visions Art if you haven't been down there at the art museum. We have some of our students right here. So this is uh Malia Domen. She finished um second in um freshman. Uh Nisha Ramirez finished third and 10th. Um, Ren Huert got second overall and her prize was she got um a full tuition waiver to swap for two years plus $500 cash. So, that was pretty awesome. And Luke Bright, yeah, his was like it was like the Cous Artist Special

027Award. So, he actually is now a member of the Cous Artist Association, which is a huge thing because he gets to display all his artwork whenever they do shows, which is a really hard group to get into. So, that was great for him. four foreign exchange students. We have not had foreign exchange students in years and this is the first time and and since I think my first year that we've had foreign exchange students. So we had four gentlemen this year. Um we have Toby, Luca, Hero, and Oscar. Um Switzerland, Germany, Spain, and Italy. So pretty cool. Two of them have already gone because they were only here for half a year and then the two are going to be here for graduation. So we're excited to have them for graduation. >> Um this is

028our volleyball team. They got fourth. um which I think we already talked about. Our dance team continued to do well. They qualified already for state in two events. Our cheer squad, they got fourth in state, so good job for them. Um our bowling team, our boys bowling team, first time we've had a boys bowling team since before COVID. We actually had a girls team, but they quite didn't get organized well enough before district, so they didn't get to perform next year. They're really young. They're all ninth and tenth graders. They'll be back. Um our culinary program, which continues to shine. You guys got to see them a couple weeks ago. We're doing a big event at Restaurant O to raise some money for the program. So if you're able to attend that'd be great. And

029then our JOTC. So our color guard has been at a lot of events over the course of the year and we really appreciate what Mr. Salter and that group has been doing. So that was it. I went way over. I know >> questions. when you look at your um uh when I look at when I look at all these slides, I'm wondering in your mind what um what is your what is your biggest concern? What's your most urgent concern? Then what's the thing then also that you are really um is a great success. Think it's great. Uh number one, our biggest concern is attendance. That is the one single factor that I think if you look at all the data, like I looked at um that one science teacher data, the reason why those students

030are not passing his course is because they're just not in class. Um I think these teachers will go above and beyond for any kid when it's really hard when they're not at school. Um I think the thing that we're most proud of is is what we offer. You know, I mean, we offer a lot of advanced courses, which is great. something that you don't see a lot of high schools our size or even in our region offering, but also a lot of clubs and other opportunities. I can talk about the bowling team, the archery team. You know, we have we have two new cultural clubs. We have a Jewish student club. We have the Asian-American Pacific Islander Club that just started this year. Um we have so many things that the students and it's it's

031all because of the staff. The staff have to be adviserss for these clubs. And so they go out of their way to provide opportunities for our kids in every aspect you can think of so that they feel connected to the school in some way. So that's something I think we're most proud of. >> Thank you, >> Kevin. Thank you. >> Thank you, Mr. Ashton. Thank you guys. >> Dr. Crook. >> She's like, I I can go shorter because I >> I think Dr. Crook has quite a few slides, too. Now, she's representing several more programs than Mr. Ashton does, but >> Oh, yeah. >> I'll cut it for you. >> Do it. See if I can keep up. >> Thank you guys. Um, all right. So, um, I'm here at the Senate for Milner Crest

032Education Center. Um, just It's been a really It's been really great having all of our programs under one roof this year and to build that culture and excited to talk about some of the things that we're doing. So, so we're going to start with destinations. Um, I had a little help from AI on this. This isn't usually how I present things, but I thought I'd try some something new that David and others um decided to work on. So, um, usually they're a little clearer. So, um, for enrollment, right now we are at 55 students at destinations. Um, we just gained four more ninth graders. So, if you're looking at our attendance data, my attendance data for 9th grade for the year was almost 100% because I had one ninth grader. Um, it's no longer that.

033And so, um, just FYI, um, and so our, um, we have six 10th graders currently, 20 11th graders, and 24 12th graders. Um, we're looking about four of those 11th graders will graduate early this year as well. Um, and this was as of last week. I think we're actually at 57 now. Um, it's slowly slowly getting there. Um over the course of the last four years, we have been working on um improving our graduation rates at destinations. As you guys have heard um those of you that have not um we have worked on an aim statement to get to 80% graduation by the end of the 2526 school year. This past year we um actually shot above that. We were at 87.5% graduation rate. Um but we're still, you know, working towards that with this

034next class. And so, um, the way that we're doing that is we're really looking at implementing that inclusive social emotional, um, curriculum and health for our students and interventions, creating a really positive and welcoming culture for our students. Um, and, uh, we're implementing some evidence-based attendance um, protocols and then, um, working on our academic supports as well. So the first change idea that we really started with last year um as a pilot has now gone full-blown to a whole school. Um we are working on student success plans and um the goal of that is to teach the kids how to set realistic goals for themselves. The very first time that they set their goals for the week um didn't go as hot, right? They're like, "Wait, I didn't meet that goal." Yep. Because it was

035set we need to go incremental. So, um we want to see an average of 3.5 credits per student per semester um across the board. Um so, first semester are seniors. Um, and this is a different count because we have a different group of students now than we did at the end of January. But, um, 23 seniors together earned 108.5 credits. Juniors were at 67. For 17 of those students, the five sophomores, it was 16.25. The lone freshman was a 4.5, so he overachieved. Um, and then total total we were just under 200 credits earned for semester 1. that equals up to about a 4.5 each. So, we're we're on track on on that goal. Um, for attendance, we are looking at continuing our personalized attendance calls. My secretaries, if you haven't met them, you need

036to meet them. They are amazing. Um, they um call our families and the students individually and say, "Hey, we miss you. Where are you? What's going on? How can we help?" And then we go from there for attendance. Um, and those are students that are below 80% average daily uh membership. Uh, as you can see, our attendance is not stellar. However, what I will tell you is last year our um, regular attendance was 22.5%. Right now we're at 31%, our goal is 48 for the school year. Um, prior to last year, our regular attendance was 9% and 8%. So, we're seeing significant growth with a group of students um that it's hard to get to school even when we give them everything they possibly could need. So, um it's getting there. It is one of

037our hardest hardest areas. Um interventions um we are fully implementing character strong at this point in time our advisories. students. You do characters strong form twice a week plus they have um they also do a monthly um challenge. So um if you come to the school you will see bulletin boards that have the monthly challenge and what we're working on. Um and so our school climate survey um 25 students took it and you can see in the gold um student personal well-being um is pretty pretty high for positives um personal engagement and the last one is school connectedness um which I'm pretty proud of that that's a 93% that the students are feeling pretty connected to their school uh and I was telling somebody else. Uh I was going to look at comparison data and

038then I remembered that the first week that I took over destinations, there were fires in a classroom. So, we're good. Um we we've come a long way. So, since then, um on to CBD9 online. So, we have 28 students in K6 online. Um some of those students do hybrid, some do um all online. 28 junior high and that is um seventh and eighth graders, 63 Marshfield online full-time and then we have uh 96 students that are Marshfield online hybrid and that is as of 216 I think we might have gone up a little bit. So we're at 215 students accessing some type of online curriculum in our district. Um for K6 we have two change ideas that we're doing this year. one is the brand new Celis curriculum um which families are loving and students

039are loving and I'll talk a little bit more about that. Um and then um my teacher is working on really making sure that they have she has focused reading and math groups based on their identified need. Um and then um additional in-person supports for students that we can get to come in um and get those in-person supports from her weekly. Um this is the average score for semester 1 on K6 online. Um as you can see they're all in the 90s for reading, math, science, and social studies. Um these are their courses. I'm going to go into why it why it work it ends up being this high. And um so if you look at the SLS data, we started in October. So you can see that the steps here, the students have to complete

040a certain number of steps a day in order to be on track. And so you can see that they rise as we go because we've gotten more and more students into the courses. What we also get to see here is this uh yellow is what a student what students were scoring in these areas before interventions happened in the system after they get vetored instruction which um pretty much like figures out where the kid is missing something where the gap is and how do we um provide some instruction to help them fill that gap. These are the scores afterwards. So, um that is why they're as high as they are. Um and the total interventions within this group, they had 232 interventions last month um that are vector instruction. So, um we're trying it out. We're

041seeing how it goes. We're pretty happy with the way uh students are responding and how parents are responding and also that the interventions are instant for students. How much of the uh intervention or change is driven by the program itself and how much of it is driven by the the supervising instructor? >> It's it's dri 100% driven by the program itself and then we we are assessing as we go. Um like Laura will look at it and say okay well I'm still seeing some gaps here and still seeing some low scores. >> Yeah. um online um we wanted to increase last year we were at 85% um completion rate which is equals 80% of their courses done at 70% or higher um we wanted to raise that to 94% and the way we decided to

042do that was we decided to hire a mentor teacher um Drew Janderson is in that role um and he is doing the academic supports for that credit attainment he is um pulling students into the building and working with them or working with them online, those kinds of things. And then we're working on our progress monitoring system as well. So, um I already went over that. Um part of it had to do with relationship building. It's really hard um when students don't have somebody to connect to that's in person and not an online teacher from, you know, Hawaii or something. So, um, our online passing rates for junior high, you can see, um, struggled some in social studies, but overall students did pretty well. Um, online passing rates for Marshfield um, are pretty similar. I think,

043Eli, when we looked at this, this was pretty similar to what um, Marshville High School is as well. Um, the one the 73% is foreign language. Um, we had a couple students decide to take American Sign Language and then not do well again. So, um, we're also learning which courses we really should have students take and which courses we might not want to offer. So, um, and then this is what we're really proud of. We had a 92% completion rate for semester 1. And um the average for Oregon is um 89%. So we are above the average. Uh Egeneuity keeps asking if we'll like speak with other schools and things like that because they want to see how we're running this program, which is kind of cool. Um, but it does reflect to Egeneuity that

044we have a consistent pro, we have a program that's consistently supporting students, which is pretty cool to hear from them. So, that's a huge celebration. Little Pirates. I'm going to go over this real quick and then um Carly's going to speak a little bit more about Little Pirates. Um and so we're um really making sure that we're consistently um implementing developmentally appropriate instruction and then the targeted supports in line with TS Gold standards. And then um we want to see 90% of our prek students meeting or exceeding in all of the areas. And the um I'm going to get to the areas in just one second. Um, this was the 2526 fall survey. 99% of our families were satisfied with the overall care and safety of our school, which was pretty awesome. Um, I don't

045remember what the average was for Oregon right off the top of my head right now. Um, TSO data, as you can see, this is fall. Um, and then winter. We want the darker ones here and to grow and these to shrink, which you see that's across the board. I'm really proud of this. We went from 37% here um that were below expectations to a 19% in literacy. Um and that's that's huge growth. I can't tell what Oh, and this went from 40% to 20%. >> Yeah. Sorry. >> So, um pretty proud of our preschool staff. Um, we have a pretty awesome group of 72 little ones. Um, they are challenging and fun and they're almost ready to go off to kindergarten, about half of them. So, we're excited about that. So, thank you. >> Any

046questions? >> I want to just say thank you so much for um giving us the numbers of children that you're serving in all of these programs. It's really helpful to um to to understand the scale when you when you've include that information. I also um really like the way that you framed this in terms of um interventions in terms of uh what you're aiming to do. It really it really makes it feel like you enjoy being in a learning space and you're trying something and then doing something and then seeing it how it goes. And I I think that's what school is all about. So I really like that and I I want to thank you for that. Um and then there was one other thing. Oh, you mentioned when you were talking about might

047have been somewhere in the Aselis data. Um you you said something about now last year this was only 9%. Now it's >> that was um attendance. >> I just really uh look forward to seeing I know we're at the middle of the year now but I look forward to seeing those really big um those kinds of that kind of data look back when when you have that next opportunity because that really is what drives it home about what that what that number actually might mean. Um, so, so thank you for that. And I just also wanted to ask you what was I know you've got a lot of people here, all different ages. Um, and and Carly was going to speak, but um, what is your your biggest concern? Uh, and what are you most

048proud of? >> Um, I think that again echoing what Eli said, attendance is our biggest concern. um you know, the flu kind of wiped us out in our entire building with our staff and our students um for a little bit there and then my high school students get in the habit of not coming to school after that, right? And so then it's okay, nope, we got to get back to school and get back into their routines. And so attendance for sure. And honestly, I'm just extremely proud of my building. I have a ra really great staff um that work really really hard to uh provide spaces for all of our students. Um and you see that across the district and all of the schools, but I get to experience firsthand um what it's like, you

049know, with with my group of students um those teachers that bend over backwards to make sure students feel safe and cared for. So that's what I'm proud of. Thank you very much, Dr. >> I thought that the uh format was great with the the aims and sort of the hypothesis testing and y that was really informative and helpful. Thank you. That's all just um improvement science stuff which we we'll get more into as um you know the rest of and um principles learn more about it and as becomes bigger in Oregon. So yeah. >> Thank you Dr. Cook. Director Le from White House, you are up next. I'm Shelley Lake. I'm the director of Lighthouse School and I'm honored to be here today to talk about Lighthouse. Um, I first started off with just our

050attendance ratings. So, I provided the year-to- date attendance as well. >> Clicker there. Is the clicker up there? >> Oh, I'm doing the clicker. I see. There you go. There we go. >> Um, the year-to- date attendance is right here um by grade. And then our January attendance held strong. So, we're averaging about 90% attendance for the year across the grade spectrum. This year or February might be a little bit different for the blue as well. We definitely have seen that, but um we do have a pretty solid attendance for those grades. At Lighthouse School, we do three trianual benchmarks. So, we do the letters um and the dibbles benchmark um through our reading program. We have a reading coordinator and two reading intervention coaches that push in and perform the doubles um benchmarks for

051our eighth grades. And so we have the fall and the winter comparisons here. Uh I did break down the winter or the middle of year data for us to look at um by at risk strategic and grade level in advance. And so um and that's at the kindergarten through 8th grade. So we're averaging a pretty solid amount of students reading at grade level. Our big push right now is second grade and fifth grade. Those are our lowest um proficiencies. And so one area that we're supporting that is our reading coaches are pushing in for pole group as well as pull out interventions. Um, we've been tracking our fifth grade students since kinder. Um, we call them our COVID kinder groups and we've been doing a lot of intervention with them and we're just not going

052to stop until we see more numbers through that. We've done a lot of SST meetings and 504 meetings and IP meetings to make sure we're identifying students who qualify and whether or not they qualify. All of our students receive um reading intervention if they're below proficiency in Dibble's data. Um so easycm is our second benchmark and we do that um first grade through eighth grade for reading and for math and so this one would be our readings and math data um for the middle of year. I didn't conclude at the beginning of year um but this is currently where we're sitting middle of year and our eighth graders topping at 80% proficient in reading. Now, keep in mind that 4% is one student because Lighthouse School is 24 students in each grade level. So, 24

053first all the way up um eighth grade only has 16 enrolled. So, to break that down a little bit more, uh this is our proficiency rate for the easycm in language arts and math. Um and I did combine proficiency and advanced in this. So, if they were advanced, I just put them as proficient or above. So for first grade um 55% proficient ELA or advanced math is 76%. We do see a drop in sixth, seventh and eighth grade primarily because that is our biggest areas of um rotation of new students. So we see several students leave Lighthouse School in fifth grade to go to Northbend and then in sixth grade we typically lose students to go to the middle school. And that means that in seventh grade we have a bigger influx of students who

054are not familiar with Lighthouse. And we definitely see a learning curve or a culture shock if you will um between what Lighthouse is doing and expecting. And so um a lot of our students who come into seventh grade um struggle with reading and so they uh go into the reading room and not um they'll go into the reading room during Spanish instruction. So, Lighthouse School has Spanish 2 days a week at 30 or 45 minutes for um kinder through sixth grade or fifth grade, I'm sorry. Sixth, seventh, and eighth grade, we just changed that. Our um Spanish teacher wanted students to have more Spanish exposure getting them ready for the high school. So then in sixth, seventh, and eighth grade, they have Spanish three days a week at 30 minutes each. Uh the students who

055are struggling with language arts typically don't go to Spanish. they're pulled out for reading intervention during the time. Um, other than that, um, just a couple highlights for Lighthouse School. I didn't include the slides. Uh, we do offer clubs that have been ever growing since the board approved clubs on campus. So, we offer chess club, band club, sewing club, archery club, heroes club, and OAB. Each meet one day a week after school for about an hour to an hour and a half club. Um, we did receive feedback from our alumni this year that three of our alumni students graduating Northbend High School are validictorian this year. And they specifically asked me to mention that today when I saw them, they said, "You're going to pay, tell them we're doing this." So, we were very proud

056of them. Um, and then one of the shifts that we've had this year specifically is that we've changed our math curriculum from Jump Math, which we've had for the past 10 years, to the Carnegie um, MACNIA and Carnegie Learning. And so um, that has more of a handson collaborative learning approach than the direct instruction that math was providing. All of our teachers have said they've appreciated the shift. It has a pacing program that is teach teach re-engage or we call it teach teach pause. So after every two days of teaching the students pause and reflect on the last two days that gives a time the teachers time to re-engage in the math that they've been teaching the past two days. Um with that we also over the past couple of years have partnered with the

057high school to introduce a math advance course for our seventh and eighth grade students. So, our eighth grade students are also able to um take algebra 1 course uh through the high or through the high school curriculum and if they pass with an 80% proficiency or above then they go into nth grade at the geometry level. I think that's all I have for you guys tonight questions. >> Thank you. >> Oh, thank you very much. uh you at the beginning uh you shared very positive attendance data is there uh how I described how you guys achieve that you know more than 90% >> attend school we ask families to participate in 40 hours minimum volunteerism at school so a lot of indigenous families are attending with their student they have a lot of parent participation

058in the classrooms uh the office does an 80 interval every month that I review. Anybody who is below 90% um I'll review their individual attendance data to decide is it like a oneoff absence they were sick or do we see a pattern of attendance anybody who's below 85% gets a a letter from me reminding them of the emergency school attendance. >> So director like just to ask is this is the attendance data that you're providing is it chronic abs your chronic absentee rate or your average daily membership rate? It's our average attendance. >> Okay. >> So, those are different metrics than what you're going to see other buildings. So, they're they're I say if you looked at most of our buildings uh well before February, I'd say we were pretty on par like low 90s,

059high 80s in terms of average daily membership. >> Since the Thanks for clarify. >> Yeah. >> Okay. So, I had a question. So you talked a lot about Northbend and and is that pretty much a given that that's the school of choice when the students transition out as >> that has shifted. So um Lighthouse School started our our sponsorship with Northbend. So um in the last three years we've seen that shift from Northbend high school attendance to Marshfield High School attendance um since we've moved over. So this will be the first year I think we have more students going to Marshall High School than in previous because these students are predominantly raised in space sponsorship. >> How long has it been underpay? >> We've been here well we've been sponsored by space since 2016. >>

060Okay. >> Thank you so much. >> Right. Thanks Director Mike. Uh Mr. Guthrie come to school. >> So, I felt like I kind of stretched myself when I made my slides. I sent them to David. He's like, "Hey, I got this thing I want to do to your slides." Sure. Great. So, uh, thank you, David, for upgrading my slides. >> Um, so I think it's October stood before you and presented. These are our our goals for the year. So, I'll put those back up, remind you of those, and then we'll get into um current um do a lot of comparisons the beginning of the year to the middle of the year. Um our attendance um pretty pretty flat. Um very similar. And we've been struggling like the whole entire community with the crud that's going

061around wiping people out. Um so and again regular attenders um attending 90% of the school days. Our referrals um that seems like a high number to me. It's about five a day. Five depending on how many days we meet. It's five to seven a day depending on the month. Um so it stayed pretty steady there at at about a hundred a month. which is um you know this this kind of shocked me because no I think like 14 school days in November um but still mean I should crank out the same number of referrals for that month that's not a good thing um the behavior triangle so um the 5.5% of our students have six or more incidences um the red triangle is about 26 6 students. We we we have just about 470 students

062in Miloma. So we've got uh 26 of our students are taking care of the bulk of our referrals. And this green 0 to one that is 390 of our students. So often when I when I talk with staff, when I when I talk with Mr. Pendleton, you know, we've got this very little percentage of our students that seems to consume so much of our time and our effort and we often lose track of the amazing kids who have to come do the right thing every day because you spend all your energy on the the ones that are getting referrals. So, Dibbles reading uh this is third grade, fourth grade, top bar is beginning of the year, second bar is middle of the year, and then fourth grade, same thing. Um, we saw growth. We went

063from 51%. So, um, elementary we live in the we live in the red, yellow, green, blue world. We want to reduce our reds and yellows, increase our blues and greens. So, we went from, uh, you know, a little bit of growth. We went from 51 to 63, from 62 to 66. So, growth. I'd like to see a little more growth, but it but it's still growth. Um, fifth grade, sixth grade. Fifth grade went from 52 to 56. Sixth grade from 53 to to 55. Those numbers I'm saying are our greens and blues. Greens at grade level, blues exceeding grade level. Um and then the school totals went from 54 to 59. Um little disappointed our our reds kind of stayed the same. Um would like to see that red shrink when we get to math

064though. Um really excited about our math numbers. You'll see in third grade our reds went from 51% to 24%. Uh we had 22% at or above grade level and that went to 47. So we doubled the percentage of kids that are at or above grade level. Fourth grade again we went 67 to 43. So big reduction in our reds. Um went from 16 to 34 in our at or above grade level. So again, we doubled the percentage of kids that are at or above grade level. Um, fifth grade, same trend. Went from 65 to 53 in the red. Not as big of a jump. And we went from 13 to 26. Again, we doubled the number of stu or the percentage of students that are at or above grade level. Sixth grade, I think, is

065amazing. We went from 72% to 46% and we went from 9 to 33. So, uh, 266% increase in our kids that are at or above grade level in sixth grade. Look at the school as a whole. Again, 64 down to 42. I like that number. We had 14 at or above grade level and I went to 35. Our goal was 55. If we maintain the same growth rate, we'll actually hit our math goal for the year. Um, I don't know if that's a big if or a little if. Uh, when you want to look at the numbers, you know, we had a lot here. So, if we can continue the same growth rate though, we'll hit our our math goal for the year and that's really exciting. Um, it was really nice to let staff

066know that we had this big jump in our in our math numbers. Um, and that's that's credit to our kids and our staff with the hard work that they do. Just a few pictures for you. This is uh our field trip to the fish hatchery. These are our students at our uh superintendent advisory council picture from pizza with the principal day. Those students are selected by their classroom teachers for displaying our character trait for the month. Um this was our winter festival crafts bingo and then karaoke. You won't see me in the karaoke picture. flip very hard. >> That's my I'm trying to gain gain time. >> Wow. So, uh questions >> I would ask what I've asked the others. What What is your biggest what's the thing that concerns you the most out of

067the the u data you presented? And and what do you the feel has been your greatest the greatest success with these children? >> So, I'm going to echo everybody else's attendance. um we can't teach them if they're not there. Um I haven't unlocked, you know, it with the older kids is like let's get with these kids because they get themselves to school by and large. Ours is more of a family thing at our age. Um so I haven't unlocked the secret sauce for how do we get the families. Um I would I would say um we have a lot of transportation. We have families that one of my in my training one of the things they talked about was many of our families didn't have a good school experience. Now we have parents that didn't

068have a good school experience. How do we convince them? Um so I think attendance and then uh just really excited about our math growth. um just a huge jump in numbers of reds being cut, you know, in half in some cases and every grade level doubling the percentage of uh greens and blues. >> Thank you. >> No, thank you very much. >> Thank you. >> Um fabulous growth. That's really exciting. What do you think is what do you think is the biggest driver of that and how do you how do you do it again in the next half year? >> Right. How do we maintain that? Right. Right. >> Um we've got a I feel we have a good intervention program where all of our kids are getting intervention. We >> it's not many. I

069think we have nine kids, you know, but we're advancing kids. Um keeping those blues growing, you know, the kids are advanced. um the math block as much as it like really corrupted the rest of our schedule and availability of teachers, I think it showed uh that that's an important thing for us. I think that's one of the big things is showing staff and students that that math's important and holding it up there. we've had such a focus on reading and we we've created all these times for reading um sometimes at the expense of math and now we're we're really dedicating time to math as well with our new uh curriculum that we have. >> Great. And I was wondering um you know like uh principal Ashen had talked about how they had drilled down on

070some students when you you drill down on the red the students who are in the red um and we're looking to help them out of that. Do you is that attendance driving that? Is that the behaviors that you mentioned driving that? What's driving students who are are stuck in the >> Yeah, I think it's both. I think um we do see at our level, even when I was at the high school, a lot of kids would rather um be in trouble or recognized for behavior than to be recognized where I really have no idea what's going on in this classroom right now. So, I'm going to just disrupt the whole process and you'll focus on my behavior and we never get around to the fact that I don't know what's going on. Um I I

071think attendance more so than behavior though, just getting the kids there and getting them engaged. We've got some great um EAS, great teachers that can make connections with kids. And I think that's the big thing that you've heard from other other teachers or other principles. You know, we can get the connections from those kids and then it's a safe place to place them go. Mr. Ple shared with me that one of our boys today told his dad he was excited to come to school today. That we don't usually hear that from that. I mean there's one particular boy but um it's kind of interesting when you hear that. >> Thank you very much. >> Thank you Mr. Guthrie. Principal Davidson Sunset School. >> Hello everyone. >> All right. So we have lots to celebrate at

072sunset. So lots of work to be done. Um this group here in the middle is our representatives um for our superintendent advisory group that Gary started this year. Um which has been really fun to attend. There's been three meetings I believe and um it's been fun just kind of traveling with them and getting to know them and they feel really good about contributing to this work and are really excited when that day arrives and so and they get or two when they're here. Um, and then this is um our music classroom with our new music teacher teaching students about rhythm and how to move their bodies. I could probably benefit from some information there. And then this is our um academic learning center classroom. So what has taken over our read rooms um two of

073our sixth graders um actually doing school work in that picture which is where they we see most of that that photos too. Otherwise you might catch them in the hall. All right. So, our glows and groves for ELA, um you know, after our core review we did, um after our boy data came in, our fourth and fifth grades exceeded um their core review accuracy goals. So, we all every grade level landed on accuracy as their focus for ELA and fourth and fifth grade exceeded their um their goal by quite a bit like 12 and 16% or something. Um, and then our whole school met our middle ofear composite score goal. We wanted 45% of our students reaching that at or above grade level and you need it um in the composite realm. And then um

074three out of four grade levels grew by at least 20% in accuracy. Now I caught that typo there. So it doesn't count because I caught it before I said it. So and and Mr. Roberts didn't catch it first. So doesn't doesn't count. All right. um our uh grows for ELA at least grew our red instead of shrinking it in a couple of grade levels. Um which makes me very uncomfortable. Um but I think you know oftentimes that happens at middle of the year because the the growth you have to make from boy to moy is bigger than you have to make from moy to end of year and so sometimes we see that happen in that moy region. Looking at math, um 39% of our students are meeting benchmark standards as compared to 14% in

075the fall. So that's a nice big jump. Um and third grade shrunk their red by over 50%. From boy to white, which is exciting. >> Um we still I think districtwide and K12 or K7 six um have to do in matching kind of our intensity with core review um uh to ELA. So, we have we have the system down now for ELA and we do not have a card review system established yet for math. And I think that now that we're into year two of implementation that we can really start looking at um our curriculum and how we can utilize this data to make some small shifts in instruction to to address the needs um and and and really beefing up our intervention format as well with matching the pace that we did this with

076EL. Um here's our double scores. We will Oh, good. Yours didn't do it. Oh, it did. Fourth grade I feel like matched third grade and it's not supposed to which is too bad because fourth grade looks a lot better and so I will adjust that David on this slide. I did it I caught it before and fixed it and then kindergarten. So um we are as you see some of those grade levels are grew in their red a little bit but we have a lot of movement at the top too. We're putting a lot of um we're moving a lot of green into blue and um fourth grade did that as well. I'll just say it out loud. They went from 11% um in the blue at the beginning of the year to now 29%

077in the blue um and have 50% of their students at or above grade level which is really great growth for sunset. Here are the growth rates. And so in order to grow a year in a year you want to be at that average rate. Okay. So that's what's demonstr that's what's shown here in these numbers. And so we have 64% of our third graders meeting that pace. Um 51% of our fourth graders, 63 64% of our fifth graders, and 64% of our sixth graders are at that average growth rate where we want them to be gaining those skills in a year. And then I also have our special education students um their growth rates averaged out here which is really exciting to see because oftentimes our special ed students are in they they take up

078a big chunk of that rent right but they are um making average growth rates um in the work that they're doing with our ALC and our title one staff which is this is sorry I can't do anything about that >> no Unfortunately, I can't move. >> Sorry to ask probably basic question. A student who is behind with this growth rate idea. Uh a student who is behind grade level but makes a year of growth and is still behind grade level. >> Is that is that 100% on that or or is that still >> that's still a year? >> They're at third grade. They're at a third grade level and just grade. okay, at the end of fifth grade and at the fourth grade level, right? So, we want them to we want to fill those

079holes at a faster rate. Um, instead, but I I know that our Kayla has seen this growth too and and and we're we're pleased with kind of the the rate of we have new curriculum with those kids that is being used and and it's really targeted. >> Yeah, that that's great. I guess um maybe a little more specific on the slides like I'm I'm trying to understand is is this are these slides is that number supposed to be do we want that number to be 100% >> at the average and about >> I'm trying to understand uh how this is presenting that year of growth >> right oh so so we're saying that 13.64% 64% of our fourth grade students on an IEP are currently >> making this amount this average amount of growth, >>

080right? And so the other so some of them are doing better than that. We would want to see our special ed students here, right? Because they have to make more growth than their gened peers, >> right? >> And so it's just it's just kind of breaking down that smaller population to see how fast. Okay. So, our math, I already uh told you that we have a lot of work to do in math, but this third grade growth is, you know, really encouraging that we're in our second year, you know, of implementation with SAVIS curriculum, and I think it's taken a little getting used to, but we are shrinking the red, growing the green. Um, success maker growth. you can see at our grade levels that that all of them are kind of collectively behind but

081we are making um 88 like 88% of our students are making appropriate progress toward their goals and so success maker as I think you all know kind of levels the work for the students and kind of meets them where they're at and that has ultimately been our math intervention with this adoption for status and I think while that that's a great tool to use it's not enough um because we have a we have a lot of growth to to do in every grade level for math. Our attendance data, on the other hand, is looking really good. I mean, notice February is not on there, but we've talked about February. Um and we're we're kind of starting to to rise again here at the end of February. Um, Sunset has seen like a 20 plus percent

082growth in um, regular attenders for the first four months of the school year. So, that's been really exciting. Um, families have have noted a change in in sending they wanting to send their kids to school this year, which has been nice. And kids have been excited to to to be around. And I think that we're gonna I'll tell you at the end here. We're going to do um we kicked off an attendance incentive of whole school on a Friday that the kids were really excited about that we'll get to here at the end. Our behavior these are just our major behavior referrals. There are many many more with our minors. Um but I I liked to see this growth of like we obviously had a lot of behavior referrals in September. Um and we've been

083able to to shrink that number by quite a bit. um as we move along which I think is indicative of just systems in place and being held accountable to utilizing those systems. The behavior we still have behaviors at Sunset School that that definitely is still existing but we have systems to kind of manage them um in a way that doesn't take up the whole day. Some days are harder than others, of course, but um I I like this trend of just kind of keeping it below that 100 mark um with those major referrals. And then our positive office referrals. Um it's I I think you've probably heard Amelia say this um that positive office referrals or panther paws or any sort of incentive that adults are handing out to kids is really for the adults

084to reflect, right? and and to hold the adults accountable to acknowledging positive behaviors. And so it's harder than you think, you know, it's like one more thing to do, right? And so we've um had we've had success, you know, in kind of just like reminding teachers or giving them the information like comparing these numbers to our um behavior referrals and so that teachers can go, "Oh, certainly positive things are happening here that I can quickly write down." And so at sunset, like I did at East Side, um I will or no, different than I did at Eastside. At sunset, I will announce those on our daily announcements that I do in Google Meet and um kids are excited to receive those. I don't I don't play Legos with the kids like they did sign. They

085just get their pictures taken and I send that via Paris Square. We've gotten a lot of positive feedback from families who are receiving these pictures of their kiddo holding their positive opposite girl and um and a lot of like thank you so much for sending me this or taking the time to send this or who are so proud. I mean I've had parents who said I'm crying. I can't believe that this happened for my kid. I've also had a parent say, "Well, how can they have this many behavior in girls and this many positive and we got into a philosophical argument about how both things can't be true, right? We can we can um acknowledge the positive just as much as we're acknowledging the negative." She disagreed, but I stand by my philosopher. All right.

086And so these were um the goals that we sent set at the beginning of the year for Sunset School, and that's to have 60% of our students proficient in ELA by the end of the year. the to have 40% of our students proficient in math at the end of the year. Um to have 65% of our students as regular attenders and then 100% of our students enrolled in music. That one was easy because that's your guys's school. Um and I want to get a little snapshot of where we're at. So right now we're at 45% of our students meeting ELA. Um we are didn't we're only at 20% of our students meeting for math. Um we have exceeded so far our regular attendance about 75%. And we're meeting our 100% of students enrolled in music.

087Now we're meeting that with like some special programming for some of our students who are having difficulty in um music class but still providing some of that music education to them. Um, and in sixth grade, just like at Meloma, we're doing band or choir. Students get to choose. I have two sixth graders at Meoma who came home with instruments the other day that like I know that I ordered that like I rented them online and they were in our home like four days later and I didn't I mean I trombone and trumpet came and they think they have some talent in those instruments. quite small and the neighbors are just putting their houses on the market. Um, okay. So, this is Friday for our kind of attendance kickoff. We got these beautiful banners um printed

088for my graphics and we're going to play dolphinopoly and um each grade level has a sea animal as a representative of themselves. So, the dolphin or the dolphins go to sixth grade. They've earned it. Um, and then we have little players on the board that this will be displayed in our TV um, as you walk in. And um, whoever is whichever grade levels are at 90% um, regular attendance that week um, they get to roll a big dice on the announcement to see how many spots they get to move on for. And then we'll celebrate every every square has like something, right? It might be like a quick dance party for the whole grade level. And so we're trying to make it so that you know like there's inevitably going to be a class that

089has a student who's never here, right? And so that class never gets to win anything when it comes to attendance. And so we're making this full grade level. We just want to keep it at that 90% or higher. And um and and celebrate everybody with something small. Maybe it's a popcorn party, maybe it's dance party. And then there's like a grand prize at the end that this is Mrs. Lindsay, our Dina students, um, who announced while I was sitting up here taking this picture that the grand prize would include taping Mrs. Davidson to a wall for some sort of period of time. So, that's apparently happening at some point. Um, anyway, the kids were super excited, a little too excited about um, taping me up to a wall, but um, I think that this will

090help, you know, kind of bring attendance awareness. We'll be able whoever wins that week, we'll hang say at sixth grade, we'll hang the banner like in the vestibule as they come in. And then these we have four of these cloths that we're going to drape like over those wires as you enter the school and kind of give some life to that space that we took the whale bones down from and and hopefully we'll start seeing those attendance rise. questions. >> I would ask the same question you you did. This is great. I really appreciated everything you said and thank you thank you uh for talking a little bit about that attendance strategy. That doesn't um that doesn't make it really hard, you know, so inclusive. I really I I really appreciate that. I think that's

091really great. um is what is what is you think I mean it sounds to me like math is your concern. >> Yeah. >> Um but wow you know great work on on the attendance. >> Would you say that's your biggest right now? I would say it's kind of like the like the the biggest improvement that I we didn't make a ton of effort with except for like what Dr. Crook said of just calling families, done a couple home visits um in and really making school important for the parents because they're in charge of getting their kids on the bus or to school as we know at this grade level. And um and it it's clear that a lot of parents just don't value it, don't value, you know, the battle, you know, getting their kids

092to school. It's I mean, we had a dad say he didn't need that. I didn't I didn't go to school and I'm a fine, right? And and so that kind of adds you just kind of just gets handed down and um it's unfortunate, but we just have to be persistent, I think, and and and keep celebrating the kids that are showing up. And we're, you know, we we we try to be really aware of our students who frequently miss school of not overdoing it, but being real personable with them when they come in and excited that they're there and, you know, just trying to get to know them on a different level so that maybe they want to come to school. But, um, I think that that's been when when Gary shared that data about

093our attendance comparing our last year's four months with this year's, it's like, whoa, way to go. Oh, and then giving that information to teachers and staff, too, because staff attendance has improved, too. And I think that, you know, we're we're just chipping away at it. And it's it's been a it's been a really fun transition for me. Um way way more exciting than I anticipated. Thank you. I I really appreciate your sort of non-punitive piece and the walking into it um in just a more gentle, accepting kind of a way. I really appreciate that. Thank you. Next, thank you guys. >> Questions, >> can I actually direct this to Gary or anyone else to chime in? But I really like the idea of looking at uh like sort of yearly growth as a as an

094indicator more so than the proficiency or on target. And I I know that you guys put a lot of work into this. I'm not here to ask for more work, but I'm wondering whether our programs can spit that out in a useful way. Um because while it is, you know, we ultimately judge everything on proficiency, um it might help us to when we're thinking about student data >> to look for the areas where we're growing the fastest. >> Um rather than yes, we're proficient, no, we're not. Um because the, you know, the students who are still behind grade level but making a year and a half of growth in somebody's classroom, we got to go figure out what that person's doing because that's that's what we want to replicate is those exceptional growth uh opportunities.

095And so just spitting that out there for for future data meetings, something to think about as we present our district's data. I really appreciated that you put um some >> well when you're not proficient in a lot of things you do need to start looking at right and so I and I think that we you know we are gaining in proficiency but but we have to celebrate the growth that's happening and we have to do it in a way that's motivating teachers to continue to look at data and target instruction and so you'll hear teachers talk about shades of red um and and what that means is that no they're still in the red of course but but look how much They've grown with their red. So now they're maybe in a lighter red. >>

096Yeah. >> We can't be enough. We can't just look at shades of red. We got to get moving into yellow. >> Always one of the first things I look at. And one of the nice things about ELA Mclass Dibbles. They give you very nice charts for growth over the year from the first semester or you know middle of the year and the end of the year they'll tell you that well above average growth average growth. Sabbath does not do that as well. You have to more look at it. we have to actually dig deeper versus uh amplify which gives you a very nice chart. Yeah, I didn't do any >> but it is one of the things that when you look at because some a lot of times our students in the red whether they're

097a special education student or or not when you talk about a timed assessment they they that immediately you have one minute to read this or reading fluency passage they hear one minute and panic mode goes in I have one minute but when you start looking at their growth over time and if they're making well above average growth or above average growth you start see the shades of red. It starts to okay, still in the red, but we're seeing over time that they're growing at a higher rate than, you know, and and we've actually looked at it a little bit this year, too. You look at it on the same thing when you have your students that are in the blues and greens, and if you see they're not making well above average growth, you're like,

098"Okay, well, what's going on on the opposite end as well? >> What are we not doing up to, you know?" So, that's a great chart. I agree. and probably something we could we could focus on a little more because again I looked at it every year at the end of the year for peace of mind the growth within the growth. >> Yeah. Well, I mean, and it and it applies to and and I think one of the things that's beautiful about it, like you said, is it applies to all of our students because we have a lot of students >> who are not proficient special or not, right? We have >> and then we have quite a few students who are above average and um we want all of them to like you said make

099above average growth or at least you know at least grow a year every year that they're with us. >> Yeah. >> And so seeing that data would be >> I would agree. I completely agree. I also think as you said and like with the attendance things that I've heard tonight some of the the strategies it it starts to point to uh remedies and strategies that are really working which is where we want to get to so that we can help you give them what they need and the teachers what they need. So yeah, well said. >> I just wanted to say that I love the positive office referrals. I think that's great. I would like to see I'd like to see that at all of our schools and just the just the reminder of how

100many are going out versus how many you know hospitals we're getting in. >> So, it's the simplest. >> It is. >> Maybe the kids don't care about their parents. >> Yeah, they do. And the kids >> I still have Oliver. >> I will say that uh >> more than one. >> My first year the robotics team duct tape me to the wall. >> Oh, yeah. >> And then when they first brought I'm like that's not enough duct tape. were deep in trouble. But duck duck duct tastes pretty strong. So, you know, 10 12 rolls later, I was up on that wall. So, >> let's keep it under under 10 rolls. >> All right. Uh, >> more than halfway done. This is working perfectly. >> Hello. Good evening. I'm Amelia Ed. I would have been able

101to be here in the fall because I have a senior and it's a senior night and so I am here now and so I'm glad to be here. Okay. So, just going to start off with East Side and our available year data and what's exciting and where do we need to work and um yeah, I have the clicker, right? So, there you go. I don't need to stall for Dave to click because I'm the one who's supposed to be clicking. All right. So, these are our ELA grows as far as like uh 47% of our whole student body is in the blue and the green. And our kindergarten grew uh 27% and shrunk the red 37%. So, that's really exciting. And first grade grew the green and blue grew grew the let me try again.

102First grade grew the green and blue from 47% to 55% and second grade improved their uh oral reading fluency accuracy which is the thing you want to improve first or you have to be accurate before you can be fluent and so they grew that from 29% to 44%. So, still would like to continue to improve our word reading fluency and decoding because that's the main skills that kids need in the K2 level so that they can be fluent readers as they grow. And then as far as math, right now 59% of our students are meeting the benchmark for the standards as compared to 31% in the fall. And then 87% of our students are making acceptable growth within success maker. And so just still want to continue having like Cara said, we don't have a

103math core review and that's something we need to figure out how to fit in our schedule to look at math data the way we do our reading data and then also just improving our intervention systems for math. So, okay. So, like Cara, I also have data about how um our students are doing for growth rate. And so, one thing Cara didn't say, but the growth rate within Dibbles is actually nationally normed. So, it's compared to kids all around the United States. Actually, it might even be internationally normed, but it's definitely nationally normed. And so 77% of our students made average or above our average or well above average growth as a student body. So that's really exciting. Um you know need to tackle that those percentages that do not make the you know average growth.

104We want to see at least average growth. So so here we have our double scores. So the first one is the beginning of the year and then we got the middle of the year for kindergarten. So we went from 70% of our students came in to um 70% came in red and now at the middle of the year only 33% of our students are red. So that's really exciting. Um and then when we look at our first grade scores we went um from uh you know 20 to 20. We grew sorry let me look at we did not grow our red but we ended up with 70% of our kids in the blue and the green. I'm looking at math, let me go to the right page. I'm like, that's not correct. 55% are in

105the blue and the green in first grade. And then for our second grade, it was 40%. So, we did shrink our red. We would have liked to shrunk our red more in second grade, but we didn't we did grow our green and blue. So, that's a positive. When we look at our math data, math is really exciting. um you said teachers really um utilize success maker especially in our first and second grades and I think it really makes a huge difference in the amount of practice students get based on what they need because it is a program that is adaptive so based on where they test in it adapts to their needs and so um one of the things we have done even though we didn't do a core review we looked at our data

106before the middle of the year the moy assessment and we're looking at kids like who were not making growth within their class and then what are we going to do to target those kids? You know, maybe they need to sit by you when they're doing it. So, they're doing more questions or setting a goal for this student or what so teachers came up with a plan for their students who weren't um meeting growth as for each month. And so hopefully that pays out for us in the end. So, as a school, we like I said, we are 59% above grade level and our goal for the end of the year is 87%. And we how we figured that out as our site team was last year, our middle of the year was 49%. So, we're

10710% higher our students meeting the middle of the year now this year compared to last year. So, last year was 49. This year's 59 and last year we ended the year at 83%. So we that's how we thought you know a good we want to see at least you know five to six percentage worth of growth for our students. Um and so we're on target I would say you know because we're already 10% higher than we were at the end of uh the middle of the year last year. So that's really exciting to see. And then again 87% of our students are making acceptable progress. So for every month you want to make 0.1% that's a month's worth of growth. So our second grade is really trying to utilize that to make up for it.

108In fact a lot of our second graders have a goal of actually 100 correct questions a week as opposed to 50 which is our school goal for our students is 50 um to try to just get more practice in because um when a student only does 10 correct problems in a week that's not whether they're just sitting there not doing it or they're just answering wrong. And so setting those goals and really trying to hold kids accountable for that. Um >> basically so in the right direction. One second. >> That chart. >> There we go. Sorry. >> The one this one that >> we have when we have these beginning of year, middle of year, and end of year assessments the um is that assessment like meant to be does that assessment get harder throughout

109the year? meaning to to become proficient or is it the same assessment given three times? >> So so the >> so the so that's a really good question. So it's not getting harder per se like the questions are this, you know, these are the fourth grade questions, these are the second grade questions. What's getting harder is where they should be, you know. So like in dibbles, you know, in the beginning of the year for nonsense word fluency, kids have to do five, right? >> So it's the same group of questions, but they move the target changes. Yeah. >> The target grows throughout the year. Okay. So it's uh >> so like Kira said the middle of the year is harder because there's a lot of growth expected between the beginning of the year to the

110middle of the year and then it's not as great typically. >> So if so uh if for example looking at uh beginning of year and middle of year for kindergarten >> if every one of your students made expected growth those bars would not change. So they change they they're changing with extra blue >> and extra green because kids are making more growth. >> Correct. Correct. >> Because typically if you make a year's worth of growth, you'd still stay in the same percentile. Right. Right. >> So if you were in the 50th percentile when you started and you made a year's worth of growth, then the end of year still be in the 50th percentile. Right. So in order for kids to move out of the percentile that they started in, they have to make more

111than a year's worth of growth typically. Right? >> So >> okay, that was very helpful explanation. Okay. Glad I'm glad I can answer the question. >> I'm sorry. I'm not sure. >> No, that's okay. I remember at all. Okay. So, Eastside regular attender. So, our goal will >> you go back slide a bit to um >> Oh, I keep using this the wrong way. >> There we go. Yeah. >> Did you talk at all about this one? I looked up. >> Yeah, I just said I just said that we had 87% of our students were meeting acceptable performance. >> Okay. So, also though, Dr. Ogowski and the rest of the board, just to to show you, I looked up really quick because I wanted to have this right. last year now get different cohort of

112kids, but I just want to kind of show where we're at in growth. Last year our first grade students. So this year they started right at first grade, right on that that that trend line. Last year they started at 26 in first grade. The first grade students actually started at a kinder second month and last year's second graders started at 74. So kinder seventh month. Now again, I do want to say it was the first year we did SAS last year, but I think you'll see this trend and Madison's. Look at we started at 1.7 this year with our first graders. So last year the kids that had kindergarten savas and then this year for second grade we started at 1.5. >> So we we we've saw some growth in just success maker too on

113their start trends for where they tested in last year, where they tested this year. So there's some growth there. >> That's really exciting. Success maker is we do a lot of incentives around that. So like when kids re get a thousand questions correct then I announce they get a certificate and I announce it on our announcements and we sent it home and and so that's really fun or when they met a 20our mark we had certificate for that and then every month teachers do like students with the most gain earn a certificate and so you know really trying to help that buy in for working on that. Okay. As far as regular for >> No, you can. It's fine. I don't mind at all. Um, regular tenders, um, as you know, this February is not

114done, but that's where we were as of last week, you know, and our second grade is really holding strong at like trying to keep it, but we gota we gota get our kids healthy and also we got to get them to school. Um, our schoolwide goal, I should remember off the top of my head, it's one of my past slides, but there is uh 75% of our students regular attenders for the end of the year. So, I'm hoping we can recover from February in the next couple months and um and really improve that. Okay. As far as referrals, um these are, you know, behavior referrals and you can see October was a rough month. Um, but we are going down in the right direction and that's really awesome. Not to say we still don't have

115struggles with behavior and all those things, but it's definitely improving. Um, so that's exciting. And then as far as positive office referrals, that was one of our sprint goals in the fall that I was like, we are writing positive office referrals. And so, um, we're not doing as well as we were in the fall, but we are still doing that. And so, we need to need to hand them out. Part of that whole positive office referral is actually having it printed out so you can fill it out because it's just one more thing you got to do. So I try to have those so teachers don't have to worry about printing them out and have them um and then you know parents love getting the call. I mean I still have my own kids positive

116office referral from when he was in second grade on the refrigerator. Um it's really exciting fun thing and um >> and what grade is he in now? He's a sixth grader. But yeah, so that might need to go away, but you know, it's just real fun. And I love I love notifying parents about positive opposite referrals. Um, and they and even kids who have some a lot of behavior referrals have some positive opposite referrals because our students who have the most driving behavior, they need the most positive reinforcement. And at times it's challenging to find positive things, but you know, when they do, we really try to reward that to try to encourage them. Okay. So, our goals for the end of the year are, like I said, 75% of our students regular attendance. Um,

117we have a very ambitious goal of 80% of our students meeting uh the at end of year composite score. I I don't we'll see. But that's a goal. Maybe we'll get some grade levels that'll be close, but I don't know. For whole school, we'll manage that. And then as far as savis, I think that like we're really heading in the right direction with that. So, for math, uh, 87%. Um, so I'm excited to see the end of the year where we end up. Um, does anybody have any questions or >> would you like me to answer your questions? >> I love your question. I'm sure. And I I just want to say I love the little the >> the um pictures of all these positive. These are are really nice. >> They're so cute. >>

118And when you don't get their picture in the slideshow that goes on our like TV in our cafeteria, they're like, "Where's my picture?" You know, it's coming. It's coming. and hearing what Gary said about where you started um on that success maker slide. I really look forward to just seeing >> it's exciting >> seeing the next you know these things um all together. Um, so concerns, I think attendance is that concern, you know, um, and, uh, just really trying to, we're trying to do a lot of positive things, you know, with attendance. Like on Fridays when we have student classes that are perfect attendance, we bring around a special cart with a little treat and they get to have a little treat, you know, and try because Fridays is our one of our hardest days

119to get all of our students there. Um, so trying to do that and then just really proud of the work that our all all of our teachers have done. um but our SEAL team, our social emotional learning team and really supporting positive behavior within our schools. So like PBIS and you know really that decrease from the be you know October which wasund whatever 80 something to 32 you know is really making sure we have our systems in place to support our students who are the most driving with their behavior and um and having interventions in place to support them has made a huge difference in why we don't have 182 referrals. We still have behavior, don't get me wrong, but because we have, you know, we've done MTSS meetings where the family comes and we

120talk about what can we do to support them to try to be proactive and not reactive all the time. And so it's really exciting. Um, so I really appreciate all the work our staff has done around um supporting student regulation and behavior. So, >> and how many children are at your school? >> It's about 280 students. >> 280. Thank you. >> Any other questions? Thank you though. >> Thank you very much. >> Thank you. >> Y Thank you. >> Principal Ainsworth >> hiding behind the TV. >> Principal Aworth. That's my favorite. >> Hello everyone. >> Hello. I'm so excited to be here to talk with you about my favorite school in all the land school and like a little bit about Little Pirates. So um okay, we'll get things started. So, we started off the

121school year with some pretty lofty goals. I stood here before you, I don't know, October, and was like 90% attendance. That's our goal because that is the goal. Um, and so we are definitely, you will see in a few in a slide or two that we're not quite meeting that goal, but we're going to still keep striving for it. Um, and then at the end of the school year, our goal is that we'll be at 70% schoolwide um at or above grade level in the Dibbles end of year composite score. And the same for our SAVIS um endofear assessment as well. Okay. So attendance data um our goal is 90% kindergarteners. Um so I just calculated it by grade level up to so this was as of the end of um last week. So, we

122are hovering um right about 66% in kindergarten regular attenders, 65% in first grade, and right around 68. And we've kind of hovered right there for a few months now. Um sickness has definitely um you know been a really big factor over the course of the last couple of months and we're really hopeful that um once people can get healthy we'll see that this increase. Um we are working really hard to just build those positive relationships with students and make them feel good while they are at Madison but also those positive relationships with families. Um reaching out to families a lot. We actually had a site council um meeting today that Kim was at and a lot of the contact um that we are making with families is either through myself and or one of our

123secretaries in the office. Um and so trying to kind of circle back and um lay the groundwork for the protocols that we have in place for teachers making that first contact um and really trying to foster that relationship between the classroom teacher and the students. Um, so we still have a ways to go on that 90% goal. Um, but we're we're not given. Um, all right. So, our Dibbles data, um, this is the schoolwide data. So, we've shrunk our red grown our green and blue. Definitely schoolwide we are at 43% at or above benchmark. Um and then these two areas of decoding um non nonsense word fluency, words read correctly and then word reading fluency are our two focus areas. So we met um the first part of February and had our core review um

124meetings with each grade level and surprisingly um every grade level is working on the same two areas in um in Dibbles. And so I just wanted to share kind of where we were at uh in those two areas as well. All right. So we saw a ton of growth. Super excited um about the growth we saw in kindergarten. Um we are at 47% of our kindergarteners at or above benchmark right now. That is a number that we have not seen in the past. Um, our kindergarten team has been working really, really hard and we've seen a ton of growth um, within kindergarten. I think that data, if my memory serves me, Amelia might remember, is better than our end ofear data was um, last year. So, we sent a lot of first graders um, or

125kiddos into first grade, as you can see, with 76% of our students coming in at the beginning of the year in first grade. Um that was rough. So we are trying to not duplicate that. I truly believe that we will get um our kindergarten kiddos very very at 80% but if we're not there we'll be we'll be close. So um a lot of really great things happening with kindergarten instruction right now. Um, like I just referenced, first grade, uh, we started in a pretty big hole. And so we need to see a lot of students making above average to well above average growth, um, in our first grade classrooms. And, um, our literacy TOSA prioritized first grade as kind of her focus um, at the beginning of this school year. really working with those teachers

126and talking with talking with them about um different strategies that they can implement interventions in the classroom. Um and then as well as our intervention team, second grade um so we still have a lot of work to do in first grade. Um we have a really good action plan that we're working on right now and we are progress monitoring every other week and adjust adjusting our interventions accordingly. And then in second grade um we started the year with really good data and we kind of just flatlined. Um, I will say we've the one factor in both first and second grade is we've re we've um received some new students and um what we've noticed with those new students is they've been homeschooled but they haven't had a lot of home of of schooling and so

127they've come in with some pretty significant deficits. Um and so we're working really hard to um move them along as well. Okay. for math. Um, definitely like Cara said, we've got some work to do. We saw the red, we saw the green grow a lot in kindergarten. Um, we saw it grow some in first grade and some in second grade, but not enough. And so, while Amelia talked a lot about how well Success Maker was working at her school, I want to talk to you about how well Success Maker is not working at Madison. Um, and so we are piloting um this semester two classrooms at each grade level um reducing the amount of Chromebook time. Um, I'm kind of on a little bit of a let's reduce the amount of screens that we're putting

128in front of kiddos faces because I truly think we are rewiring their brains before they show up. It doesn't mean that I don't think that there is not a benefit um for some students to be on adaptive software. It doesn't mean I mean my one of my own children is an online student. It definitely works for kids. Um but there are a lot of lagging social emotional skills that um that come from our students spending so much time on screens. And so, uh, we have two teachers at each grade level that are piloting, um, reducing the amount of Chromebook time in their classrooms to provide more, um, hands-on teacher-led interventions. So, we will see. I basically, I told them like if we see good data, then, you know, we'll have a case to say this

129is this is something we should, you know, consider. And if the data is not there, then it's we're going to have to go back to um, really fully working to implement. maybe give it time. >> Yeah. >> So, it's just I don't want it to sound like I don't um I don't think that technology is a good thing, but I also think that there are um there is a benefit to to humans having to like communicate um and learn from others. So, um we have a lot of work to do. uh our intervention specialist is uh you know we review this data do diagnostic assessments are pulling um small groups for intervention with math and then like I said working on those in-class interventions um in lie of just solely six >> um our Madison

130referral data so we have over 90% of our students who have zero or one um referral incidents. Um 7.6% have two to five incidents and then uh 1.9% of our students have six or more incidents. Um so really truly proud of the work that um our SEAL team is doing and also our classroom teachers. And some of the things that I think have really led to um these outcomes are really strong character strong implementation. This year we've committed ourselves to um implementing our character strong seal curriculum. Um we are trying something new with our monthly character strong awards where we're honoring students and that's been a also another really great way for parent involvement, inviting their parents, getting to see those um those kiddos celebrated. Our dean of students is leading um some brain science

131lessons. So, she's going in and teaching students about their amygdala and their lizard brain and all of the things and really helping them to understand identifying their emotions. And then she'll be going back in next month to talk about coping strategies. Um, one of our team members is running tier 2 skill-based interventions. So if uh a specific group of students is working on emotional regulation, then he's pulling them and they're they're really learning about um emotional regulation and what they can do to um be successful. We have check-in checkout, so checking in with kiddos um in the morning and then checking them back out in the afternoon. And then we also have our tigers done. So this is like our tier three social emotional learning support classroom and we've kind of shifted it um over

132the course of this year and one of the things as I just said I'm trying to reduce the amount of um screen time. What we are learning in the tiger's den is that as Kayla talked about a little bit earlier with the Aselis program and the success that families are having with that program at home. We started using um a Celis for our students in our um tier three uh intervention space or space where students are receiving tier three interventions and um because there's kindergarten, first and second graders in there, uh being able to offer them the opportunity to do some of their work online and then they're meeting with the teacher as well. That's going really really well. We're seeing a ton of success with that. I think just a good challenge for us

133as a district is to think about not trying to make students fit into necessarily like the cookie cutter structure. We don't have a lot of options for our K2 students, right? And so we don't have an alternative school, but why can't we create alternative programs within our K2 schools? And that doesn't always look like um every student being uh successful or reaching their potential in a traditional classroom, but it also doesn't mean that they don't have the opportunity to be in our schools. And so our tier three teacher has done a phenomenal job this year at um at navigating that. And so we're really proud of the work that the SEAL team is doing, but also our classroom teachers with the character strong implementation. Sorry, I'm rambling, but um glows like I just talked about

134our our SEAL team um along with our school are focusing really hard on social emotional learning. Um couple things I haven't talked about, our second grade leadership team, our you know students is leading that. So we have second grade kiddos that are on our leadership team and they have some special jobs around the school. That's been really fun. And then she started up Madison Mentors at the beginning of the school year. So, every student who needs a mentor has one that isn't their classroom teacher. So, we're checking in on students and really trying to foster those um relationships. And then family engagement, just a list of um some highlights there. One thing I do want to um highlight is our Madison family Wellness Project. So we are partnering with the department of human services along

135with community partners and we meet once a month um as kind of a wraparound team and we um as we learn of needs um with our families uh we invite them to participate in this project. We also have family coaches from DHS and our and some eligibility workers that come in um each week and are there as a resource for our families and that's going um really well. And then our food pantry is open and we've partnered with Sunset uh to get that resource out to all of our families. And then Sunset is starting up a care closet um as well. So some some good um supports for families. And then our our big kind of shining star with data was kindergarten. And I think if we can get our kids on track in kindergarten,

136that is going to change the outcomes for first and second grade. Um we did do I did calculate for each teacher the number of students that made well above um or above average growth um and shared that with them. And that was a really good data point um for for them to be able to look at and reflect on in their classroom as well. Um and then I opportunities for growth. Obviously, we're going to continue to work on um improving our reading data, targeted classroom interventions in math. Like I discussed, our instructional focus is opportunities to respond and positive to negative feedback. So, we're tracking that. We did walkthroughs today. um the Sunset Tossa came up with a really great tracking tool that we're um we're utilizing and sharing that data with teachers and having

137some really great discussions. And then obviously attendance is a big area for growth. Um really quickly, sorry I feel like I've been talking for a long time. Um Little Pirates, so sorry. Uh our Little Pirates preschool impact on future success. We wanted to share really quickly with you the um data from from our kiddos that are in kindergarten this year. So just as a reminder, the target population for Little Pirates is children experiencing poverty, children in foster care, and children experiencing disabilities. So we have um zero behavior referrals for students who attended Little Pirates at East Side and um Madison. So none of our Little Pirates have received any behavior referrals this year. and 87% of our little pirates made average to well above average growth in reading. >> So that was really exciting. Um

138and then this is just kind of a breakdown of this is East Sid's um the or East Side's middle of year data for those 15 students and then um the data for Madison. So 40 or 54% of Madison's um little pirates were at or above uh benchmark in reading and 46% were at or above at East Side. And so just really excited about kind of their school readiness and being ready to learn and doing being very successful um in the school environment. Would you say that for for East Side as well? the social emotional the behavioral component and being ready to learn is so important and it really helps them to be able to be accurate. >> Did you look >> super excited about that? >> I was there in 10, >> you know, that's

139a really good question. I will >> Yeah, I talked to you ask >> questions. Sorry. >> I just want to tell you how great you are. >> Yeah. I mean, I really, you know, thank you for your tenacity and your passion about Little Pirates. Please keep keep telling it. Keep keep telling that story because it's it's absolute it's it's hard science as far as I'm concerned on top of a lot of hard science we already know. And um I also deeply appreciate your philosophy and and that you um that you're curious about what's working and what's not working and you're you're you're okay to differentiate that and take a look. And I think you're absolutely right about what you say about K pay K one and two and making four negative. I mean it makes

140total sense. It's makes common sense. So um I just really appreciate um that you um follow your everything, your intuition and your knowledge and all that stuff. So >> really appreciate it. Thank you. >> Okay. Awesome. Thank you. Oh, I wanted to say >> I did I just wanted to say that the the food pantry is amazing. I got to go see that today. She took me over there and I mean just how they've got it packaged like the the meals already packaged up for just grab and go >> and all the thought that's put into that. And then we did talk um after you left today about the family dinners and there is a family dinner this Friday and they're looking for um volunteers. So, if you can volunteer at Madison, we're supposed to

141show up at 4:45. My family and I are gonna there to help out. But yeah, so check your schedules. Great opportunity to help to school. >> Thank you. And I I will say, you know, when when a couple weeks ago uh Cara and Rachel Lindsay and I were up in Salem talking to some uh members of our state uh Congress and uh we when they would ask us, well, how you know this bill talks about behaviors, how do we fix student behaviors? we kept coming back to, well, our kids that have been through preschool or preK have not had a referral and are better doing better academically. And so, it's like if you want to tackle that problem, you should start with universal prek. And I don't know who else is collecting that data, Carly,

142but uh especially in the I mean in the world in the world of preschool promise, but we really we really ought to elevate elevate this data that you've collected because I haven't heard any talk of of that. And Janna Tims, Janna Tims, who's the who's governor Cotek's uh education, one of her education director advisors, is wanting to come down and visit Little Pirates because we shared that data with her. >> That's great. >> She wants to share that with the governor as they look towards the 2027. >> Yeah, we need to pull Delk a general kind of thumbs up, thumbs down question. We we've uh everybody's uh today has talked about uh issues with attendance with students. How is our attendance with staff and teachers? >> A lot of snickering going on. >> But this

143is important. This this is the other half of the equation, right? >> They don't get they don't get to stay. I mean, they have contractions. >> I can though. Um it's uh um it depends on the building. It depends on the day of the week. I mean, when we had the when we had the sickness a couple weeks ago and we were averaging 70 staff members out a day at district, which is about 25%. But that's I mean, that was hit student staff, you know, I get it. But um we have um some buildings that have um some buildings that have uh better staff attendance than others. We've had some that have improved and some that have regressed this year. And um I think It's an area that we need to to look at for

144sure and we we've talked with both our classified and certified union representatives about the importance of attendance. Um and I'm looking at it right now as my my dissertation is teacher attendance and its effect on student outcomes. So um I can tell you that that uh staff attendance is a huge impact on student outcomes and school culture. Um, so >> but is I guess um maybe a poking a bear, but is this something that we should present as a slide from each of our schools? Is staff is staff attend? I'm not I don't want to point fingers at any one staff member. That is not the goal here. I'm not trying to but like >> if we're really serious about attendance, everyone has spoken about the relationship and the relationship to the teacher or a

145staff member being super important. If your staff member is absent a lot, then the relationship may be strained. And so, um, I guess just hopefully asking a tough but reasonable question. Is this something that as a district we should >> we need to worry about I think. >> Yeah. as a certainly I worry about it as a superintendent because I see that again I've seen the data on you know um for every day that a teacher is absent their the students uh achievement scores on tests are down by about one and a half% I want to say for every day a teacher absence that's and so as teachers are gone yeah it has an impact on student absences um but I also think we need to look at it when we talk about we're doing

146at the elementary level. I mean, every day we have uh educational assistants that work with our students in interventions and things of that nature. And so, I think we have to look at it holistically, not just teachers, but just staff in general. I mean, and when we have staff members that are absent, there's a trickle effect u ripple effect, I shouldn't say, not trickle, ripple effect on the rest of our buildings. So, um, yeah, it's an area I think as I I certainly look at as as superintendent, we look at as an a cap as a captain, I think it should be an important area for our board to to look at. >> What about an overall picture? I mean, rather than just narrow down like, oh, you know, Madison, you had, you know, four

147teachers out last month for, you know, funerals, wedding sickness, but this brought your score down. You know, you need to tell them to get back to work. and then you work on it with them, you know, individually as you, you know, filter it out by school. I don't know. >> Do you feel like we need that that dialed down uh very exact data? >> I think it would be% I think it's looking we need to look at more holistic ways of district um than I think looking at the individual buildings. Um, I think one you could you want to look at things that are deidentified in some way, shape or form. And I think if you start looking at some buildings, you'll be able to figure out pretty quickly when we only have four teachers

148in first grade. >> Yeah. >> You know, where in first grade at Madison first grade. Yeah. So, I think it's looking at it holistically, but >> I think, you know, Rhode Island is a state that their teacher attendance is on their school report card. It's the only state in the US that teacher attendance is on the school report card. it's it factors in um and so um I think you're going to see it more and more throughout the country as as things evolve. So >> and then can I and then can I play position for a second? Um >> so does the district do anything to encourage flu vaccination among uh either students or staff? >> Well, we have a we have a uh uh the flu clinic van from is it waterfall? It's waterfall.

149They come around to all of our buildings and do uh we we can send out forms and we've done that um since >> well coming back from co we lost a student to the flu in 2019. Um so high school students so uh we've been doing that. Um >> how is how is uptake or how is the how is utilization? >> I have the hard data on I think it's utilized pretty well but I don't have I think it also goes by ear that information she was >> I can ask Becky to come and present Becky Crane at one of our our board meetings. Yeah, that'd be great. Just because uh you know that's uh things like those types of vaccination rates are things that uh go up when there's been a tragedy and then

150go down when they drop from your mind. And so you know we've had a a consistent presentation across the day that you know February has been hard. It hit a lot of people. Well, one the couple the you know the three things that we can do about that are make sure that as many people as possible get uh vaccinated uh easy access to hand sanit hand sanitizer uh and then allow people to ma uh to mask if they want to. >> Okay, we go on to our last one. >> We have one more. Do you have something? >> Well, I just wanted to say, you know, I >> you thought we forgot you, Kyle. Sorry. >> We were gonna let that happen. >> I don't know. I just I just I was going to play

151the go on the other side because I know how hard it is to be a teacher and um things happen and I also you know I I think looking at attendance for teachers is a really interesting idea but I I probably would want to approach it with the non-punitive lens and more of the popcorn party. >> Yeah, I agree. And that's why I wanted to did not bring it up as a punitive thing just it's the uh >> the effect >> the it it h you know it has a big effect and so if we're going to present how if we're trying to present useful data at this meeting so that we can all learn and help our students do better. A useful thing to understand is are we having a lot of staff absences

152that are driving our student absences or or you know >> what's that correlation? >> How was that correlation? Is there is there a signal there that we could use to improve? >> All right. Last but certainly not least, Kyle, first of all, did you guys did we get a victory? >> That's why I was late. Sorry. We did win basketball. The Bucks won. So grind out a point win over. So >> good for you. All right. So, grateful for the opportunity to present. Uh, excavi diagnostic growth with our beginning of the year test and our MOY test. Uh, seventh grade first here. So, um, again, grow the green, grow the blue, decrease the red. Uh you can see our scale scores at the bottom as well have are growing going up which is good. Um

153some of these are we're not done with some of them either. So you'll see some different numbers. Eighth grade um a little better in the scale score growth as well at the bottom from boy to moy our success maker. So, our usage of that individualized instruction with that, our goal is 60 minutes per week with every student. Um, we're around 40 minutes. Uh, it was, we'll see that in a second. Actually, shut it down. Uh, so start off pretty good. Blue is the seventh grade, orange is eighth grade. Uh, started to trend down a little bit. We're going back up a little bit again. Um, but still 40 to 60 minutes in that ballpark is is good. Go back to this one. Our goal in exercises correct so your accuracy and answers being answered correctly

154on success maker. We'd love to have more but the goal is 60% and that does help us to have growth hitting that 60% mark per week. Our average right now is to go up about actually this is from last week when I made this we're actually higher now. I think we're around.3 now it's at 028. So that's our growth so far as a school average. Some kids got way more than that. some are lower. So that one already. So our our pass rate, our goal for the school is 90% pass rate. So um when we look at our total amount of grades for for all of our students, we want 90% passing and 10% well we want them all passing but trying to get that goal 90%. Uh semester one, we're at 88%. That's pretty

155good. Uh drops down here um with the change in semesters. there's less assignments and if a kid misses one, it automatically drops them. So that will go up that trend. So yeah, this was pretty good first semester with pass rate high school enrollment. So kids that are enrolled in a section of high school, which I think at the bottom of this slide actually has some notes of other classes that were taking as well. So for first semester, we're taking classes like chemistry, geometry, algebra, symphonic band, jazz band. Second semester, algebra, science, concert band, jazz band, manufacturing, and tech. Um, and pretty good numbers for students that are in those classes and high school for those. a regular attender rates um probably comparable to other people I've been speaking tonight. Uh but our goal is to

156get um 75% regular attend raise. That's 90% of our students are uh or 75% of our students are getting 90% or better attendance. Start off really good. We're around 70% for a good portion of semester 1 and it's starting to drop. I don't know if that's sickness or just the numbers are starting to build up. Maybe a combination of both. Go around 60 right now. our regular attender rate and the rest is chronically absent 40%. >> Daily or this is actually weekly we average about 90% attendance. >> How many kids do you have at the school? >> We have just below 400. >> Can you go back to that last the kids in that act? >> So that >> I guess so kids are either regular attenders or they're chronically absent. Yeah, they either fall

157into one of >> there is no 380ish. >> Okay. And of behavior now. Um the nice thing is we're not having major other issues around school. Our biggest things are um sometimes majors but mostly minors within this is minors and majors all add up together. uh mostly within the classroom um which is like disruptions um maybe disrespect that kind of thing is typical. Um second there is our hallways which are usually kids are in transitions in between classes and then it kind of divides up everywhere after that. Uh this year we went to one lunch and uh I think people thought maybe it would be bad but it's actually been good and we haven't seen any actually a decrease in referrals during lunch and so it's actually been pretty good. It's interesting your so your

158data uh if I'm reading that correctly shows a is that a as a significantly higher number of students are getting six plus incidents compared to the other school 14% of their students have more than six incidents where a lot of the other schools that presented it was a much smaller number of the student population was getting that incident. Now I did look at last year's this kind of same triangle is similar to last year the age was so tough. >> Um I mean I I could get into specifics but I think some of the biggest major things you see could be linked substances or maybe it's fighting that kind of thing. Those things are down this year. They still happen but they are down the years. So uh behavioral trends throughout the year. So, I

159couldn't I couldn't figure out how to put on label the colors with the years on here, but the gold is this year and then it kind of goes down one year from that after that. So, this is last year, this teal one, and then below that is year before, the blue one. Um, we're in a good trend. Um, I think we had a tough October like some people have said here and then picking back up in the new year wasn't big. Uh but now we're way down again where we actually started the year kind of data and hopefully that continues. But it's a good good trend to have that we did here. >> So some of the things we do not all the things but some of the things we recognize around school uh we

160have so we have weekly winners. Um so teachers recognize effort and respect and nominate kids weekly. Um as a school uh we also have our office staff that goes with attendance. They they nominate a student for attendance who's achieved 100% for the week. And uh we also students that have achieved 60 minutes of success maker or uh really some of the highest growth in the school in that week they're also recognized as well as students with no behavioral referrals for the week. about six categories recognize students and sometimes we recognize a couple each category. Um and we do that weekly over the announcements end of the week Friday before dismissal we recognize those students and a little office reward for them. Uh monthly we hold monthly assemblies where recognize students for um well the teachers

161recognize them for the character trait of the month. So this month's honesty and uh so far we've recognized just under 100 students in those assemblies. We invite families of those take picture with them and so it's it's a good good thing. Okay. So earlier in the year students took a survey um telling us what kind of extracurric activities they were involved with if they were involved in any at all. 81% answered they were. Our goal is 100% but that's a pretty good number still 81%. Um so a good example of that at least at our school we have five boys basketball teams this year. It's just under 60 students that are playing boys basketball. We don't cut and volleyball five teams as well there's volleyball. So, so those extracurricular programs are are thriving, I think,

162as well as kids doing things outside of school, which they didn't know in survey. And yeah, just what we're shooting for on our wall here. One compass, one crew mission. Any questions? That's the presentation. >> Are these the SAS scores that you did at the very beginning? Is are those math Yes. We only ask that was for We only do the bling for that. Yeah. >> Okay, great. >> Did you have a question? >> No, I'm just looking at >> No, thank you. >> And some of that is still in progress because there still kids are going to catch up on that haven't taken questions. >> Okay. So, I have a question of everybody and and it's just a general comment and a question. When I um was on a school board in 1991, we

163sat around and talked about how bad math was, how bad the math scores were. And every year we sat around and talked about how bad math scores were. And we're still 30 years later talking about how bad math scores are across the entire country, not just here. So what's the problem? So why can't we teach math? >> I I took some notes as we were as as folks were presenting at and math intervention came up and math uh core review cycles. And I can tell you that a couple things. uh nationally um you're starting to see the trend of um you're starting to see like on schools that are doing well on the name the national Oh, Carrie, you just took the name. What does the name stand for? I'm both totally putting you on

164on the on you you and Shel just took the name, but it's the National Assessment. Uh >> yeah, Shel, what is it? Educational. >> Thank you. Is that it, Shel? Are you guessing? >> I'm good. >> Okay. Because I'm like I But a little work for me. Yeah, but we just took one of the national assessments um that they kind of selected us for. Yeah. >> And but anyways, my my point is >> the schools that are doing better on the nape and math, they're starting to see this trend that they're getting back to math fluency facts, >> multiplication, division facts, memorizing, I hate to use the word drill and kill, but kind of going back to the drill and kill mentality when it comes to number sense and then the fluency and going away

165from the common core. we're gonna teach this math five different ways, give you, you know, four or five different options for solving these problems. >> And so there's there's that concept. Um, I've had some great conversations with Lillian Herb over at Madison about about Encore and and some of these things. Um, and Lillian does a fantastic job as our our math intervention uh as one of our intervention um uh specialists. Um, and so there's that component, I think. And then now I can speak to Kuz Bay. We're in a very similar spot to where we were ELA wise when we adopted Amplify where we would go to do ELA interventions and we had so many kids in the red and yellow that what do we do? How do we handle this? And you know three

166and a half years later we're winning the battle. We still have our very you know we still have reds and yellows. We still have problems to solve but we've essentially flipped our numbers what we had when we started. Um, so earlier this year we we have Sunset and Eastsider piloting an intervention math some intervention math materials from a company called Kickstart uh that Andrea Ba and Jennifer Easton are seeing some really good positive gains. They're hands-on uh math intervention manipulatives, so they're not computer-based things like that. And then we've got some fluency kits that Lillian at Madison and uh Katie Banks at Milacoma are playing around with right now looking at these fluency kits and we're looking to see if we want to head that way with our intervention because Amplify came with our intervention

167with Amplify kind of came with the MClass Dibbles. We purchased the intervention kits. It fits right along with testing, but the doesn't have an intervention program really with it. it gave us kind of a a black box of intervention worksheets, but not really an intervention system. And so, we're looking to kind of figure out that intervention system. And I'm hopeful that this kickstart program, I know with what Jennifer seen at at at East Side, Andrea has seen at uh Sunset, it's very promising for these interventions. Um >> an idea there. >> Sure. Absolutely. Uh, and you know I not the education professional here but um, uh, uh, when uh, I live in Washington DC and uh, Rebecca was teaching at one of the charter schools there. They had adopted a program called Stmath. I don't

168know if you've heard it or seen it. Um, but uh, STM math uh, mine's always continued through COVID to uh, use that program because they made it free for kids uh, during COVID for a while and um, it it kind of gif I uh, we have a lot of our music curriculum is kind of gified. sort of gamified math um but in a way that um taught a lot of concepts and and then and then leveled students, right? So, you know, as as students get it gets more and more difficult and um I saw a lot of uh benefit to my my boys about that and I just I would just throw that into the mix as people are looking for uh programs that do intervention. I've heard really good things about it from uh

169other teachers I've talked to. Welcome. >> NAPE is National Assessment of Educational Progress. >> I just don't know why we think we're going to do better than teachers have done for years and years. And this has been a constant problem is we just don't we expect kids to know a level of math but we don't know how to teach it to them to get there or to make it interesting for them even to want to learn about it. >> Yeah. >> Mr. Guthrie. >> Yeah. >> So you have this so there's a big discussion of if you can't read you can't do history. If you can't read, you can't do science. If you can't read, you can't do math. And we've had this huge push on reading justifiably. So, I think math has suffered from

170that. We went through, as Mr. for Robert. Sorry, we went through this huge swing of drill and kill. It's horrible, you know, and then you have all these kids that can't do basic facts and it hinders them from diving into the meat of the problem because they spend five minutes figuring out what 6* 9 is instead of knowing that and be able to dive right into the work. Um, we have a lot of parents that Well, I wasn't very good at math either, so that I think there's just been a neglect of of math. I think a lot of it some some of it goes to we've done this huge push on reading, rightfully so, this huge push on reading. I think math has suffered from that in the same way that reading has gotten

171back to fine, you know. boy would this really work? Might we get away from it? I think hopefully we'll see that with math with those basic facts are so important and we really do need to establish that those basic building blocks. >> Well, you and you talked about uh families there, Mr. Bethy. I know uh and this doesn't really play into where we're at mathwise, but you know, when we would meet with families both in CO and coming out of CO and we would talk with families and they would say, you know, I could read with my children before they went to bed. I can't do any of the math that that are being that's being sent home and like I understand. >> Um and so and many mo a lot of it was because

172they weren't taught the common core way of solving problems. And so when it became to using you know uh base tens and using all these different ways of solving things they were just like I I know how to add subtract multiply divide and the algebraic way but we were kind of done and so uh so it's going to be interesting to see if that swings I know we are looking at we started at million trying to look at subfluency facts and I think you're going to start to see that push I think you're start see if not regional I had was going to talk about math interventions if you asked me. So, thank you. >> Yeah. >> Okay. Thank you all for coming. Do we have any other questions for these fine people that have

173stayed for our entire meeting? >> You you do have one action. >> I know we do, but that doesn't involve them. So, I was going to let them go if they'd like. >> Thank you very much. >> Thank you guys. Did you want Eli, did you have a question? >> No, I was just say >> you were waving. >> No, ma'am. I was saying about the graduation period. >> Oh, yeah. That's okay. So, the only thing left on our agenda, excuse me, is a discussion of who's going to do the um graduation speech for Marshfield and for destinations. Destinations. >> You'll do destinations. Good. Because I will be >> I'm out of town. >> Arie hasn't done it in a long time. >> Arie, do you want to do this speech? >> It's been a

174long time, >> Arie. >> It sounds like a challenge. >> You'd be really good at it. >> It has been a long time ago. But, uh, whatever whatever you guys want, I'm fine with it if that's what they want. want destinations or marshel? >> I don't care. >> All right, fine. Why don't you do marshel? I'll do destinations. >> Okay, >> perfect. >> Sounds good. >> Do we have We don't have to vote on that or anything, right? We just tell you who it is. Okay. Is there any other >> I would love to do a board member highlight. >> Oh, perfect. >> Moment for that. the the swim team uh went to state >> and uh did very well. just wanted the um the the medley re the boys 200 medley rely Carter McGrip

175Alex uh no I'm I'm the 200 the boys there there is a 400 uh relay that did well as well but the 200 medley relay for the boys uh Carter Alex Hunter and Martin um got a third place Lily Thompson placed six and the girls 200 IM Avery Balsamu got a fourth place a fifth place uh in uh both the 50 and 100 free. Uh Isaac Singer got a sixth place in the boys 500 free, which is a grueling race. >> Uh and then Carter McGri got second place boys in the 100 breaststroke. And then the girls 400 free relay got third place overall. That's uh Avery, Lily, Ella, and I just um their coach uh who I think we all know Kathy McNut um shared with me a story about their team. Uh there

176was a uh student from another uh team uh that was racing a long race uh but was having to race alone um because there was no other people in that event. And uh our our team uh got up and started cheering that that person's name and you know to the side of the pool and cheered her on the whole way. uh you know really uh emotionally impacted the coach from the other team sports. >> So um you know I think our our swim team really embodies some amazing values of sportsmanship u and we're really lucky to have them and Kathy McNut at the helm. So >> absolutely great. >> Thank you. Thank you for sharing that. >> I just had a question about um data. I love the data that we got tonight and then

177especially seeing Lighthouse data resource link. Are we do we not get data from them? >> Um we we haven't in the past >> we haven't in the past. We can certainly ask them if they'd like to join us >> and I don't because their their program so individualized to each student. say how I don't know if they would be able to present in a way that wouldn't identify >> I'll reach out to students at this point >> in the last board can I thought it was going since my understanding is it was declining over time as well has been. >> Yeah. So since our GED program and are online they've got they've got a big contingency of students just the the link to them. talking about it. >> I mean, they haven't been here. >>

178I like seeing lighthouse. >> Uh 42. >> Um but yeah, if that's something you're interested, happy to ask. >> Destinations doesn't have a whole lot, you know, you can do with, you know, just general like attendance or, you know, involvement with. No, it's it's your guys' directive. So, if you'd like them involved, then I'm happy to reach out to Lesie. >> Sure. >> Okay. Do we have anything else? Hearing none. >> Thank you. Thank you all. >> Thanks.