October 27, 2025 Special School Board Meeting - Data Meeting

001Yes, I'm online. There there was some schedule confusion with some kiddos that I'm taking care of. So, my apologies you guys. >> Don't worry, Diane. >> We got you. >> Thank you so much. >> Yeah, no problem. >> No, it is sad that we can't see you. [laughter] >> Okay, I'd like to call the meeting to order. It is 5:35. Uh this is a special board meeting. Um first thing on our agenda is the pledge of allegiance. >> I pledge algiance to the flag of the United States of America to the stands one nation under God indivisible with liberty and justice for all. Okay. Uh, do I have a motion to approve the agenda? >> I'd like to make a motion to approve the agenda. >> I'll second that. >> Okay. It's been moved and

002seconded. Do I hear any objection? >> Hearing none. All those in favor say I. >> I. >> Opposed. >> I. >> Diane, you're opposed. >> Yes. >> Okay. >> No, I'm not opposed. >> [laughter] >> It just it just came a little slow. >> Yeah, it came on a little slow. >> We got you right. >> Okay, so it is approved. Um consent agenda. Do I have a motion to accept the consent agenda? >> I'll move to the consent agenda. >> Thank you. >> I'll second. >> Thank you. It's been moved and seconded. Are there any uh questions or discussion about the consent agenda? Hearing none. All those in favor say I. >> I. >> Opposed? Abstensions. Thank you. Motion passes. >> Diane, did you vote I on that? >> [laughter] >> Okay, we are

003now on to H2 this agenda. Okay, data presentations. I Are you going to give an intro, Mr. Superintendent, or are we going straight to principal action? Um I have we'll start the slideshow if we can please >> Eli don't look so excited. >> They're like 27 pages each right. >> They're not there's a lot of slides. on data presentation. >> Yeah. Yeah, that's it. You just scroll down. >> Oh, something happened. >> There we go. Okay. So, um, welcome everybody. Um, tonight we are going to, um, have presentations of data from our board principles, excuse me, our building principles. And, um, but before they start tonight, I just want to remind folks of a couple of of the measures that we have. Uh first of all, we have the dynamic indicators of basic early literacy

004skills or dibbles components. Um you're going to hear the words uh boy and you might hear the words eoi, but boy is beginning of the year assessment and our end of the year assessment is the ei. Um we talked about the components of each of those measures and they're um there for you. I don't want to go in each one because we'll be here for quite a while if I do that. But you can see where each grade level measure is for the K6 level. Uh moving on to the next slide, our SAVIS math diagnostic components. Again, you're going to hear about beginning of the year um scores and might hear about some end of the year. You've got those d that end of the year data from last year that was presented at the

005last meeting. And then you could see the different measures at the different grade levels um and uh what is being assessed. And so you have that as a as a tool to look at if you're wondering about what they're measuring in each of those uh components. Um moving on, um I only printed one of the OSAs performance distribution levels just for math, but the the ELA one is the same. So you can see a level one student. Uh a red student has not yet met the grade level achievement standards in math or ELA and needs continued support. yellow or excuse me, orange is level two, nearly meets uh green means means the student has met grade level achievement and then blue level four the students exceeded and so again they're the same thing for ELA

006as they are for math but I included math and understood the color coding and some of the terminology and then regular attenders just want to remind you that that is a student that attends 90% or more of the uh days that they're enrolled in academic year and um That snapshot includes students that have been enrolled for 75 or more total days as of May. So student that enrolls after May, it doesn't count against our regular attender. Now students that enroll multiple times throughout the year do count against our regular attender. So just want to let you know that as we're going through the slides, you know, um know that data. And with that, I'm going to turn it over to Mr. Ashton from the high school uh who will talk about lunch. >> Thank you,

007Mr. Ashton. Go ahead and >> All right. >> Oh, one more thing before Mr. Ashton has just get going. Uh, each admin we talked they have 10 minutes to present and then five minutes for questions. The 10 minutes maximum for them to present. It shouldn't take some of them to hurry up. >> There will be a timer up there. [laughter] >> I'll probably go fast. So, all right. Uh again, thanks for having me here tonight. Uh our so I I am really excited as I more and more I go through a lot of our data. You're going to see a lot of positives. Um we obviously still have a lot of room for growth in a lot of things, but there have been a lot of good things that have happened over the course of

008the last year. Um the first being our regular attenders. Um so you know, you look at our last year's data, we were at 52% regular attenders. Um which was a common theme since basically COVID. Um prior to that we were at 56% and the year before that we were at 46%. Um currently we're sitting at um 67% almost well 68 after today. Um so we're even continuing to see growth with our regular attenders across the board all grade levels. Um our sophomores are our um highest group. They're about 71% right now. So really really good um data. Our goal was 70% and that was coming off of 52 and I feel like maybe we could probably increase that a little bit. Um and so we talked about maybe going to 75%. Let's see if we

009can get it up. Prior to COVID, we were usually in the um high 70s to low 80s. Um so, it's a nice trend to see where we're going. So, a lot of credit to Greg Malti and his staff in the dentist's office um communicating with families, connecting, also celebrating. Uh we spend a lot of time with our class. We do monthly class meetings and so we celebrate perfect attendance for each month. Um Greg does daily and weekly attendance reminders, things like that. So, um a lot of good stuff with attendance. I think my timer might be style. >> Oh yeah. >> Um so our passing so last year was the first year we really started to look at um overall passing rates um with a goal of 90% of our students passing at each grade

010level. Um typically you know with proficiency based grading you see a low you know students start at a lower rate. um with the opportunities to do test retakes, get retaching, u maybe get some tutoring to kind of and then the opportunities to go back and retest and increase those um rates. So um this last year when we started doing this, we were seeing a lot of our students within each grade level above 20%. >> Um so you know it was an 80% passing rate was pretty common. Right now all of our grade levels are well above um you know kind of that where we were last year where we are except for our seniors. Our seniors are at right now at 92% passing rate, which is outstanding. Overall, as a group, this is a great

011senior group. Lot very few kids are credit recovery. Very few um are kind of in that threshold of are they going to be able to graduate? You know, do we have too many credits that we have to overcome? Um and so we spent a lot of time working with them, but it shows in the work that they're doing right now with their current passing rates. Um and again, we'll keep working on that. The sophomores, that group's struggling a little bit, and you're going to see why here in a sec. So there is a common theme with kind of where this group is at and why they're struggling. Um core. So um again, you know, we looked a lot at our core rate last year and again we had numbers uh passing rates that were like

012at 70% in some of our core departments. Um and especially at this time of the semester. Um by the end of the semester, we saw those rates go down to, you know, anywhere from about 10 to 15%. Um I got to give a big shout out to our math department. That's been a struggle for a lot of our students over the years. And right now for a core department, they have the highest passing rate of all departments. And I think that goes to a lot of the credit of the alignment that they've worked on with finding a path that works for our students. We spent a lot of time meeting with SWAT over the last year as well to find what's going to help students do best in order to pass those foundational math. We've

013even talked about potentially offering um a 100 level for our students that are maybe not on the the advanced track like taking trig, calculus, uh statistics, a math 108 or a math 105 for our seniors that maybe just want to get a little bit of exposure to a college level course and and then spreading that over the course of a year. Um so again, that's their or the challenge is AP7. We're struggling right now. Um, and a lot of that I think has to do with um, just figuring out how to go about instructing all students. Um, you know, learning an AP course, it's very rigid. Um, college board tells us you have to teach it a certain way. AP seminar is vastly different than all the other AP courses. Part of it is because

014they have performance tests students are required to do over the course of the year and those performance test scores go into their final score versus like AP chemistry, AP psych where they just take a test at the end and that's their final score. >> So getting kids ready for that performance and the performance test is group based so they have to work as a team >> and so if one individual or two individuals in that group don't pull their weight it actually pulls the overall score of the group down. And so getting those dates to work as one has been a challenge and they've done probably about two or three performance practice performance tasks. The first performance task will be here in November. So we'll kind of get a sense of you know what we

015can do to help kind of support some of the kids. We also met with a lot of schools that have already implemented AP seminar this fall and the way they rolled it out and it was a little bit different than we did and so we kind of taking a little bit of that advice on how we we can improve on for next year. Also, a lot of schools when they implemented AP seminar, they also did pre-AP at the same time for the freshmen and so that helps. So, that's something that we're going to be looking at having for next year to kind of complement AP. >> Eli, >> um, in the AP course, >> I'm sorry, I completely lost my track. Go ahead. Okay. >> Um, so with the uh preac, so there's kind of

016two metrics that we looked at with the PACT. It's their overall score um that they're given. So for 89, it's a little different. I I I actually just realized this the other day is that they're actually scored differently. So the the traditional ACT, the highest score you can give is a 36, but with the pret. And so even though the data says that our freshmen have were lower, I I'm not sure quite yet after talking to our ACT lady how that kind of translate because you'll notice a trend here that all of our students the s uh the sophomores did better than the freshman and every single one of them. But is that due to because the fact that the highest score you can get is actually less >> or is it just performance based?

017So again, we're learning a lot with the preac because this again is the second year. Um, one of the things too that we did was we spent a lot of time prepping for the preac this year versus last year. Last year we kind of just went into it, right? Dove into it head first and we lot made a lot of mistakes, especially with not prepping the students as far as filling out the non-esting bubble materials. And so that took a lot of time. Some classes were do went through it really well, others really struggled. And so there were some discrepancies depending on how comfortable your um, advisory teacher was with getting everything set up. Um with the math um one of the things that we saw too, so the other metric is is they talked

018about on target, close to target and needing intervention. So math only 14% of our students were on target, but only 29% of our students need an intervention. So that means there's 57% of our students that were close to that target. So again, not a lot of need for necessarily supporting our kids, but they're so close that just maybe a little bit of bump will help them get there. um science. Um this was one of the concerns. We, you know, we scored pretty low in science overall in comparison to the national average. This is actually one of our lower ones. Um but a lot of that too we felt like was because we were that's the last test and because maybe the how we had set it up, they felt rushed at the end and so

019there was a kind of a time period where this year wasn't the case. We did a really good job of making sure that everybody was prepped ahead of time that most classrooms actually had an extra hour at the end of the test before we actually had lunch. So, nobody ever felt really rushed to get it done. So, I'm kind of excited to see maybe what the science scores will show us this year. Um, our reading our reading score was really good. Um, so actually all of our scores, the positive scores, we actually scored higher than the national average in every um area, but within reading, our reading score was 2.6 points higher than the national average. Um, which I think is a common trend when you look at all of our even within our ELA

020scores and things like that. reading and English is a strong point for us. Um even in English we showed a lot of growth. Um and it was and again overall just um through all the scores we were one point higher than the national average. Um ACT which isn't on here just kind of want to throw that in. We had 54 students take the ACT last year. Um our average is 20.1. The national average was 19.4. Um so again of those students we scored higher. This year we had 86 students take the ACT. Um, but we also had 38 students teach the ACT work keys. Um, and the work keys is designed for students that want to go into the trades apprenticeship programs. It's actually if you go into the uh local apprentichip program now here,

021that's actually one of the assessments they use for entry into that program um or if you're prepared for it. Um, and the other part too that we didn't get to test was the ASVAB. We had 32 students signed up for the ASVAB, but because of the government shutdown, we couldn't offer it. So, as soon as we're back up and running, we'll get to bring that back. um OSAs. So um last year in um ELA we scored 39% state average was 47. The year previous though we scored 56%. Um and I think a big difference to that is and um was so two years ago we had about 56% participation in OSAs. Last year or two years ago we had 98% and this last year we dropped down to 78%. So, I think participation in the

022assessments is really, really important and we show that 98% of our students do take it do pretty well. Um, when there's a group of students that don't, typically the ones that we want to take it, a lot of times we don't do as well. And so, hopefully next week I'm meeting with a group of our staff um to talk about how we can kind of create some intrinsic motivation and some maybe some extrinsic motivation to help kind of get them to wanting to take both, you know, when we took the pre-ACT and also the OSAs in the spring. Um and then also our AP tests when we get into May. Um math um again a struggle for us, a challenge. Again, we kind of continue to work on this. Um you know, ours was 14%,

023the state isn't, you know, blowing anybody out of the water with 21%. Um and so again, our goal is to get to that state around 20%. >> Got two minutes. >> Two minutes science. So this is kind of a highlight. So 34% proficient um when the state average is 32. Um, so you know, I think one of our science department does an excellent job of making sure they hit all the standards. Uh, this is one of the more challenging assessments to prepare for for the 11th grade because most state assessments will actually in a blueprint give you exactly what standards and what percentage of standards will be on the test. For the 11th grade science one, one third physical science, one-third biology, one-third environmental space. That's all they took. You have no idea what's going

024to go on there. It's just a third or third or third. That's it. So, they do a really good job of making sure our students get a well-rounded background in science. Um, so CT um so our goal this year was um to get 50% of our students as concentrators, which is a two-year. So, you take two years of a CTE program. Typically, it's your beginning and then your immediate, then you get to your advance. I'm not sure exactly how to track that because the state doesn't they don't care. They don't that's not really what they look at. how we get our money, our funding for CTE programs is by completers, three years or certificates. Um, and we're really excited because the state actually added a ton more certificates for a lot of our CTE programs,

025which gives us more opportunities for kids to get those and then give us more points that go towards our pathways. Um, so you notice there's only four. We actually do have five, but culinary is only in its third year, so we don't have any completers yet. This at the end of this year, we'll see some completers. um also the potential for some um certificates. But you can see manufacturing had 27 completers with 15 certificates, construction had 16 completers with 13, technology had 10, and broadcast journalism head. Um and so those numbers will continue to grow. Um you know, uh with broadcast journalism, we've had a little bit of instability with our staff with teaching. Um Andrew, this is he's going on his fourth year now, so he's starting to build his program back. We're excited

026because he's actually been able to add two more certificates. So he'll have some kids that will be able to be recognized because they were getting those certificates before, but they weren't state dollar certificates, so we weren't getting points for um co-curriculars. Um so Mr. Roberts sent out the survey for secondary about co-curricular activities. Um we had a total of 490 students. We actually had more than that, but I found a lot of doubles that where kids actually did it more than once. Um but we had 490 students um answer. 387 um which is 79% of our students um were shared that they are part of something that's related to Marshville High School, whether it's a club, a sport, anything. Um we still had several additional students. So that little teal bar, those are students that

027participate in activities outside of school. So 4, uh youth groups, um it could Boys and Girls Club, I mean things like that. So and then um Oh, sorry. That's the pink one. And then the the teal one is the ones that are non. So our goal is is once we um once we get through and sit through all the kids who haven't taken the survey, we're going to go back and grab them, have them complete the survey. And then all the students that are in those teal, we're going to go back and try to pull them in and meet with them individually about opportunities that maybe they're missing out on, they're not aware of. Um one of the things that we noticed is a lot of our new clubs are the most popular clubs. So

028archery, we have over 40 students now that are participating in archery. Um, our graphic novel club, we have 10 students that are participating in that and that's in conjunction with the library. Um, Peaceway Library boys volleyball new new OSA activity. We're starting to see a lot of boys that are interested in that. Um, our mythology group. So, we actually have a mythology club that they go and Mrs. Hendris is teaching that one. Um, and then we have an Asian Pacific Islander club and there's already 20 students that are involved in that. Um, so a lot of opportunities and I think more and more when we we start asking kids what they're interested in and we start doing those that's when we see the enrollment increase rather than just staying stagnant with the status quo like

029these are the normal clubs that kids want to participate in. Um, some other data and I just want to share some of these because um I know they're always on people's minds is the AP enrollment. Um so overall last year we had five classes um and I'm not including AP seminar um because you know these are the AP classes I'm talking about are the ones that actually take that to pick and do. So last year we had five AP courses and 154 students. This year we have nine and we have 295 students. Um so there's a lot more almost you know almost doubled the number of students that are taking AP courses. Um and it still didn't impact our dual credit courses. You know, sometimes there's a fear of that if you start taking you

030start adding AP courses, then you have to share with the dual credit. Our college writing, college lit, um our calculus trig numbers, they're all pretty much stay the same. Anatomy, physiology, all dual credit courses, those numbers have pretty much stayed status quo um over the years. So, it didn't impact pulling kids. More kids were interested in taking the advanced courses. Um SAT testing next week, we have 38 seniors and 19 juniors taking the PAT. So, another opportunity, they just took the ACT last week and they still want to take another test. Um, so there's excitement about taking tests, the opportunity, and again, a lot of that is the fear they don't have to pay for it. So, they're more willing to take that risk um and do that. Um, and then the final thing is

031the four-year plan. So, I wanted to share this with you guys uh because it is part of our mission having a plan whether it's um enrolled, employed, or enlisted. Um, and so I shared that with you guys. Those are the forms the students have filled out for the last couple weeks. Um we had about we're at 74% complete right now. We our freshmen don't do it. We don't do the four-year plans with the freshmen because they haven't really done any. We'll we'll start that in this um in February when when we start doing forecasting. They've actually completed a semester of work so that they can add to that and then adjust. This is they do these in pencil um because we and we hold on to them. So the advisory teachers, they do it in

032their advisory class. They pull those out and then they revisit them. Um adjust because over the course of the four years their plans change greatly. Um but it gives the counselors counselors have access to these like I said the advisory teachers have them we administration do. Um and so it gives us a kind of an idea of what kids want to do post high school if there's courses or things that maybe we need to add adjust things like that. So and our goal is to get to 100%. So again, similar to our co-curricular where we're going to pull kids in and actually move them oneonone, we'll be doing the same thing with the four year plans. All right, questions. Just make a statement. I think the um do the kids know if you want to

033get a scholarship through SAT, you have to take the P set to get it. I only mentioned that because I had a sister-in-law who called up said this kid that took the SAT and she got the highest score you can get and but they're not offering any scholarships and I said did she take the preset and they said no. I said well you can't qualify for the SAT scholarship program unless they take the preset. So I just make like to make sure the counselors know you need to encourage kids to take the preset if you're going to take the SAT later on. She lost $15,000 because she would have got one time [clears throat] >> maybe. >> Um, so I just have a couple of things. Thank you so much. This was really a lot

034of great information and I'm I'm really encouraging us to think about how we can use your your data to um really help parents and families understand some of it. So, and I think we have another data for special board meeting. We have two. So, like your um all the things you just said about your your KPI and your sprint goal data, I would love to see that on this slide. >> Okay. >> Um and I would love it if these some of your slides they're they're very useful, but if I really didn't know how to read them, I wouldn't know that some of those numbers are numbers of students. Um, I'd love to maybe to the side to see what those curricular involvements are. You just mentioned a few. I don't I don't really know,

035but it would be great to see them. I think what I'm I'm sort of asking for is more information, and I know you don't have a lot of time. [laughter] I know you're really, really busy. Um, but I do believe that there are some really great stories here. And I really want um families and caregivers to be able to easily access that information by looking at some of this data and not trying to figure out what does 15.9 mean? you know. Um, so I just am kind of putting a plug in for um, and I again I know you don't have a lot of time. Um, but for adding some some [clears throat] um, language that helps everybody really understand what you're saying on these slides because some of us get it um, because we

036look at them a lot, but it's it's easy for the information to just kind of wash over you and you think, well, I think they're doing better, you know. Um you mentioned the scores. Um that would be great to have see that on the slide. What are those scores? Um and how long have you been doing AP seminar? >> This is our first year. >> This is just your very first year. So again that I would in where you talked about that um u passing rate and that kind of thing. It'd be great to to have a little more information. Okay. >> And what do you how do you define failing? >> Yeah. So anything so any anybody that has an F so right now our failure rates are based on when students that have

037basically have an F and a fail. Anything from an A to a D is a passing >> is a passing. And is that a is that a percentage or points or >> um well so it gets converted. So all Yeah. So all of our because we're proficiency based. So everything gets basically they get scored on a one through four scale and then there's a conversion rate to determine based on that what is considered an A, what is a B, what is a C. >> Okay. >> Thank you very much, >> Kim. That's really good. I was going to say something. >> Thank you. I know you've had a bad day today. >> No, [laughter] no, I I just a little busy at the office. Thank you for being here. Sorry I was like >> okay

038you if you have any questions you can always I'm always happy to follow up with you. >> I I remembered my question. >> Yeah. >> In the in the AP seminar um do they get to pick their teams when they do these team projects or are they assigned? >> They're assigned. So I mean that's that's what they've tried this year. um the fear of allowing students to pick their teams then becomes unequitable amongst strengths and weaknesses. And so that's why the instructors chose to kind of try to balance that out. Yeah. >> Not to say that that's the best approach, but that's what they're trying this year. And they'll give us >> You don't want any kid to be the last one. Sure. >> Yeah. >> There's always [laughter] I know but they don't know

039it. It still happens in college even though when you're in a in a um cohort and you're relying on I mean my daughter at the senior cohort and they were relying on all the other team members. She had to do the work for the other three team members so she could pass. >> Yep. >> Doesn't go away in real life though either. Yeah, that's [laughter] life. >> Now, I will we in in the discussions that we've had with the different school districts, especially McDaniel up in Portland that have already implemented AP seminar as a as a sophomore English course and then preap, they've really given us a lot of good feedback on what would go well. And so I don't think it's really appropriate here to share, but I love it. You know, kind of

040what our thoughts are for next year as we start planning and how we kind of divide up our students into those courses um to help them be because the hardest part about it is we want them to be successful, but we're also trying to prepare students to take a rigorous test. >> And so trying to figure out the balance of making sure that you know all the students are getting exactly what they need, but then there's also a group we want to make sure um get that qualifying score. And that's what's really most important. I think you did a great job with being volunttoled. [laughter] Very last minute. >> Stephanie and Katie do it. Yeah, Stephanie and Katie, they get all the credit for it. They did a phenomenal job. They spent a lot of

041time over the summer working on this. So >> maybe Yeah, I'm looking at the Marshfield High School passing rate September and October slide. Um, is that I'm not quite clear. Is it 8% of the 12th grade that are failing? >> Yes. >> Okay. >> 92% >> class. >> One class. >> Yes. >> Okay. Yeah. These those kind that kind of information is so helpful to have on these slides. >> Any more questions for you? >> Great job. >> Thank you very much. >> While uh we while Miss Dr. Crook comes up. That's right. >> Um I will remind the board that I will be presenting some of the co-curricular data um at our November board meeting. We just closed the survey Friday so we're really early in kind of breaking down some of that data.

042So I should have some more sagated information for additional we're tracking kids that have >> there is that >> Dr. Crook. >> Hello. Um, all right. So, I am going to just bring up some destinations data and uh and so we'll just get started. For first off, we have our regular attenders. Um, our regular attenders last year were at 23%. Again, um just a reminder that regular attenders are students that are there 90% or more of the time. We one of the things that we instituted last year um that increased our regular attender so I think we were like 9% previously or somewhere around there um was we started a um a welcoming call to our students or the tenants call protocol um and it goes directly to our students. My two lovely secretaries do

043that and uh at 10 o'clock if they're not at school is a phone call to them and they leave them a message if they can or talk to the student and say, "Hey, we missed your face. Come to school. We really want to see you." Um and nothing's punitive. Um and when they walk in the door, we say, "We're so happy you're happy here." And so that really increased our attendance. We're still working on it obviously. Um our goal um right now we're at 38% um regular attenders. Our 10th graders um brought that down a lot. Um so we're working on those 10th graders and our goal for the year is now 48%. Um on the next slide I think um Mr. Roberts had shown you this slide earlier um at a different board meeting.

044Really quickly, these are the number of credits earned at destinations last year. Uh we don't have an eth rate to share with you because that's not how our school works. Um students can't receive an incomplete when they're working on something, but um it's get it done and we don't want to see any failure. So, um, and we can do that with a small group of 50 students. Um, and so last year we had, um, 16 seniors, um, they averaged about 9.4 credits, um, 150 total. We had 20 juniors who average about 8.27 credits, uh, with 165 earned. Sophomores, we had 13 last year with an average of Yes. just uh what is uh like what is full-time enrollment for a year? I mean >> for a full year if you were to look at Marshfield

045schedule it would be 7.25 credits. >> Okay. >> A year. >> Okay. >> So students So the seniors are actually doing >> more. >> Yes. And they had to to graduate on time [laughter] >> for sure. That's that provides a lot of information to understand based on Thank you so much. [laughter] Yes. Um and then we had four freshmen last year and they average about a 7.19. Um and then total we had over 466 credits earned um with about 53 students overall. So uh and of those seniors we graduated all of them and the juniors of I think we graduated six early six or seven early. Um, moving on to the preac. Um, like, uh, Mr. Ashton said, we kind of just threw our kids in it and said, "Do this test." Um, we had

046no prep work. Uh, we had maybe three of our ninth graders out of four finish it completely. And, um, in math, we scored of a 16.5 for freshman and a 17.5 in science. our our 10th graders did a little lower than what our ninth graders did with a 15 in math and 11.5 or8 in science and I think >> Ela did you say 19? >> Yes, >> is the national like college ready um line. Um and then in reading um our ninth graders were at a 15 15.5 for our 10th grade English 14 and 12.3 for our 10th graders. So, uh, if you know our student population, sometimes not all of them got completed, not all tests got completed. Um, but I think this was about eight students for 10th grade and three students for

047um, and I'm I'm pretty proud of their their scores. Um, English language arts for OSAS. Um there there seemingly seems to be this opt out culture right now in testing. So this is a small subset of my of my 11th graders. Um but we scored a 31 total for ELA and the state average was a 47%. Our goal is a 40 this year. Um so we'll see how that goes. We have um some good English teachers and some good um right now they're they're reading like crazy. They're reading library books. They're um writing um and so we'll see how it goes. Um math we were at 14% passing. Um the state average was 21% and a 17% as our goal this year. I have a phenomenal math teacher. She works individually, one-on-one with each and

048every student. And so, um, we're working to get what they need. >> For science, um, >> I'm pretty proud of it. >> Can you just >> Yep. >> The state averages here? >> Are these for alternative education programs? These are just state. Okay. >> Yep. Um it's hard it would be hard for me to find that because um in Oregon when I asked for a list from the person who runs the alternative programs in uh from OBD they kind of said well there's some high schools we have kind of a list but there's a lot of programs that we don't track and so it kind of depends on what you need. And so um there is now a board for alternative education and they're working on getting a lot more data um that is specific

049to alternative. >> Yes. >> The other thing alternative education means different things. So some places it's really advanced and other places it's section. So it's a difficult one to average together. >> Yes. Um, oh, okay. So, science, um, I am proud of the 25% there for science. Um, we do a lot of science at our school. Um, we have opportunities for a lot of hands-on science this year, and this is without having a science teacher. So, this year I have a science teacher, and so I'm super excited to see where we go from here. Um, she currently teaches lab classes, so everything's hands-on. Um, which is pretty cool. Um, one of the KPI data points that the state had asked for was um, school climate and student engagement. And I've been tracking for the last

050year how students are feeling about being at school. Um, and there's three categories in here. Um, the first one being well-being, and that's really about how the student feels themselves while they're at school. The engagement is whether or not they're engaged with their school activities, whether they're engaged in their classrooms and how they feel about that. And then the school connectedness is all about whether or not they're feeling connected to other students, their teachers, um, and the school in general. And so, as you can see, this is the beginning of the year for this year. Um, and so this is a range of students. So, um, we replaced about half of our student population this year. Um, and so we know we have some work on a few students for their well-being, engagement, and school

051connectedness. So, we're hoping those um, low perception numbers go down as we get into the middle of the year and then the end of the year. But overall, our students tend to have a high perception of the school climate and their engagement with it. And then finally, um you guys have seen this, some of you have seen this already. This is our graduation rate, um over the course of several years. As you can see, um the first one on there was a 5% graduation rate. It went down to four 19 and then um 38 40%. the year um I became principal, the year before was at a 29%. And so we've steadily um increased and our new graduation rates won't be public until probably January, but um they will be released to us on Thursday.

052And I'm super excited to see where we we landed this year. So um and questions Thank you so much. Um I just I hear wonderful things about destinations and um I'm going to sort of say some things that I I I've said to um the high school. I' I would love to see the character strong student perception survey itself. Um I'd be really interested in in understanding a little bit more about how they define high, medium, and low. Um, I'm also you mentioned the national scores for I believe ACTs or something pre be great if that if that if those were on these slides so we could see see where those fall >> and I can speak to that. We tried to get that data on the slides but um we worked a lot with

053the the AC our ACT rep and all she could give us was um not hard numbers but like Marshfield is 2.6% six% higher in this and and but but wouldn't we we she sent us even a booklet of things but it didn't have any kind of >> so you're using you're using data that they spit out for you and that you cannot >> yeah and we will continue to work on it with our representative I can't remember her name and I don't want to throw what Emily but Eli and I were working with her over the last few weeks trying to get more disagregated data on this for the presentation and >> we got a late email on Friday >> yeah I and I understand you can't control what what all of these um contractors,

054however what you want to call them, are spitting out for you. Um and then it's really hard to manipulate what they send you and add things that um provide more information, but it is it is really helpful. Um I think on slide 21, you talked about attenders. >> Yes. Um and I it would be great to to have on this slide if possible how many there are >> how many students there are. >> Yeah, you said it. You >> how many regular attenders there are or the number of students in the school? >> Both. Okay. >> Um again, like I like I was sort of saying, the more information that that is on here that helps helps the viewer see um then it's just it's just easier to get it. So, thank you very much.

055>> And the thing you said about um 7 credits for a senior if like if that was [clears throat] on your your credits earned slide so we had a a place to thank you. >> Anything else? Maybe. No, thank you very much. Arie, >> I'm good. >> Kim, >> what what program do you use for this? So, we're going to get a lot of canned slides mostly that just have your data in them. So, it's going to look much the same throughout the night. >> Um, now, who' you say it was through? >> I built the slides through PowerPoint. >> Oh. um >> PowerPoint, but when we went to do the ECT slides, we built them off of our raw data scores, but then when we tried to go back and find the national averages

056and things like that, we were trying to reach out to the reps because they're not just regularly published. >> But but through the PowerPoint that that you created there, there can be more data added. >> Oh, yeah. I can go we can go ahead and manipulate the >> Eli [clears throat] has something to add too. The other thing too, so they they give you these, you know, >> the score the 15 point whatever and then they give you these like the other metric is on target mostly target. So they they throw out all these different things that we're not really like this is all new to us. We've never done it before. >> So we're trying to like sip through all these things. >> Yeah. So we'll we'll fine-tune and we'll know better, you know,

057by the spring and then by next fall and all that stuff. So >> I think that's that's very that's helpful. And I think just going at it through the mindset of Mandy talked about it. If you were a community member or a parent in the district, what would this mean to you? Because I mean that's huge. Even you know us who are on the school board, you know, not all of us. Some some of you have been in education your entire lives, but not everyone knows exactly what all of this means. So it's it's important to look at your audience and I mean I think I think that's some of the things that you pointed out would be great. >> Absolutely. >> Well because you have so many good things to share. That's really what

058I want to do is leverage all this great data. >> Dr. Oh, I had an opportunity to visit destinations and I the culture there was fabulous and just getting to meet students was really wonderful. Uh, one question I had after review looking the slides was, "Sounds like you've got a great program for welcoming students and trying to boost attendance. What else could you be doing? Is there something else that you understanding that you know in all student populations, but yours in particular, there's a lot of things that are outside of your control. Is there something else that you think you could do to push attendance higher?" Um, so one of the areas of our focus this year is family engagement. >> Okay. >> Um, and so so far we've done a we've done open house

059and that was pretty well attended actually which we were super surprised in all honesty. [laughter] Um, and so um, but we also fed them and there were gains and the leadership team have all kinds of things going on. Um, and then our leadership team has been tasked now to do one event each month. So this month they ended up pairing up with the ASB from Marshfield and doing the trunk retreat. Um, so that's what they they focused on. And then um don't remember what November is going to be but um yeah so we h we are really trying to focus in on that family engagement part um because it is a an area that we have not done a great job on in previous years. >> That's right. And one of the things that I've

060always noticed and I love the graduation it's beautiful but even I had a kiddo in there last year and how connected those kids are with Dr. and how that relationship >> that's that's what they're doing right and they can do it is they've got a smaller group but I I've seen schools that are small that don't do it so I think you're doing a fabulous job one thing I remember was when I open C2 all our uh the old old way back well Ed back when he was in charge of it I don't even know if this is legal but I got a phone call saying, "I got a donut here with your name on it." I always showed up. [laughter] >> Crimes. What's up? What's not legal about that? >> Um, I have a

061question. When you were talking about the activities that that kids were participating in, >> are there special destination clubs and activities or do they participate over at MHS? >> So, they can't participate at Marshfield. Um we're we're gathering that data to see which students are accessing it. Some of my kids thought it was what can I sign up for? So now we we know what they need to sign up for. So um we do have that data now but at destinations because we do project seminars on Fridays. Um kids are most of my kids don't want to do after school things and so you know we do have our leadership that's every day. Um, and on Fridays they they have about two hours of time where they are doing project-based learning. And so we have

062students that are connected through the watershed, the watershed. Um, one of my students got a job there um after he graduated um because of what a good worker he was um and they put in a good word. So um that that connection has been pretty awesome. They've done um they planted trees. I know. >> Uh that was one of them. Yeah. >> Yep. So they've been kind of all over the place. They planted trees at Southville last year. They remove invasive species all around our our city. Um they do a lot of that kind of thing. Um we have a native studies club. Um and our students learn all about our local native cultures. They're um cutting things out for our littles um at the K2 level. Um they do all kinds of things like

063that. We have a culinary class that's starting. We have new stoves and new refrigerators and the kids get to actually be in a kitchen instead of using toaster ovens. Um and but then we have a movement class and the kids are learning about positive recreation in our area. So every Friday they're hiking, they're biking, they're they're figuring out what it means to be mindful within our um trails and things like that. So yeah, we and then we have a new steam class which is science, technology, engineering, arts, and math. And um Dr. Robas, we got to see some of their creations last week. But um >> yes, they were it was an interesting uh interesting class. And so um they do have a lot of those kinds of things that they get to be involved

064in. Um, and then any kid that wants to do anything at Marshfield, that's they do that. So, our kids were at homecoming, they go to prom, they participate in games, whatever, whatever is necessary. >> Mr. Ardall, [laughter] >> soccer. Yeah. Yeah. I like it. >> Well, Mr. Thank you for I appreciate your time and everybody a night as well online. Um, so this is going to be a kind of like everybody else a mixture of uh last some of last year's data along with some this year and and some goals. So, >> all right, here we go. >> I apologize too. somehow your Sabbath slide your whole school shifted up somehow today. So you're going to get Mr. Ardall and Marshall Junior High's uh Sabbath by seventh and eighth grade later, but this got shifted

065up today. So I don't know what happened. Go ahead. >> Anyway, so this is our whole school um status beginning of the year and with the end of the year goals. So on the left side you'll see what we got at the start of this year um and what we're shooting for. So Savas is our map. >> Our math. Very cool. Uh regular attenders. Uh last year we had 56% so 90% of our um so 56% regular attenders and uh this year we're kind of been hanging around on 70% for a while. So I think we can make a goal keep trying to get 75% which would be a huge increase. >> So uh passing rate. So this is so far this year. Um so you see the 20% 13% for seventh and eighth grade.

066Last year I think we ended the year around like 12 and 14 those numbers if I remember correctly. So so definitely um and we'll see some goals in that area here later on but definitely something that we're trying to lower. This is by content area now. our core subjects. Uh same thing, ELA math will show the science at the bottom there. Math still uh comes in a little lower here. This is as of Friday. It does fluctuate, but right now it's around there. Our PAC math and science courses last year. We don't have this year's data yet. So, nothing really to compare it to yet, >> but we did just take that and we should see in the upcoming weeks something we can compare it to. >> So, so this should be connected to the

067other slide previously. This breaks it down by grade level. So, seventh grade on the left side, how we started our year with our diagnostic and then eighth grade on the right side. This is our OSAS from uh so this combines the state averages as well as what we got last year on the in the blue and our goals in green. So if you look at the seventh grade from last year um that's the same cohort as the one right here we're making a goal for >> eighth grade this year. So just explain a little better. Um 48% last year in ELA. They're definitely they can definitely get 55 this year. It's one of our strengths in eighth grade class this year. Math we're a little lower. >> Go back to that last. The [clears throat]

068you said that the basically the blue bar and the green bar are that's a that's the same group of people. >> Same. Yeah. Right here. >> Blue bar they scored last year. The green bar is the gold. >> Okay. But so why does why from why did why does it go from 48 to 35%. >> This was the eighth grade class last year which are nth graders now. >> I see. Okay. Okay. Thank you. Yeah. So here's in math we got last year. So again this cohort that achieved that we're making a goal here for them this year and this is the ninth graders this year. So I think we can actually shoot get try to get 40 science a little lower I think a little lower than normal looking at years in the past

069we're usually in the low to mid 20s and last year we got around 19 to 20%. And so we're making a goal to get the state average this year. So raise it up about 8 78%. And my last slide just um so just some extra data which is nice to know about. So the co-curricular you saw Eli present with the bar graphs on um how students are involved what activities outside of school. We had 327 kids take the survey and 264 responses of they're involved with something. So that's good. 81%. And then some random data here, right? So, algebra one enrollment, our goal is to get 58 50% in our KPI and right now we're 25%. Um, other math totals that are interesting though is in seventh grade we have 31 kids that are advanced

070acceler accelerated seventh grade math and 52 in some kind of advanced math. So I think there's 45 in algebra 1 and seven in high school geometry. So it's pretty cool. And then lastly there at the bottom. So um we have 15 kids enrolled in 16 high school classes right now. So and I thought I'd throw in just some of our main focus areas that we're working on with this data. So my my strategy is to keep the main thing the main thing. don't spread ourselves too thin and focus on what really matters here. And so we're trying to do AVID strategies. We were already in the two years previously we implemented using our planners which is part of Avid Wicker the the O in Avid in wicker which is an AVID strategy and we also

071have already done the some of the we've implemented the Avid note-taking strategies as well as the marking the tech strategies. This year we put in the C in wicker which is the collaboration piece. more classroom student discussions and so we're seeing a lot more of that. So we have four things going with Abbott right now. Um and then we're working with first education ongoing with Chad um trying to uh kind of like Eli was talking about is our grade book changing our grade book to be more of a success criteria and proficiency based. Um now there's sports we're doing for students. So, this is our first year that we're trying to establish an MTSS team at the junior high. And our goal, we meet every two weeks. Um, and our goals are to discuss students

072um, attendance and grades and how those go together as well as their behavior. And we make a plan with those kids from there. Whether that's behavior academy, which is a new thing we're doing this year, um, to help them with whatever they're struggling with. um right now, well, it just ended actually pre just a little bit ago, we have tutoring Mondays now. Every day um with uh Mr. Price, our math teacher. Um and we have uh as well as every day our core classes are those are open to students to come get extra help if they want. Um our bad class or home room, that's where our the teachers can also help students and uh give them rain checks as well. Um, and our PLC's are ongoing from last year, which they're doing well. We

073have a good staff that work well together. Their focus, so last Friday's focus was was focused on students with Fs. And so some of our goals we look at weekly or twice a week with our sprint goals. So clarity with teachers, students knowing our goals and progress every day. So I want students to know our goals as well as teachers to know our goals. And those goals are attendance, which we talked about already, math, bringing that up. It's a little bit lower, and our F rates, and then I think it questions. >> Thank you so much. I love keeping the main thing the main thing. I say that all the time. >> It's not my quote, but I like it. >> I know. I don't know who said it, but I say it, too. Um,

074it would be great if on the other KPI data and on some of these slides, some some of us are newer to the board and we're not going to know what some of these things mean like MTSS, >> AVID, that kind of thing. Um, and I know we'll be looking at these slides again. So, once again, I'm just asking for um, you know, more um, I'd love to know um, involvement. 81% of of what like a little more information about what they said would be really interesting. Um >> that's good. Thank you. >> Um and there was something else >> on the survey. Are you being >> Yeah, >> I think that was I believe that was that was about it. Have you ever and this I guess really is a question for you at

075this point in the year you h is there a reason why we don't have the end of last year's data on these slides >> for which for all any of these yeah >> because they I gave them all out at the board meeting two weeks ago at the end of the year data for all of these slides except for the co-curricular because we've never tracked it >> right but so what I don't know is how the for instance what happened with the seventh and eighth grade last year when they were sixth and seventh graders >> or >> for instance proficient in math. >> Um that would have been I gave slides at the last board meeting that had all of the data for each of the state assessments for the sixth graders. So the seventh

076grade would just have to go back and look at >> Right. I guess that's kind of what I'm curious about. >> Yeah. >> Um but it's another topic. Thank you. The only thing I would like is that and we have percentages. It would be nice to know what the in is how many eighth graders, how many seventh graders do we have? So that when I look at it, it instantly makes a sense to me how many kids it would be make that top percentage. So that's just me. >> That's a great point. Thank you. >> Thank you, Kim. >> Yeah, my questions are um regular attenders in junior high that just seemed What are those number like 56% of our junior high kiddos or regular attenders? Um I can see why high school destinations are,

077you know, lower. I thought you don't have any choice when you go to junior high, right? There you just get dropped off. That's not an open campus. What if >> Okay. >> What's the barrier there for the junior high kiddos? >> Oh, the barrier to get to school. >> Yeah. the the the regular attenders, is it just a ton of illness? Are these kids skipping? I mean, what's what's happening that gets them below the 90% >> in our teams? Usually, some of the stuff is you have your your chronic ones that don't want to come, which are very small, but the ones that pack in a lot of absences are there was a vacation at some point, five days they were gone or there was a sickness that they were off and on with that

078sickness in their family. So, something like that. Um, we have a ton of kids that are in the 80% range. >> Well, see, that would be good to know. So, yeah, that I mean I think that would be good. And then what are the state and and um national average for for junior high attendance 73? I mean the state in this I don't remember what it is. Um this is 69% of our kids are coming 90% of the time. That's what that means. >> Yeah. So, but I would love to see you know how we stack up against other >> yeah the state I don't know that's not I don't know that's always the bar to shoot for um >> the number of students would be helpful too in this absolutely fine so I know

079oh you know >> right 30% >> 300 yeah students >> and then I would like to know a little more about you mentioned behavior academy is that a punitive how do you get to the behavior academy it Sounds a little bit like the umbrella academy or something. >> Uh, no. Gary actually has a lot about this. They did the college growth, but um something that he presented to me and I thought it was interesting. Um, but it's more for we're trying to use it with kids that are more in the tier 2 area. um where but they've developed maybe a habit of doing something with behavior and we have I think seven or eightmmies and maybe ones for you know respect or ones for fighting or that kind of thing and so we divy that

080up with our MPSS team on who's in charge of thosemies. We've had a few that have met them already and we're still pretty early starting we're just starting with some of um but basically we're trying to help them develop new habits in those areas. So, is it a curriculum? >> Yeah, it's ongoing for how many weeks? Six weeks or something like that. >> So, and and you're not quite accurate and where you got it from, Mr. Ardall. But that's fine. Um I last spring I was doing some research with other schools around the state on um discipline referrals and referral data um and wanted to get some comparisons to see because we heard from staff about behaviors being an an issue. Um, and so I contacted a bunch of uh, principles in the Oregon Elementary

081Principal Association and said, "Hey, what are you guys seeing?" And one of the principles over in Redmond said, "Oh, our our referrals went from 1300 to 700 to 300." I said, "What what did you do to get your behaviors down to 300?" And they used the system called the behavior solutions and behaviorist. And so when they have a student that reaches um I'm just going to throw out some arbitrary numbers. Um but they had a student that receives five referrals for hands-on going hands-on at the elementary level. They have a hands-on academy. They put that student in there. They run like a six week cycle. They set goals and they meet weekly and then if a student can um avoid having more issues of being hands-on then they graduate out of the hands-on academy and

082then they go through every Wednesday they have academy meetings in their building and then they they go from there and so I had the books and we were looking at um looking at doing some implementation at Miloma um and then I over here but I handed the books off to Kyle because he would I was kind of talking about it and I said, "Well, here, you know, we're kind of looking at this. Why don't you take a take a read and see?" And so, it's >> still very new. We're trying. >> Yeah. First year first. >> And so, when I'm envisioning it, I'm envisioning, you know, there's four kids that have five hands-on referrals, Joey, Jimmy, you know, whatever. They're all You all, come on, everybody. We're going on to the hands-on academy. and you

083go into a special room or a different room and you work with them on this curriculum or is it a more of a one-on-one with a counselor or is it is there any kind of >> So, we're very new at it still, but we're doing oneonone. So, I have like one kid right now doing it. >> Okay. >> But that's how we're at right now. So, >> in Redmond, they meet as groups, small groups, two or three students, and they say, you know, how can we how can we handle conflict without using our hands and things of that nature and they have >> what do they call it hands-on group? They call the hands-on academy the hands-on academy, but they have several. They have, you know, language academy and they have to see it. >>

084So, anyways, yeah. >> Yeah, that Thank you so much. I'm curious about that. It sounds like it's a promising possibly a promising program. Try to get more about it as it goes on. >> Yeah. >> Um, looks like math is a troublesome subject area for some students. um what uh what is the strategy for uh writing that problem for some of our students? Because one of the things that's really problematic about math is once you get a failing grade in math or once you have felt like you don't have success at math, you people start to say, "I'm just not good at math." And they kind of give up. And that can be a real handicap as people go forward to, you know, careers of all different types. So, I'm just wondering what junior high

085level seems like a really important level where people are either going to go and they're going to complete some important math classes or they're going to say, "I don't do math and they're going to have some troubles." And so, what what are what are you and your staff focusing on? How are you going to turn turn those kids around who are having real trouble in math right now? >> Yeah. And I don't think there's a magic wand, but I think there are some things we're trying, right? We're trying our math tutoring after school. um we're trying before school whether it's that option where teachers can encourage kids to come in for make up this or make up that um extra help. Um our success maker so our SAS stuff um that's an extra supplemental resource

086for kids that we are requiring kids to get 60 minutes per week which will build on their individual skills. Um so those are some some things [clears throat] right now and our PLC is our math department they're focusing on that group. One uh just one thought I have here and you're those all sound like uh real positive things, good things you're doing. Um perhaps uh family and data uh getting getting the families engaged in uh in this as well could be a real uh helpful thing. You know, because I when I hear you say after school, before school, those are those are great opportunities, but those are opportunities that often it's going to be the kids who don't need it who are going to show up. Like I think of my boys who for whatever

087reason they're they love math and so they would show up to that just because they like math and but that's really not the target audience, right? It's those kids who don't necessarily want to come but maybe if they had a parent saying no, you really need to do this. >> Yeah. >> They'd be more likely to use that resource. >> I agree with you. Uh but we do have about 20 kids signed up for after school too right now which is great. >> That's awesome. >> I have one last question and >> [clears throat] >> What is the parent engagement like at the junior high? >> Uh I think a good tool that we're using right now is parent square. Um our teachers are trying to make a lot of contact through those means. I

088still try to encourage phone calls. Those go a long ways sometimes. It's the that personal piece. But parent square is huge and we're doing a lot of communication that way. Some teachers more than others. We heard some really positive things from some uh friends of mine in the community who have students in junior high saying that parents score very helpful for them. >> Good. >> And that they get good and uh good and meaningful communication from the children's teachers through that that uh app. >> Perfect. Thank you very much. >> Well, thank you. Mr. Guthrie, while Mr. Guth is coming up, Dr. Oowski and uh Dr. Rosen Garden. I I do want to say um being new board members, this is our second year of our Savage curriculum. >> Before [clears throat] we had adopted

089SAVIS, we had um quite the hodgepodge of math curriculum in the district. So, for example, um when I was a principal two two years ago um I had three different math curriculums in four grades. So, um three different adopted math curriculum. So, we're super excited that we have two curriculum, two curriculums for math, a K8 with SAS and and then high school curriculum. So, I also think that is going to help us because as we were shifting >> uh from third grade to fourth grade, fifth grade and then sixth grade, we were getting different scope and sequence, different priority standards at different times in in the year. So, I think those things are also going to help our our math students as we move forward. >> Yeah. And this is your second year with status.

090>> This is our second year with status. And I think you're going to see as you look at some of our status status data at the lower levels, we're starting to see slowly starting to see some of that. >> Yeah. I think one of the things that I think as a when we uh put this data out to uh lay people comm uh community members, one thing that a way to present it that I think makes a lot of sense to most people is to present it like a story. So to present these are this is the class of blank and then show them through the years saying >> look at cohorts co cohorts make a lot of intuitive sense to most people even if graphs don't if they see generally we're getting more blue

091and green as we go across and we know that the bottom axis is time people go great and then if we see big dips or failure to change people can understand it >> stories are engaging >> they are really engaging and and people, you know, you probably, oh, that fifth grade class, they were they were so active, but that third grade class, I remember them. I mean, >> people talk about the cohorts that their kids are in and follow them along. >> Yeah. And they know all the other kids that are in >> want. I think it's >> I think those slides that are, you know, and I've mentioned this to Superintendent Roberts that are really as as explicit um as we can make them for the lay person and then and we can really

092tell some great story. You've got a lot of really good data actually, you know, >> I'm Kevin Guthri, the interim principal at Miloma. Gary stole half my openers there. I was going to touch on the fact that I think a thing that affects our higher levels is we haven't had a coordinated math curriculum. We've had, you know, this over here and this over here. Now, as Mr. Roberts shared, we've got this day eight where we're all doing the same thing. Um, I don't know if we can name all of our kids. Uh, Jensen and [laughter] I just read other boy's name, you know. you. >> Yeah, the the uh the Regowski method to get our math scores up. [laughter] Um I do want to share that my goals uh when I was developing goals for

093our school, I looked at last year's goals. I looked at the 2028 board goals and thought, okay, so where what looks like a a good number to get us on track to that? Um, speaking to attendance too, um, at the lower levels, junior high, elementary, you know, it's not a kid that has his own way to get himself or herself to school. Um, so it becomes a parent thing at that level. Um, and then you run into work, sickness, you know, whether a sibling is sick and someone's got to stay home and take care of the kids. So, there's a lot of different dynamics that go into attendance. Um, last year we were at 62% regular attenders. Uh, I set a goal of 80, which was our goal last year also. Um, currently we're at

09470. We looked last year we tracked uh just daily attendance and we looked awesome. We were in the 90s, the high 80s, but when you go to that regular uh 90% of the time being there, it makes a big difference on our attendance. [clears throat] Um, all of a sudden my slides are out of order. That's okay. Okay. So, Dibbles is again our our language arts. Um, this you guys have these available I think. Um, this is our beginning of the year outcome. So, we have blue, green, yellow, red. Blue is exceeding grade level. Green is at grade level. Yellow is approaching uh grade level and then red is is below. Um, so this was our beginning of the year score. This is our goal. So you can see we got a lot of work

095to do to get this big chunk of yellow and red shrunk. You know, we basically this whole group's going to have to move up a level and some of this group's going to have to move up two levels. So it's a pretty lofty goal. Um with our curriculum, all of these students go to their core class. They get their grade level uh grade level material delivered at grade level. And then our interventions, we meet them where they are. And so our intervention time is where we're really going to see our growth in this. Um I didn't I didn't look at the uh data, but the data shows that those kids need to hear their grade level instruction. So we don't just pull them out of that and really focus on where they're at. They need

096to hear their grade level, but then our interventions are at the level where they're at. I think we have some really good software with uh Amplify that it helps us identify this. It's not just a teacher going, "Oh, I I think you're struggling with this." It really dives into what they're seeing in their testing and really targets that intervention for them. >> Um these are just different substrands of our double score. Um this one, oral reading fluency, seems to really closely match what we're actually seeing as our overall score. to kind of focus on that. Again, a lot of work to do to get to our goal. This is our third grade scores. Third grade would be the first group we've had that has had dibbles or I mean amplify every year. We started that

097when they were kindergarteners. So, this this third grade group is interesting to me because I want to see what what that does because like our our uh older groups had other curriculum and then I think a thing that might hurt them too is when the fourth grader goes into fourth grade amplifies assuming they had kindergarten, first grade, second grade of Amplify. And so, I think it's taken a while to to catch up to that. So, this our third grade broken down our fourth grade broken down. Again, this is still our just our our overall school goal. And then these are the the third grade. What's particular to third grade? And then this is our fifth grade. And I think fifth grade, let me go back one. >> Did you say those were your goals? The

098first column >> except for this one. Somehow this one, the third column is our goal >> on fifth grade. his accuracy. >> Yeah, that's his accuracy. >> Okay, >> the only overall goal we put in was schoolwide goal at the very beginning. >> Okay, that's what I thought. Just >> what's Maze stand for? >> It's it is what they call a vocabulary um comprehension. >> So, the students have one minute, they read a passage and it gives them three things to select. One is the correct answer that's worth one point. one is kind of correct and worth half a point and the other one is just wrong and worth zero points. And so the students read and then they choose one of the three vocabulary words that fills in in different points and then it

099assigns them. It's traditionally been the most difficult um assessment for our students. We've spent a lot of time the last few years doing maze practice maze practice mazes um as we've um but it traditionally has been one of the more difficult ones. I will also say some of these some of these assessments uh Look, I I've heard about this test. One of the things that uh is correct me wrong, but it's particularly challenging about this test is if you put in the wrong word first, it may change the meaning of the passage. So, it's more likely to put in like it's it's more difficult to get a right answer once you've gotten pause. >> I'll be honest, I don't know that about the assessment, >> but is like you read a passage and there's multiple

100things to fill. There's multiple word vocabulary words to fill in, right? So the meaning of the of the meaning of the paragraph gets more and more nonsensical the more times you put in the wrong words. So >> if you're off track, you're >> once you're off track, you're a little bit off track. So it's a very it's a very uh so that's one reason why as a a type of assessment, it could be particularly challenging. >> And the other thing is um when you're looking at these both the the words per minute and the maze, both of them are time. So we have students that have anxieties students that have that are um some of our special education students. Um you tell them, I want you to read this for one minute and immediately the

101anxiety meter goes off and they they have a hard time. Um we've tried to do some things. We're not we're not supposed to have accommodations for these assessments because we want to see where we are at on one blanket level across the building, but every once in a while, for example, we had a student a few years ago that was um very mobile, did not like being seated at all during the day. and we had him do the oral reading fluency test standing up in a big screen TV instead of like one of these TVs instead of and he scored about 25 words better on the assessment than he did when he was sitting down reading it off the paper. So, you know, there but so I just want to also have the board members

102be aware of that that there are some things within these tests that make it a struggle for some of our students. >> Absolutely. And I to me, you know, it all of this data is um you know, thanks to everyone who gathers it and all all the work that goes into it, but it is only one piece of the whole story that's that's happening. It's one day, one snapshot, one thing. And so it's really one small puzzle piece of school in my mind. And we have to be careful about that. I'm sorry. That's right. >> This is our sixth grade. Uh same data for sixth graders. Um so this is our math whole school. So this is our goal third through fifth grade for end of the year goal. This is what we found when

103we tested them beginning of the year. And then this is sixth grade goal and what we saw for sixth grade. So again um big changes needed there. um pretty pretty lofty goals that that we've established. Can we do it? I think we can. And I'd rather set a a lofty goal and fall short than say, "Well, okay, here's a real realistic goal and we hit it." But we don't really stretch anybody. So, this is our whole school math. >> When you say goal, what do you mean goal? >> So, so this is what I would like to see us at at the end of the year. >> But that says beginning of year. This this one is beginning of here. >> No, this this it's an E. >> Oh, okay. It's hard to see. It's

104very >> The slides are hard to read. I don't like them. >> So, sorry. >> Everything that's labeled EO E is our goal. >> And everything is what we don't have a choice. >> Well, you don't have a choice. No, but maybe we can get creative about because if we want people to learn to to want, you know, to learn and understand them. >> I mean, it's some soularching. I mean, we presented the data the way we have for the last two or three years, but it sounds like the board would like to see something different and how it's presented and it's our job as admin to to provide what what you guys would like to see. >> No, I like your lofty goals. >> I like your lofty goals. >> Yeah. Thank you. Thank

105you. >> Keep up the good work. Thank you. Hopefully you'll be telling me that in June. Good job. This is by grade level our our math again. So we have third, fourth, fifth, sixth grade. And this is our beginning of the year assessment that we did with our students. So a lot of red. Uh we want to we want to get rid of that red. We turn our yellows green and we have very little blue on there. Also, >> did you notice did you notice a significant drop over the summer? I don't have last year's. That's a that's a question of mine is how much did we drop over the summer? Um answer. >> Yeah, it'd be good to >> Yeah. And we've talked as a as building at the K6 level, we've talked as

106building administrators about um how we may look at handling next year's beginning of the year in terms of um we usually wait a couple weeks, do assessments, then start looking at interventions. We've talked about trying to build a model based off of um some school districts that we we've heard from up north where the students finish the their interventions in the spring and they roll right back into those intervention groups to start the year and we go through about four weeks of intervention then do our beginning of the year assessments to get more of an accurate >> measure of where they're at and and try to avoid some of the summer learning loss. And that's a that's a struggle with the math because we have to have 700 minutes of success maker before we can

107start to group them to do those targeted interventions. And so that's four hours. Um in the Riowski household that's about two weekends. His kids love doing it and and we look at their minutes like wow these are amazing. Um some of our kids really struggle to get those minutes. So are these all tests done on screens? >> Yes. This the Savis is all on screen. The uh >> always frustrates me with that person. That would not be my way of doing that. >> Yes, the ELA ones there's some interaction with it with an actual adult test. Some of it is on screen, but the the math is all on screen. >> Yeah, which I as a math person >> it not have been my best mode of understanding that >> we have to remember it's

108just one puzzle. Y >> this is our English language arts uh state scores and it came up a little bit earlier. So this was last year's third grade. So really this if you want to compare will this group get to this state level and this goal. So all the blue ones you could shift over one set on there. Um, I wasn't nearly as uh my eyes weren't as wide open when I looked at my goals compared to what we had achieved. Um, it came up earlier. You know, it'd be great to be beating the state, but we want to we want to do better than that. So, our goals are above state. This is our fourth grade last year. They they met the state. They were the same as everyone in the state. Again, they'll

109be over here. So, we need to to get a little growth um because we want to we're going to compare third grade last year is now fourth grade this year. We want to as you guys talk, we want to keep that growth. And then our math um again, the this state's kind of disappointing. So, again, I think we're in good shape. This one's got a lot of growth to do when they go over here and we want to get them to uh 45, but this group was at 40 and we're trying to get them to 45. I think most of our groups, these are very realistic goals. I think on the OSAs, we're trying to uh kind of change the attitude towards that by teachers, families, and staff. Um, one of the things we're going

110to do is we're going to report at progress reports last year's state scores for the for the students. Chad and his department have got all that paperwork for us put together and try to give the parents a little more buy in. We've struggled with optouts. Um Kyle shared and I think Eli shared that the ones that are opting out are sometimes our our highest achievers. So we want to get them into that data. The other part that's hard to understand, I think, especially in math, >> is conceptually each of those grade levels changes, >> right? >> And so what you're getting tested on in fourth grade can be totally different what you're being tested on fifth grade because you've gone from direct knowledge kind of fact-based to a more algebraic and then to more I

111mean and those things mentally are difficult for kids. So again, I want to make sure people are like, "This is a snapshot one time. Is that better?" >> And I taught math at the at Marshall for nine years and you know, we spend uh seven to 10 days going over a concept and we test on it. Great, you guys know it. Here's the next one. You take your state test and here's a geography or geometry question and here's an algebra question. Oh, here's something from ninth grade. Here's something from 11th grade. It's just >> and I didn't know how to recreate that for my students in the classroom. don't know if the lower levels if they move around quite that much. But it is different than what we're doing in the classroom. >> The the

112at a certain level there should be what's the education term? It's like scaffolding like right which is the sort of >> making sure that what we learned in geometry or what we learned in algebra builds to the next thing and then we circle back and we do something from a month ago just as a warmup. this today so that we're keeping it fresh. >> Okay, Derek, we're going to start with you. Do you have any thoughts? >> What um big biggest question would just be to go back to that that key performance indicator of attendance. What what could Miloma do better to get to that uh that lofty goal of you know 80% >> regular attenders because regular attender is a very high bar actually >> it is um >> should well no but we

113we use regular ter but a regular attender is is actually a very high bar it for each individual student >> so we 90% of the days that means missing less than 20 days of school >> um which >> given one flu illness, one family vacation, and a couple like >> we just finished our eighth week. >> Yeah. >> Um so roughly 40 days. So if you miss more than four days to this point, you're not a regular attendeer, >> right? Anyway, >> and that's an important thing though. Mr. Roberts did some research last year on you look at how many days a student misses, how many times that teacher is absent, all of a sudden we're down to like 60% of the time that we've got everybody there that needs to be there. Um, I

114think at our level it's a family thing more so than a, you know, at the high school you may say, "Hey, Johnny, if you show up, we'll give you this gift card or we'll do this or we'll let you do this." Because Johnny can get himself to and from school. For us, it's a family thing. Um, there's a dynamic of if my second grader's sick, then maybe my fourth grader doesn't go to school that day either. Um, just a lot of dynamics. I think for me it would be understanding those dynamics before I just kind of make a shot in the dark. We'll try this or we'll try this. Um we we do swimming which is incredibly important for kids that are surrounded by this much water. >> Um our main attendance attendance advocate was

115the second person in the pool for four weeks of swimming. >> So yeah, we didn't have him for for four weeks outdoor school. So um getting those things in place too I think we can definitely improve in that. >> What what could you do to to understand that better? Is there a um is there a survey thing or you could send home with people who are not meeting the regular attenders or is there something you could do to understand that? >> Yeah, I think I think maybe go to the source right instead of reading a bunch of documents about some school in the Midwest that did this or did that. uh get right to the to the source and find out what what are the struggles that your family faces in getting in school. Um

116I think most of us have come from you know my family really valued education grandparents, aunts, uncles, everybody. I think we deal with families that probably based on their past don't value education as much. Um, so I have I have to not look through my perspective, but I have to try and see through their perspective. Um, it's something that me is like that's really why would you do that? Makes perfect sense to them and I don't understand. So >> I don't families taking vacation in the middle of the school. >> We used to I mean hunting used to be a major depletion >> when hunting season you know when we didn't have kids. I mean that's just the way it works. Yeah. >> And it's just I think the other part is if you ask

117employers happy 90 people% of the time they'd be ecstatic, >> right? I mean and that's the role models they have in this company involves a lot of trust why I families and the importance of school. One of the things very we were in severe poverty. So things that I call luxuries, my husband always laughs at me. Insurance, paying car insurance was a luxury. And he's like, "That's not a luxury. That's a law." But when you don't when you're trying to pick, >> you've got food or you've got car insurance. So if your parent loses their license, it can make things so difficult. So I do think that we have families who are in that boat who do believe in education in school, but you miss the school bus and you've got no one driving you.

118>> Then I think that's going to be getting down to set the source and finding out from each family. And then there's, you know, a bucket of families too have had really bad school experiences, right? >> And they're intimidated. Um, so I can see both sides of that. I just don't want us to forget that we do have families who value education who might just not have resources. >> Um, and then my other point was I know we're going to have suds set up next. I always like to look at the data versus the data, >> right? >> So, will these be side by side or is this something I'm gonna have to manipulate? I mean, >> manipulate >> tonight. You can you'll have to manage it, but I can I can take and lay

119them side by side. >> I would like to see that at some point. Um just kind of looking at our schools. I'll I'll do a >> about competition. >> Yes. I'm always about competition. I'll represent the west side this time. So, [laughter] >> can I can I chime in really quick? >> Can you guys hear me? >> Diane. >> Yeah. Can you guys hear me? >> We can. >> Okay. I just wanted to second something that Kim said. Um, and it goes back to, you know, your hierarchy of needs. I do think the families care about education here. It's just there there are a lot of things that this county and our families face. And it's I don't think that it's necessarily not about caring about education, but it's it's that they're facing things uh

120food insecurities, shelter, um those type of things that that it's not necessarily not caring about education, the families. And then I think just looking at a deeper way of like engaging those families and making them comfortable in our schools. So I just wanted to throw that out there and just kind of co-sign what Kim said. >> Thanks Diane. I I forgot to call on you before because I can't see your face in front of me. I'm looking at the slide. So >> yeah, it's just jump in please. >> It's okay. And then I just do have a couple quick questions. you know, I know we're into um uh Miloma and the middle schools and things like that, but I [snorts] is there any like disagregated data that tells us um like if there's a population

121of students that were not serving in certain areas or a certain uh data set of students that aren't performing as well or are there those is that data out there as well for us to look at to see if there's any interventions that can maybe help with those populations of kids. >> Each of the programs that we have, Savas and Dibbles, um will help break down some of the data by um students that on IEP, students that um uh meet certain demographics within the computer system, within Synergy for uh poverty rate, um things of that nature. Um it will break down. We had last year where we had some data that was um disagregated by race and ethnicity. But we found in looking at it, it was pulling the synergy data and if you chose

122um uh two or more uh multiple rays, multi- race, two or more race, it would it would categorize in in the first that was picked and then the second. So we get two we're get double students. Um, so >> we we we're working with the Oregon data suite on on how we can just pull the first choice like in synergy for uh race and ethnicity and then look at it that way. We're looking at multiple measures, but um so we're still working on it with them um Diane, but there is some data that we can pull just from uh Dibbles and Savis that have to do with like IUP students and um things like that. Okay. Thank you so much. >> Pardon me. >> I'm good. I'm >> good. Thank you very much. >> Thank

123you. Thank you for your time. Thank you, Mr. Guthrie. >> I do have for David real quick. >> You go. >> Um, >> do you want us because I know you've been putting a timer on for these guys because they've got 10 minutes and then we have five minutes for questions. Would you like us to write our questions down and ask because I feel like we're interrupting their 10 minutes time when we're asking in the middle. >> I've been stopping their time. Okay. Would you like us to write our questions down and ask at the end? So, it's not >> it it's really whatever you want. I'll I will adjust to what you guys want to do. >> I'm just going to ignore your questions. >> So, if someone has if someone has asked a

124question, I've turned the timer off. >> Okay. >> For that entire portion until they're back to their slideshow. >> Okay. And before you start, >> I do want to ask if anyone needs a break before we get to our last three presentations. hearing none. Go. >> Well, I'd like to. >> Oh, maybe we can mess with it with that when I got you off track. >> Okay. So, I guess the meeting's over. >> Look at that. There you go. >> I will say I want to say before I start that, you know, despite the criticism of the slides, we've come a long way in data meetings, you guys. For those of you who have been here a minute, like we this looks a lot better than it used to. >> Um, and so there is

125a lot of comparison. I was going to suggest Kim, you could go like while sunset is up, you can go to Miloma's matching slides. >> That's what I did. >> Okay. But also, please don't. [laughter] All right. So, here's our regular attender data. We're actually hanging in right now. Um, are current at 74% of regular attenders. You're right, Dr. Agowski. Like, that's a really high bar to reach. And I think some of the outreach um that we've been doing a better job is is like breaking down those numbers like hey miss two days a month I guess you know like but but keep it to that and and and and be here as much as possible. >> Car your current rate is 55%. >> I was going to say it's missing but I have it

126right here. >> Oh because I'm because I'm green. >> You're green. >> Oh that was I'm also color blind down at the bottom and now I have some >> Oh wait no car I'm so sorry. I'm so sorry. Your last year was 55%. current here. So, I apolog [laughter] I'm I'm I'm proud of Sunset School and the work. This looks like um that you know the Amplify um implementation um districtwide has gone a long way to improve um our ELA scores across the district. And so I'm excited about the growth that's happening there and our continued work with ORTI and our um TOSAs having literacy toas this year is really helping us keep that work in the forefront of what we're doing while we you know pick up on the math end now. So here's

127third grade broken down and like Kevin said these are the kids who have had it for their whole um school career. they've had the same curriculum and been working from the same kind of patterns of teaching um and and are looking um pretty good, especially um with accuracy. Here's our fourth grade students. And I'm I'm not going through I mean, you've already seen these and so if you have you can ask questions when we when we wrap. Um and then you'll see these students who haven't had it as long, right? And maybe had more holes. um in their instruction and and and that red there at the bottom shows that pretty clearly in our sixth grade. Okay. So, our math scores are pretty abysmal at Sunset. Um and I was I'm I'm I'm curious to

128understand why. I know that implementation year is tough. Um but I know that we also saw after our first kind of diagnostics um at our schools that we made a lot of growth throughout the the rest of the year within the um testing and savages and and I don't see I didn't in looking at historical data from last year didn't see a lot of that um with sunset students. And so I'm I'm eager to kind of get in and see kind of where the discomfort is or is implementation year two going to go a little better. We're going to take some of the work that was done at Miloma last year um for the what I need time and um intervene with just fact fluency, the stuff that we when we kind of shifted to

129new math as a lot of people call it. It's common core, right? And and and looking at math um you know in in in lots of different forms and finding you know making sense of numbers for kids which is really important but not for a kid like me who needs an algorithm, right? And so I think we kind of stepped away from certainly drill and kill which works for a lot of like we still need to to know our math facts and we we moved so far away from it um in those couple of adoption years that I think that that's really indicative of what we're seeing now because kids can't just necessarily pull um their their math backs because we didn't make them practice year after year after year. And so I'm hoping that

130if we're bringing some of that practice back in and stuff that that families can do with their kids at home with flashcard practice and stuff like that, like making that a part of what we're doing again. I'm hoping to see some um really great growth for math. Here's our third graders or excuse me, our third graders on the left. This was our beginning of year data. Lot of red. >> I mean, part of the new math stuff took parents out of the equation. >> It sure did. Yeah, >> they stopped because they didn't know what they were doing. They couldn't read the question, >> right? Literally like threw it up in the air. I [laughter] can't help you. >> And it was hard as a teacher at that time when we were transitioning. Um hard

131to teach parents, right, as we were also learning and the algorithm kids um had a hard time conceptualizing that a little bit too as teachers. >> That's right. >> Yeah. And so kids hears their parents say, "I don't understand it." and they see their parents living a perfectly fine life, they think, "Why do I need to learn that?" >> Right. Right. And what you said, Dr. Agowski, about I'm I'm bad at math. I'm already seeing with my twin boys, one of them is doing really, really well and just has great number sets naturally and the other one now thinks he's like never going to get it um in sixth grade and that's got a long way to go and you know, life, we use that every day, right? Um but I will say um an

132exciting thing that is happening with you know kind of Dr. Insworth's uh you know uh solid floor porest ceiling south um we do have um some of our sixth graders from both Makoma and Sunset busing over to the junior high and taking math with some seventh graders over there. I'm sending seven from Sunset. I think Kevin, I think you have five. And and so that's been a a kind of fun development and and the students that are going over there and and taking the math class are enjoying that and and having that opportunity. Um one of my sons is is is taking that um class and it's extending their school day by about an hour and nobody seems to mind. Um and I think it's really create like building some um opportunities for independence in

133those kids too which is fun to see. Um, and I do super like that I have two more students at SAS. No offense, of course, to my Mustang. >> That's that's the Kim. >> Yes. Well, she she started it, so I'm just going to finish it off. Um, also I visited that classroom one day um to kind of see it in action and our students were very much participants in in in class and leaders and so it was fun to see them taking on that role. Okay, OSAS is back in my life now with this move to third through sixth grade. And um I think like to to echo what Kevin said, we had a um a grade level band uh PLC on Friday last week and we were talking about the importance of our

134attitudes as educators toward that test. And I know as a former third grade teacher, the culture here was like it doesn't matter, right? and and and that's kind of what we sold parents, you know, like not not purposefully, but it's just like if we're not talking about it like it matters, how are we going to make them care? And so, we're going to start, like Kevin said, um by sharing um the the students OSA scores from from last their last year of testing. And as a parent of a freshman and two sixth graders, I've never seen their OSAs data. >> I realize I could go look at it probably, but I haven't [laughter] done that either. And so I think that we could do like make very little effort to make a big like cultural

135shift for our families and for our teachers. And I think that we have to do some work there too to make sure that that teachers are finding importance there. Certainly our governor's accountability plan should make this more important to all of us right away. Um and and so we're kind of taking that angle. We're going to provide a script for teachers to help them talk about OSAS and why it's important and and try to get more families to not opt out um because we have a pretty strong opt- out culture here and in in kids who who would probably be really helping our data who just simply aren't taking the test. So, what do they do when they're done? >> I want to really commend you guys for not asking questions throughout. >> When they

136when they opt out, what do they do? >> What do they do instead of at that time? >> I mean, from my recollection when I was teaching here, it was like they would join another classroom and we would go to the computer lab, which is now Michelle Barton's buffles. Um, and you know, they join that class or a book, >> read. Yeah. So free time. >> Yeah. >> Quiet. Really quiet. >> Yeah. >> Okay. Derek, do you have any questions? >> Yeah. So, um I really appreciated that in your presentation you talked about culture. Um what what are you going to do as the sort of new leader of Sunset to make a culture shift to that map piece? because you know it looks like you >> identify this is there's a problem. We we

137have to fix this and so how are you going to >> um make it fun, make it engaging, get the teachers and parents on board so that you know we can look at that as a really bad situation or we could look at it as an opportunity. We could make some amazing growth >> and then get to celebrate that. >> Yeah. I think for me and in kind of my whole approach at Sunset um this year is just letting teachers know that it's okay for us to have high expectations of our students and of each other and and I and so, you know, looking at that data and saying like what there's no reason that our we should have this much more red than our neighbors in Mel, right? And and so and we're talking

138a lot at Sunset and Me about going and observing each other. um you know just to pick up on some something like if they're doing it that much better then let's go see why and what does their win time look like at Miloma you know like what's the what's the pace of the lesson even because when you're learning a new curriculum you kind of just have I mean you're looking at a you know teachers manual and then trying to put that into practice all at once it's hard it takes some getting used to and and there's a rhythm to teaching right there's a there's a pace that makes sense but you also have you know math abilities that are all across the for and so we're pushing like exposure to to grade level um core

139is really really important but also there's a lot of holes to fill and so it's really easy for you to check out right if if your math level's down here and you're being taught up here and so making sure that teachers understand that well exposure is really important you also have to keep moving for those kids that are at grade level and then we'll we'll we'll try to fill the holes um in our interventionship times >> I'm wonder did the um the individual teachers get to see their students and the growth their students make. >> So that's something too that I think culturally speaking like we have data to look at now. I've worked in this district for 20 years and and we have had to kind of pick apart like looking at common formative

140assessments that we're making ourselves, right? And how do we then um score those um assessments in a collaborative way that makes sense for the you know four teachers that are doing that together. And so I think now that we have data that we can look at, we can take like deeper dives and say, "Okay, we really need to hone in on this skill and maybe again like with that fact fluency practice, I mean that that covers a whole bunch, right? Right there." And I and we've with our um ELA model and in and looking at the things that we've done over the last three four years um in with reading instruction like we have kind of the blueprint now that we can follow in terms of data cycles and core reviews and making sure that

141as grade levels we're hitting those like the the big things that the whole class is missing and that we're hitting that in the core. Um just like little bits of of extra instruction here and there. Yeah, >> it seems like it could be really beneficial uh feedback to the individual teachers as well. Like >> yes, my students started here, but look at all this growth that my students made. Like be a real source of pride. >> Yeah. And Dr. Inger talked a lot last year about ownership of results, right? And so I think that our district is really shifting toward that and and so we need to keep that at the forefront of teachers. It's not all about data like you were saying, but it sure is important especially right now. And if we are

142not taking what we know about students and their knowledge and and doing something about it in a really targeted way, then we're being irresponsible. >> Did you have any questions? >> How you feeling? >> Good. Truly, >> I'm having a good time. >> You love the move. Excited. Embracing the challenge. >> It's so fun. I mean, they're so tall and they can, you know, go to the bathroom on their own and they can you can reason, right? Like it's there's and they're funny. >> Yeah. >> And oh, so weird. >> Oh, yes. [laughter] Such a fun age. >> Yeah, >> man. I trying not to compare the there's just huge gaps melanchols. >> And there doesn't have to be and we know that. We >> And it just makes my heart sad. Yeah. And so

143I look forward to you know, seeing how we're going to improve this for these students and families over on our west side. >> I think it's going to be collaboration and looking at what works and spreading the joy. And I like the that you are, you know, saying, "Hey, you know, you come from that east side school where you were doing things and just going and, you know, viewing what other teachers are doing and saying, "How how is this working for you? Why is this so successful?" I think that's imperative to really raise a scores for these kiddos. >> Well, and I think it's really important. I think I may have addressed this of getting students involved in that too and like making sure students understand that they're capable and can I've been doing a

144lot I've been sharing data with a lot of students who are spending a lot of time outside their classrooms and see like hey my my job here is to make sure that that you guys are learning but look at this and then I'll explain you know what that red means and the students are shocked you know and they're like why is it so bad I'm like well it could be part partially because you're never in class like We could start there, [laughter] >> but you know, like letting them know that this is important and also letting them know that we think we're that they're capable, right? >> And the good news is is there's just like a so much growth that can happen at Sensa that we can hopefully make some ways like right away.

145>> I'll give my time to Diane. >> To Diane. Diane, DO YOU HAVE ANY QUESTIONS? >> I have no questions. Thank you. >> Thank you. Navy. Um, I just want to say thank you so much and I I just want to make sure to say um not trying to be critical at all of the data slides and I I you know being new I don't really know what you had in the past but I believe it probably wasn't what this what this is now. I just do think as you just said that it is such a great tool for all the constituents if we can frame those messages. Um, and that's that's where I see a real opportunity to maybe engage parents more too >> because I think they think their children can do it

146too, you know. You >> sure hope so. >> Um, yeah. So, um, and especially I'm glad somebody brought up the whole new math thing. I had kind of um, photoshopped that out of my world. You're welcome. [laughter] Yeah. >> And on top of that, I mean, we being a parent during >> co >> and and and hearing from other parents, >> parents could work with their children at least reading to them and having their children, >> you know, read back. I mean, that kind of dynamic was still there. But there were several parents like, I can't I cannot do the math that were they were sending home for my child. I can I can read to them. I can't do the math. Yeah. And so I think that gap just opened up even more during

147that. >> And if we done what she said and that is say just give them like some flash cards and say do this with your kids. Yeah. Forget the all this stuff. Just do this with your kids. They'd be in a lot better shape. >> Well, it's a it's a balance of all these things gently and with this really this growth mindset for like everybody. We need to use the data. You know, it's it's what we have to tell folks up up there in Salem and stuff. And so, uh, thank you. Thank you very much. >> Thank you. Uh, subming in for Miss Mrs. Ed tonight is Nicole Alt and McKenna Broer. Miss Ed is at soccer at senior night for her daughter. So, >> I get the clicker. >> You get the clicker. I

148will like to say though really quickly when we do this next time reverse the order. >> We we only did this order tonight because of soccer. We were trying to cater to Mr. Ashton and >> I like the order but I >> So in case you don't know I'm Nicole Al. I'm the intervention specialist at East Side and um I'm McKenna Ber. I'm the um literacy toa over at um east side. >> Okay, >> but I'm your first. >> Okay, so there's our regular attender slide and um there with our data from last year and our goal and our current and we're like right on track. Um some of the things that we're doing to encourage attendance is um we're making sure that classrooms get some recognition when they get 100% of their kids there.

149Kids really think that's fun. We put up a little big sign and when we anybody's moving through the school, they stop and say, "Good job. Everybody's here today." Um, and then we have a prize cart that comes around if everybody comes on Fridays because we found that those half days are the days that we miss the most school. And that's a lot of the times when I hear from kids um because I do all my assessing on Fridays and so then on Monday and Tuesday when I'm making up the kids, I'm like, "Where were you on Friday? We missed you." And they're like, "Oh, my mom said I could have a day off." And so if it's really like a choice, then giving them a prize on Friday when everybody's there for 100%. Hopefully gets

150those kids who are making a choice to not come on Friday and maybe eliminate some of that >> um practice before they get any older. So um those are some things that we're trying to do. >> And do parents know that their kids are getting those awards if they >> if the classes are empty and everything? >> Yeah. I had a kindergarten there last year and he would I can't miss school today. Like I'm gonna get my prize. [laughter] And then we get the little notes from Miss Brock about how well he did. Well, he was he struggled. >> Yeah, >> you know, [laughter] >> last year's attendance rate for for 69%. >> Yeah. >> Um and then these are um scores for Dibble's whole school. Um, and again, we know it's um, not looking

151the greatest. We have a we know we have a he we have a heavy lift. Um, but some of our big things that we are going to be pushing is kind of focusing on that tier one, that core um, uh, the core classes that students are in, figuring out what is not working and targeting those students, trying to get um, as many reps as possible. And then um obviously with our intervention supports as well, putting them in the right spots, making sure they have the right amount of time um to try to get the get the big lift that we need to in order to um have readers in our stu in our in our schools. So this is our kindergarten data which um it's always fun to see where kindergartens start before they have

152any instruction. So on the left is their composite score, which is kind of an average of all the other assessments that they're um given. And then uh that next column, it's hard to read with the all the stuff underneath there, but that's first sound fluency. And we actually don't give that test to very many students. Um it's it kind of comes up for kids who who cannot do the phone segmentation fluency, which is actually a really important piece of learning to read. So if you can hear the sounds in a word, then you can build the words, you can take it apart, and you are ready to learn the letters that go with those sounds, and you're ready to read. So that phone name segmentation fluency way over there on the right is what I

153look at when kindergarteners are coming in to see if they're ready to learn letter sounds and ready to learn to read. So I'm not discouraged by the way that that looks. Um I'm pretty excited about it. And then the one that I kind of skipped over there, that letter naming fluency. Um that's um it kind of tells us if kids have been introduced to their alphabet at all. Um we don't want expect them to know all their letters or being able to do it quickly um at the beginning of the year. Um and really that assessment shows us more about um their rapid recall, their memory than it does anything else. So, um, we keep monitoring that through first grade just to see if they have that that rapid recall and can access, um, you

154know, things that they've learned, um, quickly. So, um, with our first grade, um, so this is what happens to our kiddos after they, um, have been with our kindergarten teachers for a year. They look really nice. [laughter] Um, got a pretty amazing kindergarten team. So, we've got um lots of kids that are at benchmark at the beginning of the year, which is a hard thing to do. First grade has a lot of really high skills that they have to learn. And actually, first grade has um the most phonetic learning of any grade level at all. And so, they have to just hit the ground running and go go fast fast. So the fact that we have so many kids that have started the year with some um you know in a solid place is a

155really good thing. Um that segment that segmentation is over there and it's still really strong. Um and then we have like nonsense words that we have them read. And so it looks at how many correct letter sounds did they decode within those words. And then how or so that way making sure that we have the right letters and the right sounds matched to each other. And then also can you blend those three sounds together and make a nonsense word and if you can blend it then you have your phonics skills really enhanced. So um those are the things that I look at the most um as we're learning to read. And so we've got some we've got some skills there. Um our nonsense word fluency, we've got like 67% of our K or first graders

156that came in or above. So we'll just keep pushing um for those kiddos as they gain a lot of skills. Um I haven't had a year yet where uh the middle of the year didn't look worse than the beginning at first grade because there's such a steep hill to climb. So, I'm excited to see us start out in this place, but um I know that we've got still got a lot of work to do. So, um I'll be anxious to see how we end up there. So, then second grade, um again, a heavy lift for us to do. We're still building upon the previous years and um just like Nicole said that we have um some of the biggest phonetic um skills that we have to do um in that first and second grade um

157space. And so we're continuing to um improve on that or and our teachers are continually improving um the way that they're teaching and the way that they're making sure the students are doing um they're sounding out, they're blending all of those kind of things. Um with our data, we noticed that um we have a lot more gaps to fill. So, we're taking some of our resources um in other that would be technically for other times into the second grade time slot so that our second graders are still getting extra or we have really small groups in second grade as well as getting those extra times to get those bigger lifts that we um clearly have. So, that that way we have students um that are ready to go on and ready to move on um

158in a in a in an efficient way. And then this is our SAS data. Um so showing showing our beginning of the year where we started and um our goal um where we'd like to end up at the end of the year as far as school schoolwide goes. Um we are continuing to work on those sprint goals of making sure that we spend an hour a week in success maker. We saw that that really helped level the playing field and give everybody gains. And um one thing that we learned last year um is we had some teams that really started tracking not just minutes but percentage of um correct problems instead [clears throat] of just like spending this much time. Let's see how much how what's your percentage of correct answers that you're getting in

159that time or how many correct problems can you generate in within that hour. So we have a goal right now of an hour a week in success maker and 50 correct problems. And so um we have our just putting that data in front of kids and showing them that we want to try to get to 50. That's our goal and having talking to them about it. Then they are kind of included because when they log out in the session it shows them how many questions they got right and how many you so they know that they want to try to get to 50 every week. Um it's motivating for them too. So they're less likely to just click to be done and more likely to really think and and try their best. >> So, and

160again, as a reminder, first grade here is where we adopted um Sabbath. So, they were in kindergarten when we adopted Sabbath. Um our second graders are ones that had a different math curriculum and then had status last year and are continuing that. But that's something that we also um acknowledge and see throughout our data and all that. >> Yeah. where those gaps show up. >> Do you have any questions for us? >> Maybe. >> Don't. Thank you. >> I have none, but I'll give my time to Diane. >> I'll call on her. >> So much for presenting this. Great job, >> Derek. Just wondering if we have uh data where we can compare students who were enrolled in our preschool program and their kindergarten uh beginning of year scores to students who were not enrolled

161in our kindergarten. [laughter] >> And then and then there's a little off topic, but uh if you have any clues for reading not uh nonsense words, I really appreciate them. I'm going to read a lot of drug names that >> you have any strategies you I could use coaching that >> chunk around the bowel cells. >> I was going to say small chunks. Yeah. >> What if there's like 20 >> con [laughter] of those drugs now? >> Again, a lifelong skill that you'll need. >> That's right. >> Okay. >> Diane, did you have any questions? >> Nope. I don't have any questions. Thank you. >> Thank you. >> And last but not least, >> Mrs. Ainssworth, who's going to talk about Madison and Pirates. >> Hello everyone. This is my favorite thing to do in

162public with two adults. So if you guys, you know, are feeling tired and would just like to call it a night, that would be all right as well. No, I'm super excited to be here to talk with you about Madison and Little Pirates. My slide looks a little different because I like Gary sent out the slides and said we could to put something in and I had already like entered in a data slide so I apologize but um so our goal this year at Madison is that 90% of our students will attend school at least 90% of the time. Um and one of the things that in the messaging that we've been putting out to families is really that 17 days. 17 days and families are going to see that and hear about that at

163their fall conferences in a few weeks in November. They're going to get a calendar and they're also going to get um a letter with a graph that kind of shows their child's attendance as it um compares to other students in the school and also as it kind of compares to them being a regular attender. Um some strategies we're trying to really just create a positive welcoming culture greeting students at the door. Um positive notes home um and then just continual education with families about the importance of regular attendance. It's really easy when your kid always says like, "Oh, I don't want to go to school today." Um, and we just really try to reassure parents that that is really normal. Like I wake up sometimes in the morning and I think I don't really feel

164like getting out of bed and going to work today. But um, but I do. So um, I did break it apart by grade level, but we're sitting at about 72% regular attenders at Madison. Um, well below our goal. Last year we were at 67% and that was up 7% from the previous year. >> I appreciate the individualization. >> Thank you. >> Okay. Um, on to dibbles. I'm not going to spend too much time on this slide. This is our whole school. Lots of red and yellow, but as we're looking um at our um data at Madison, we're really breaking it down by grade level. And so I'm going to skip ahead. Um very excited this year. Yes, lots of red um as we expected for kindergarten, but our red and yellow combined in the composite

165score is actually just what our red was last year. So we um have noticed a trend in kiddos coming into kindergarten ready to learn and um with some really solid phmic awareness skills which is great coming in with some phmic awareness skills. So over here um at the beginning of the year we had um a nice amount of our kids um in the blue and green with their phmic awareness which is going to make learning other skills so much easier. Okay, first grade first grade. Um, actually at Madison has the most room for improvement. Um, and so we have been focused on targeting awareness and um, automaticity with letter sounds to apply that to their decoding. Um, and so we had core review meetings um, at the end of September and each grade level identified

166um, one to two priority skills as did East Side, Miloma and Sunset. This is standard practice. Um, but we identified um a target skill that we were going to to make sure that we intensified for students. So whether that was an additional dose in the core or an additional dose of that skill um sometime throughout their day. So we have been focused in both kindergarten and first grade on um phmic awareness and letter sound fluency with automaticity. Um, I do want to give a big shout out to our first grade team. Um, you will see in our second grade data, this is the best second grade data that Madison has ever had. Um, and it's really exciting because our first grade data last year, oops, I did not mean to do that. Backwards. Um, our

167first grade data last year um was like 2 percentage points off of what it is this year. Um, and we are looking at the best data we've ever had in seventh grade. >> Extremely proud of our first grade team last year and all of the focus and attention that they put into explicit instruction. Um, and also want to note that we ended the year with first grade data last year pretty much exactly the same as East Side. Um, and so I know that we can do it, but our goal is also to have our kindergarten data look really good at the end of this year. So that this 50% it's to 60% 70% 80% and really quickly and then sunset will also see the benefits of that as well. Okay, so for math, this is

168going to be a learning experience for me this year because I wasn't in the building last year as much and so I wasn't in the Savis data as much. So I have some learning to do here but again the trend is um the same lots of red and yellow. Um we are doing math intervention um also using the adaptive software in success maker 60 minutes per week um as well. [clears throat] And so that end of the school year goal is to be at 70% at or above benchmark. So this is just broken down by grade level. Lots of red and yellow questions. Feel like I went really fast. >> Pardon? >> So, do kids like doing success? >> Oh, really? Loaded. >> I mean, how how do we get them how that's the thing

169that's always bothered me? I was always a math person. >> Yeah. >> So, I didn't understand why people all hated it. But the more we can do to make them not hate it, >> Mhm. >> it makes it easier for them to like it later. So, I would hope we weren't doing things that force them to dislike math as Yeah. real early. So, >> um >> could it be more fun? I mean, math can be really fun. >> Yeah, it can be. I mean, that's a very loaded question. Um, adaptive software has definitely has its purpose. Teachers are trying to get really creative. Our kindergarten team, I think East Side did this last year. they have bracelets and when they meet their goal they get a charm and so there's some like incentives that we're

170trying to incentivize um getting on success maker. I think it varies. Some kids very much like it. they want to get on Success Maker and there's a group of kiddos who who don't. Um and so we're looking at minutes and trying to motivate kids, but it's also about um questions correct and what are they doing when they're on the software and so we have to, you know, look at the impact that it's having on outcomes for students as well. And I know Mloma had some really um had a lot of success last year in using it a couple days a week as their intervention and then two days a week with like a small group intervention. And so as we get to learn more about our curriculum and this software I think we'll adapt and

171um you know have to make some in-game adjustments on what the best way to utilize it is. >> Other questions? Maybe. >> None. Thank you. >> Thank you though. >> Yeah. Derek >> said a very lofty attendance score. >> Yeah, >> the highest one. >> Yeah, >> I love it. Unapologetically. Yes, I love it. >> I am I high expectations >> and we'll be, you know, >> there's a good chance we won't meet it. But if that's the goal, that's the goal. um regardless of what our where we were at last year. I think it's really important and we've sent that out to families like this is our goal and this is where we're trying to be. Um and there are a lot of reasons why kiddos aren't regular attenders. Um but we that is

172our goal. What do you think the um are there things that the district could do better or resources that could be brought to bear to help you make that goal that you don't already have? Because it sounds like you're you're reaching out to parents, you're informing the kids, you're setting a high goal, you're trying to get the community rallied around it. Is there a missing piece that you need help with to get to that goal? Um, you know, last year we had um attendance advocates, right? And here's what I will say about attendance advocates. It's really easy for people to say, "Oh, that's the attendance advocate's job." It is not the attendance advocate's job to make sure that kids are coming to school. It is the school's job. It is the teacher's job. It is

173my job. it is Madison school's job to understand why families are having a a hard time. Um, and so while we don't have attendance advocates, I think it also helps us own the results and not say like, oh, this child isn't isn't attending school. Bri, you take care of it. That's a really easy way to pass off a problem to solve instead of owning it and understanding why a family or a child is having a difficult time regularly attending school. Um, attendance is it it's it's a really hard problem to solve. Um, and so I don't have like a magic answer. I think more than anything like family engagement is more than families coming to us and I've said this before probably last year. It's us going to families. Um it's us showing up for

174them when they call and say, "Hey, my kiddo missed the bus. I don't have a vehicle to bring them. Okay, great. We'll get someone out there. It might take an hour, but someone will be there to pick up your student." And so that's how you build trust um with families is showing up for them. And um it does it's not going to show up magically in our in our data. But those are the moments and those are the those are the things that we're also really focused on is building those relationships with families um and showing up for them and not always expecting them to come to us. >> Is there a uh maybe there's privacy concerns with doing this but is there a role for a parent volunteer as an attendance champion? >> I

175mean possibly. Yeah, I think that'd be great. >> Just, you know, sometimes there are volunteers in our community who want to help with a specific problem or, you know, they're a social person and just >> Yeah. >> that, you know, they have a few hours in the morning, they might want >> and they'll sit and make phone calls, but just, you know, I'm not saying we should take away um I'm not saying we should uh put district paid district work onto a volunteer or anything like that. just trying to think outside the box about uh uh how do we how do we solve a big multiffactorial problem? And generally when you're trying to solve a big multiffactorial problem, you have to look at what causes 70 or 80% of the problems >> and go after

176that and then go after the next biggest thing. and and you know, it sounds like you've gone after a lot of the big ones and uh maybe there's maybe there's room for volunteers or other people to help us build that community support to achieve the goal. >> Absolutely. We'll take champions of any kind. >> Of course, >> Diane, >> I don't have any questions. Thank you. >> Thank you. Okay, little pirates. All right, regular attender goal. Um, right now we're sitting just above um 60. I think we're at 62%. Um, this isn't too surprising. Little tiny humans come to school and they get sick. And we haven't been in school for very many days. And so, like, um, Mr. Guthrie said, you know, you can miss like four days of school right now and you're

177not a regular attender. And so little people's immune systems get built up. We also have to work with parents and educate them that like just a little runny nose, you can still come to school. Um you know trying to to work with families on that. So um our 2425 data we were um I think 77% regular attenders which was pretty good. So same for um little pirates setting that goal at 90%. I think building strong attendance habits for our three and four-year-olds is truly the key to success. As a kindergarten teacher, um I would because I taught long enough, I would see the students who had um who were not regular attenders in kindergarten and then watch them um throughout their educational career and their attendance habits did not get magically better. And so the

178more that we can really work to um build those positive relationships with families, establish trust, and also just get them to understand the importance of their child being at school. Um kind of sets the tone for their school career. Okay, our program goals. I just added in a couple SL or a slide because we don't have like dibbles data to show you. And so I have some data to show you and I'm going to show you our kinders that were at Little Pirates last year. Um a few different measures on how they're doing. But our main program goals are social emotional learning. Like we want students to show up to kindergarten ready to learn. We want them to be able to identify their emotions. We want them to have coping skills. We want them to

179be able to communicate and solve problems. um as well as we're really working to build language skills. So building that language to be able to communicate. Um so those are our two big focuses. There's a lot of other things they're doing awareness. They're working on fine motor skills, gross motor, all the things, but those are kind of the big um big focus areas for our program. Um our program is different because it's not a pre kindergarten program. This is a preschool program. three and four year olds in one classroom. So you have the little person who turned three um on September 1st and the little person who turned five on September 2nd in one classroom and that provides a lot of opportunities for modeling for that older student um with the younger student and all

180the things. Um currently we have 72 little pirates, 54 preschool promise slots, 18 tuition based district slots. um 22% of our students are receiving early childhood special education support um through the ESD either onsite um with speech um or consultation with um ESD partnership um and a couple of our students the model has changed a little bit this year year so a couple of our students do still go to the ESD um but the majority of our students are receiving services within the community preschool setting we currently currently have 50 students on our weight list. 35 preschool promise and 15 tuition based um students are on the wait list. All right. So last year at the end of the year um this is kind of where we were um with social emotional learning. So we

181had a high number of our students um at or above benchmark along with um language skills, physical development and and cognitive. So, in those four domains, this is where we ended the school year. And then I took I didn't do dibbles. Um, I will absolutely pull that, but dibbles when I got in there to pull the data. It just had Madison in the little pirates group. And I'm going to be honest, I don't know how to add all the east side kids into it. So, I can get that for you and email it to you. Um, but I did I did pull um attendance data. I wanted to give you like school readiness um data like and then also um some information on letter sounds. So um attendance 80% of our little pirates at Madison

182are regular attenders. Um and then just a little less than that around 70% um at East Side are regular attenders. Um, so far this school year, none of our little pirates um have received any type of referrals this year. So, that's amazing to me. That means like, hey, doesn't mean that there aren't like challenges or we're working on, you know, building some skills, but at risk behavior um we're just not seeing with our little pirates. And then, um, unit three, letter sounds. So this is the um amplify first set of letter sounds that have been introduced at Madison and East Side. We have at Madison um I think it was 77% have mastery of those eight letter sounds that have been taught. So it's been taught and they have learned it. Um and then just

183a little bit of red and yellow and then east side. Um, same green, yellow, red for the kiddos. I will say I'm not sure when East Side updated their letter sound data last. And so this could be >> true. >> Yeah. So this could be like this could be like a week old data, but I'll I can get the new data from ESGI and fix the slide and send it to you. Overall, I hope this just displays that our little pirates as they transition into kindergarten are doing very well. Um, and we're seeing them really first and foremost ready to learn. Um, and then, you know, some nice attendance um, habits. We spent a lot of time last year in like our monthly newsletters communicating with families about the importance of attendance. Um, and so

184hopefully just those little um, doses of information will um, stick with families as well. And then I'm certain that East Side's letters home data will look a little different um after Mrs. Alt's updating. So I will I'll fix that slide and send it to you guys so you have accurate um data as well. And I think that's it. So questions. >> Oh um thank you. I don't this is this is great. Thank you for the extra information. It's really appreciated. Um, and I know that you have, you know, even more goals than social, emotional, and language that those are all happening. And, you know, there's a part of me that's really not interested in the digital state because, >> but I am um because of the, you know, the no referrals bar, green screen bars

185there. That's a really really big deal and I think we're going to continue to to see a lot of things um do that. So, thank you for the extra information. And I really appreciate it. >> Yeah, obviously they learn some social emotional skills and they know how to behave. So that was really that's awesome. >> As they as as as is de developmentally appropriate. >> Exactly. >> Jim, um I'm just wondering what curriculum are they using? Is it a creative curriculum? Um and then do they use TS Gold for their data? Yeah. Um, are you able to pull any of the reports from TS Gold to >> Y look at some of that >> that information? So, >> yeah, I can pull that. You can just email me and let me know what you're interested

186in for sure. >> Thank you, >> Derek. Sure. >> Um, maybe not a couple question, but how do we get the 50 kids off the weight list? You must be reading my things over here because you're asking exactly the great things. >> But I mean, seriously, you know, we uh one of the things that uh is important and it's been talked about in all of our schools is disruptive behaviors. And so if we can put 50 more kids into a program that is uh really reducing kids disruptive behavior now or soon in 10 years our district can be in a lot better place. >> Yeah. One of the ways I and one of the things that I would say to the staff last year was like we are the intervention right when things get hard.

187Um because it is hard. everyone thinks like, "Oh, that must be so fun." And it is really fun and it is a joyful place to be, but it is also really hard work. And um and so I think really framing it as like this is actually the first intervention that our district can provide, >> right? We can get kids off to the most amazing start where they learn about how to be in a classroom. They learn how to communicate with others. um all the things that go into preschool. And while we're not a highly academic focused and like you know doing worksheets and things, kids are writing their names. They're doing phenemic awareness activities. They're rhyming um they're they're prepared to walk into a kindergarten classroom um and be successful. And so that's really really

188exciting. And so when we frame it in thinking about like this is our first intervention for our for our district. I mean money is the you know the thing that we don't necessarily have unfortunately. Um >> you know there's there's cuts going on right now and um there were some preschool promise slots available in our region um but the those were absorbed um to help make the cuts um that were necessary for the budget >> slots were cut. We don't >> um there were 15 slots in our in our region. So, we will continue to apply for slots and um our partners at the early learning hub know that we are ready and willing and able to take on um more slots should they come available. um and also like explore possibly other funding options

189outside of just preschool promise. Um but that's just kind of where we started and that's where we're at. But >> Diane, >> I'm I'm good. Thank you for all the information and explaining things in such depth. I really appreciate it. But I don't have any questions. >> I have one more quick thing. um who who are we competing against or with for the preschool promise slots and what is what are the data what does the data look like who else has uh does northb they have a preschool and how many preschool promise slots do they have and >> they have 36 so they have two classrooms >> that they have waiting list >> oh sure >> I mean I know it takes money but do we have room. Do we have, >> you know, we'd

190have to hire teachers? We'd have to do >> We have a classroom. We were prepared um because there was a potential that we may have opened up a fifth classroom this fall. Um so we, you know, Kayla worked really hard to get a make sure that there was a space available and ready. Um, and so there is there is a space that if um we were able to add another classroom, um, you know, one of the tricky parts of it will be like playground and outside space. Um, and so as we're thinking long term with preschool, I think that's something that you all as the board are going to have to really think through what um, you know, what your goals are for early learning within our district. Um, you know, we've been sitting at

191four classrooms for several years now, and that's really, really exciting. But if the goal is to get to five or six classrooms and shrink that weight list a little bit, it's going to require um looking at resources and um and and funding and then having a plan for the actual site. >> We gave our superintendent a goal. >> Yeah. >> Number two or three. Y. >> Okay. Does anybody have any last questions of anybody that's been here tonight that's still in the room? >> Thank you. >> Yeah. Thank you, Carly. I just want >> Thank you very much. >> I just want to thank all the building administrators. Um I also want to thank Chad Putman who's been in the back all evening. >> Chad, thank you for being here. And then >> we had

192two folks that were that were here tonight from the student success committee. Um Whitney Moore who is seated next to Cara. She had to leave, I'm sure, to pick up K around 8. And then Kate Hess, who's right kind of back there. Kate is an employee over at Sunset. Uh he is an EA for us and does a fantastic job. He also subs quite a bit in the classroom for us. Um and uh >> do not ask for his job description. >> And yeah, it's a bunch. He does a he is a jack of all trades that does a bunch for us. And then Whitney um works for DHS here in our community. She has uh three kids in the district. One at the junior high, one mil, and one at East Side. And so

193they were here tonight. I just want to recognize them for spending two and a half hours and listening to school data. So, thank thank you Kate and Whitney. I know you left, but you're you're Thank you. Also, >> Senator, thank you for taking >> Yeah. Thank all of you for being here. That was very informative. I think we came out of it with a lot of information. Um, and I think we'll work on over the next six months till we get our next report how to present it. >> Yeah, I would love to >> streamlined in a more familyfriendly way. I mean, we've we've kind of followed the blueprint that we've used the past >> sure >> five, four or five years of data presentations, but we're always interested in what the board and the

194community would like to see in terms of um of making >> it also though changes like SA has changed how >> exactly one year later and it's a whole new. So, >> I appreciate that. I appreciate all the all the work and Gary, thank you for putting those slides together >> for all the staff for providing that data and the presentations. >> Thank you. Okay, there any other business? >> Don't forget to thank David for all >> you're always amazing. >> Okay, meeting is at 8:07.