Special School Board Meeting March 31, 2025

001David. Yes, did it. Okay. Um, first order of business is a motion to accept the agenda. I so move to accept the agenda for this evening. Thank you. Do I have a second? I will second it. Thank you. Is there any discussion? Any objection? Hearing none, it's accepted by acclamation. Justin, I will turn the meeting over to you. Okay, perfect. Yeah, we've got a few a few people jumping in uh a little bit late. That's fine. Principals, assistant principles are still busy with after school stuff and there's still some kids and programs on on campus. Some of our It's a good thing, but schools don't always shut down when the bell rings at the end of the day. So, hey, before I kick it off, just a little bit of background. We had talked about

002uh the importance of of data in our system and transparency and providing the board with updates. And so, one of the things that we talked about is having uh our principles update us a couple times a year. We were going to have this meeting a month or two ago. We had a month ago, we had some weather, inclement weather. So, thank you for the flexibility. But having this meeting and a mid-year report is aligned with our our efforts to be more transparent and be aligned. Uh but I would I I'll say I'll say this as a caveat with data. I've looked at a lot of data in my education career. I've been a part of data teams and data dialogues, district, school, department and that the the folks that are truly effective with data use

003it to drive instruction, right? We're going to see a lot of numbers. We'll try to give you, you know, just a little bit of clarity on the acronyms, but it only is effective if it gets to the student level. And so when we talk about data and if we're going to be if we're going to have an MTS system and we're going to get kids ready for algebra 1 and third grade reading and they're going to graduate on time and they're going to be ready for college and career in the military and they're going to go over to SWAT and take college courses and they're going to go to Oregon State or they're going to go to Colombia. whatever it is their path, it's critical that we have data in real time so we can

004make decisions for kids. And one of the challenges with this the state assessment is that sometimes we get those results too late. Doesn't mean they're not informative. They are informative. They still um they still give us good information, but it's really our diagnostic assessments, our benchmark assessments, our formative that can help us drive results. And I'll just give you one example. Uh Eli and Floyd are going to talk about passing rates and F rates. That is formative data that we feel like we can do something about within the moment, right? Because graduating on time, passing classes is really important. our Dibbles data that our elementary folks use. That's formative data because now they can drive instruction. I'm just giving you the practical ways we're going to use it. They can drive instruction and they can

005provide interventions and they can provide acceleration. They can provide enrichment for kids in the moment. If you don't have data, you can't do that. We're just we're just all kind of guessing. And so it's important that if we're going to look at it, if we're going to talk about it, then it has to get to the student level or we're just we're just talking about data. And the last thing I'll say before I get into some housekeeping and I'll turn it over. We were going to go we're going to start backwards. We always start with elementary folks. We're going to start with high school today. We'll start with Eli and then just kind of work down. Uh proficiency. Some of you were a part of the conversation early before we started. We really want to

006make sure we're we're celebrating growth. We have kiddos who come into our school. We we're not responsible for the gap initially. And I'm not trying to blame parents, but we have a lot of our kids folks come to us really really low. And so there's a huge gap that happens. Now, we're responsible when they come to us. We're we're we're responsible for closing it, but we didn't create the gap. But I was just at Madison and we were talking about celebrating wins. And when you have a kiddo who comes to you and they're in the 15th percentile in reading and you get him to the 35th or the 40th percentile, you're moving mountains. Like we have to celebrate that. Now, that's not going to get us a gold star. The state might not recognize it,

007but we internally need to recognize that kind of work. Now, it doesn't mean we're we're, you know, we're we're complacent. We want to get him to grade level, but early on there's a lot of good things that are happening in terms of student learning. But as member Gil says, there's still lots of red and we've, you know, we got to grow the green and we got to shrink the red. So before I turn it over, housekeeping. Uh 10 minutes for presentation and then we have five minutes for Q&A. So for each person, a total of 15. If we don't go 15, it's not the end of the world. If you Let's really prioritize the academic data. If we don't get to attendance and behavior, we can get to that later. Um David is going to

008be our uh he's going to be at the at the table running the running the scoreboard on the shot clock. He's going to give you a thumb hand at five and he's going to give you another hand at one at nine minutes. One minute left. And then board members, if you could just raise your hand and Dave and I will call on you. David There's going to be data on the screen. Correct. Okay. Um, so I may turn my video off so I can hold the screen close to me so I can see it. Yeah, David's gonna is going to give everybody the ability to um show their screen. Okay, perfect. All right, any questions before we kick it off? Eli, are you ready? Well, let's try. I'll see if I can share. Okay. Hopefully.

009Does that work? All right. All right. So, here's our midyear uh data review. All right. So, first off, this I just want to give everybody kind of a glimpse of what we provide staff so that they have the data in front of them by week. Um, so our attendance secretaries create these flyers um, every Friday that I then submitted to our weekly newsletter and they go out Monday um, with our um, our F rate sprint goal uh, which our um, goal is less than 10% uh, for each grade level and each core class um, and then above 90% for our daily attendance. And so you'll see each day of the week for each grade level as well as the overall weekly um, whatever. All right. So, first first round of academic data. So, this is

010our semester 1F data. Um, it's disagregated by grade level. Um, so you can see again our goal is 10%. Um, all but sophomores met that goal. Um, this sophomore class, you know, even as freshmen, um, has has struggled tremendously with academics, specifically with the core classes. Um we know that um Missy Cooper, our graduation coach, has been working closely with them as well as our counselors um to kind of continue to improve and and get them in credit recovery classes. We had a great turnout for summer school with a lot of those students and so they were able to recover a lot of credits um this last summer coming in out of their freshman year. Um but even now still they still continue to struggle and so we're working with that group. freshman class did

011phenomenal. Um, you know, saw our juniors, but seniors were really excited with only 5% of our seniors um, receiving an F. So, great thing to see. Um, and I'll talk a little bit more about the senior class a little bit later, but um, good data from overall from our other grades. Um, let's see. All right. So, F rate by subject. Um, you know, kind of not surprising that, you know, our, um, core classes are the ones that are failed the most. um you know with social science and science you know being at 134 not ideal. Um we've had those meetings with those departments to see what we can do to support them in regards to interventions and systems that um can get kids in the classrooms get the intervention they need to get better um

012get support on assessments projects things like that. Um but good to see that you know again electives CTE you know fine arts students are doing very well. um low ref rates. Uh most kids are continuing with those because you know like they said those are the ones they enjoy. Those are the ones they selected. Um so just continue to work on the the the core classes is our our big project. So this is something I am excited about and when you talk about our current seniors in comparison to previous years. So of the 62 Fs that were assigned to um seniors first semester only 13 were in core classes that were required for graduation. Um which is great. Um, so that means there's only going to be 13 courses that need to be recovered. Um,

013and those were by six students. So we're looking at six seniors that are what we consider to be really credit deficient in regards to being on track to graduate. But, you know, we're talking about six six seniors and 13 classes. Not a huge hill to overcome. Um, 12 of our seniors received an incomplete, which means um that they were close to being proficient, um, but just need a little extra time. And so we had some teachers issue eyes which majority of those I think there's only three that are left um that need to be recovered um for those students to get a passing grade for their first semester class. Um and currently right now we only have 18 seniors taking 37 credit recovery courses which in a class of 170 plus kids is phenomenal. Um

014we've had years that we were just chasing down the stretch to get to the finish line. Um, this is the first year that I feel confident that that's not going to be the case and that we are right where we need to be to get these guys across the finish line. So, really exciting data from our seniors. All right, our preACT results. Um, so the first, you know, first thing is a glow. Um, you know, 59% of our students are on target in English. Um, which I think when you when we talk about just um, you know, you look at state assessments, you look at data that we've received from SWAK. Um, one of the, um, data points that we got from SWAT talked about their foundational writing and foundational math. Um, this isn't part

015of this, but 77% of our, um, uh, students who go on to SWAT um, have either complete foundational writing prior to attending SWOWK or by the end of their first year. So, phenomenal data to see that 77% of our kids. So, kind of goes in line with that. Um and then math, you know, kind of again a grower for us is that um 76% of our kids need help in science. Um as well as you know, we're still struggling a little bit with their reading comprehension in some areas, but overall English is a good topic. Math um is again a struggle for us where when we looked at foundational math at SWAK, only 14% of our kids um were completing a foundational math, which means basically math 104 105. most of our students are needing

016to do either math 90 or math 98 um that first year just so they could build up their skills. One caveat too that we want to talk about with was the administration of the preac. Um we did struggle because it was a little inconsistent. Some teachers did a phenomenal job, some struggled a little bit. Um and so just kind of just needing to spending some time to review those expectations with our staff next year and kind of spending some time in the administration is going to be key to being consistent across the board. Um again so some AT results the reading scores I get so ACT we had 50 I believe it was 53 kids that took the ACT so this was junior seniors um so the average the mean reading score was 22.5 um

017composite overall was 20.6 six English proficiency 20.9 even math was 19 which was lowest but when we did the presentation before the break 19 is kind of that cut score that's that number you're kind of shooting for overall and so majority of our kids um we found themselves within that category above so that was a good thing to see um AP enrollment um so over the course of the last five years you could see you know when we started uh we started out with two AP courses um one was well really was back in the day was US history and psy psychology were our two big ones. Then we added AP biology, but it was an alternating course. We had one year where we didn't have AP psychology because uh the instructor retired and then

018we're trying to find a new instructor. But as you can see over the course of um five years, we went from two basically two AP courses to five. Um AP World, this is the first year we offered it and you can see it's our highest, you know, that's a sophomore class. Um we haveund I believe it's or sorry, we have 65 kids that are currently in that class. There's two section of it. So, um, good involvement with our our sophomores in their first year taking AP courses. Um, AP test participation. So, previous years, um, you know, students paid for their tests, so it was kind of up to them if they wanted to. Just because they took the course doesn't mean they had to take the AP test. Um, I would say it's probably, you

019know, it ranged anywhere depending on the course from about 50% participation to 75, but it was rarely ever 100% of the students that were taking the course took the assessment. Um this year we're going to see all of our students take the state or the AP test and all the courses. So um good numbers. You can see as you know over the course of time it's bounced back and forth. Again that's partly because we didn't offer the course that year for them to take it. So um that was partly why we see that jumping up and down. Uh graduation rates. So this is our eight-year trend. Um obviously u prior to COVID we were hovering around the 90 91 92%. We took a big drop dropped down to 82. Um we slowly kind of started

020to climb back up these last couple years, but we took a major drop this year um down to 69. Um still kind of talking a little bit about what, you know, what is the cause for that? Um we have some ideas, but you know, we we kind of want to get all that data before we decide to make, you know, exactly what it is that's causing that. Um okay, so attendance. Um so again, this is kind of what we see when we talk about daily attendance and weekly attendance. Um this is kind of just a snapshot of what March has looked like for us. Um, we had some really good weeks. I don't know what it is about Wednesdays, but Wednesdays, if you can see, like we have 92. We even had a 97 for

021our junior class one way. Um, so Wednesdays are highly, you know, really good attendance day. Fridays are horrible. Um, you you look at Fridays, some of them are 75, you know, hovering around the below 80. So, we really struggle with attendance on Fridays, but middle of the week, kids are showing up and um, we're getting good stuff on those days. This is our kind of our um average daily attendance for the first um semester. Um freshman phenomenal. They're just they're really getting close to that 90%. They have been all year. They've had some phenomenal days. Um and then you know our seniors um are the ones that we struggle to get to school. Um but for the most part, you know, they're above that 87% overall. So um good attendance, but again trying to push

022them to get to that 90. And then overall we're about, you know, anywhere from 88 to 89 on average. So this is our regular attender. So you know we talk about daily attendance that 90% is just there's 90% of the kids on the campus. Our goal is is that we want all of our kids to be 90% um over the course of the entire year which theoretically means they'll miss 16 days out of the year. Um so those regular attendants are kids that are 90% and above. And then um chronically absent is the 80 to 89 and then 79% below is the severely chronically absent. So if you look at 22, we were about 50 to 40% on average for regular tenders and now we're in the 60s. So we've shown a lot of growth

023over the last couple years of getting kids here 90% or more and we've really strived to work on the severely chronically absent and getting those kids moving them up to the next category. Um discipline data um shocker freshmen 50% of our discipline come from our freshmen. Um and then it steadily declines as you go through the years. um seniors with, you know, the fewest amount. Um gender, again, mostly males. You know, 61% of our referrals go to males. Um 38% to females. Um top um infractions are going to be skipping um which is great. I mean, you think, oh, skipping off, but it's nice to see that it's not some of these major things like we passively see in the past with like we're not seeing a lot of issues with um uh fights as

024much as we used to see. um any issues with vaping, vaping's gone down, drugs, um things like that. So, um you know, skipping something we can work on with kids. And that's time. That's time. That's sir. So, then just the last thing I think this is a good one to see too. When you talk about discipline, it's equal across the board. So, you know, you look at um Hispanic students, 70% of our um student body, 13% are receiving referrals. um two or more races 10 and 10 white 69% of our student body 71% of our referrals. So the distribution of referrals u based based on ethnicity is pretty equitable across the board. So all right all right questions for principal Ashton member brick. Hi. Um, I love the attendance, you know, acknowledgement. I I really

025enjoyed that in the beginning. And so, does that just did you say if that goes out on the morning, you know, messages or is it in a newsletter? How do we how do we celebrate them? So, we do. Yeah. So, we celebrate. So, one of the great things that Greg's done this year is Greg celebrates daily attendance, weekly attendance, and monthly attendance. and he does that first thing in the morning and he gives out um gift cards, uh free bowling, free ice cream, I mean you name it. Like he's doing everything he can to celebrate kids and kids for being on campus. So um we celebrate those with the staff weekly and then we celebrate them monthly at our class meetings, but like I said, Greg's doing it every day. Phenomenal. Thank you. I love

026that. Good job. Member Gills. Yeah, Eli, I just wonder if you could maybe speak to the the the math and science aspect. Um, I mean, is there are are you guys looking at an approach to kind of try to figure out how to make that move? I mean, you know, the fact that that many of our our students are still sort of in remedial math, not prepared for college level math at some point is pretty pretty distressing to me. It is. So, it's something that we've talked about with the math department already. We have another meeting coming up in a couple weeks and looking at our pathways um and adjusting that to better prepare them um for you know math 104 105 and when we meet with SWAT on April 18th that's going to be

027a major discussion point about how can we get them ready for essentially that math 104 and 105 what what do we need to do to help get build the skills so that they can be more readily successful rather than just saying okay hey we're just trying to get you through the system so that you get your three credits of math like We want to get them ready for those specific courses. Member Hutch, or do you think we're go to Arie first? Wait, member Gills, you have a followup. I was just going to ask just if I if you had the thought that are are we losing students in the math area or are they just never getting there in the first place? you know, is there is there is there is there a point at

028which things are dropping off or are we just never getting to that place where we we get them to to a point where they're sort of on track with math? Uh well over the course I can tell you one one so our number of we broke down algebra one into algebra 1 A and 1B over the course of a couple last years and the thought of that was to give students an opportunity to spend more time at the algebra one level to hopefully build their skills and then continue on. we have not seen the um return on investment with that that we would like to have and said that we need to go back to the drawing board with that. Um I think a lot of that was was a byproduct of COVID, you know,

029and some of the gaps that were there with the hope of filling those in. Um but now we've just kind of perpetuated it and we need to make that adjustment so we can better prepare the kids. So if if um I'll go next, I I would say how many of your seniors are not taking math? A lot. more than more. I mean, well, all of our seniors should be taking math. Um, you know, and we try to Yeah, we try to encourage them to do that. Um, but, you know, I think I think our counselors and advisory teachers have done a good job of telling kids or informing kids of what their graduation requirements are and their knowledgeable. And so, you know, if we give them the le the path of least resistance, a lot

030of kids will take that, right? Like, yeah, I mean, I don't blame them. Um, I probably would have done the same thing when I was in high school. So, I think it's just, you know, kind of giving them the the purpose behind why they need to take certain math courses um for that post high school plan and connect that to that. Um, so, yeah, unfortunately, we see too many kids not taking math as seniors. And along that same line, we there was a a one-year trial that we tried where we gave SWAT's entrance exam to all of our juniors and gave them an idea of where they were going to be placed when they got to SWOK. Um it was good for a number of them because they realized they weren't ready yet. Um but

031we didn't follow up with it. So I don't know what that would do or if there's an opportunity to help help them understand where they are with respect to going on to community college. And that's what the preac is going to do for us. Okay. Yeah. So now having the pre-ACT 8, nine, 10 and then having the ACT, we'll have a diagnostic tool to kind of help guide us of what we can help students improve on and where they need to go. And it gives them a good sense, you know, and during our presentation on Friday, the presenter talked about how it gives them a real good idea of where they're going to do, not only in in college, but if it's a, you know, like they're partnered with the electrical apprenticeship program, you know,

032um it tells you it's a precursor for ASVAP. Gives you a good idea of how you're going to perform on the ASVAP. I mean, so there's a lot of tools that we can use for that to show the students, hey, this is how well you're going to do, and it's not just college. Yep. All right. Thank you. We uh Addie member Hudson, can we go ahead? Mine's a really quick question. What is AP World? AP. It's basically world history, advanced placement. Yeah. Yeah. No, I just didn't know if so many kids were taking it. It sounded great. This This is a highly motivate. It's it's a topheavy bottom heavy sophomore class. So, we got some very, you know, group of kids that are really motivated and some kids that need a lot of support and

033interventions. All right. Well, thank you, Principal Ashton. Great job. Thank you, board members. Really good questions. Uh, we're going to stick to our timeline and we are going to move to Principal Montiel. No, Kayla. Craig. Oh, Kayla. Kayla. Yep. Kayla. Okay. Kayla's with us now. All right. Hello everybody. Okay, you see my SC? You see it guys? Yep, we got it. Okay, awesome. So, um, today we're just presenting about destinations. Um, and first off, um, there's one of my graduates from this year, so that's always fun to see. Um, we do confetti cannons, uh, when students graduate, and it's a whole lot of fun. Um, our enrollment right now is at 51 students. Um, we have three 9th graders, 13 10th graders, uh, 18 11th, and 17 12th graders. Uh, and they're all doing pretty

034pretty well. Um, we're in that last little bit of pushing these 12th graders to graduate on time. So, um, lots of work there. Uh, as you can see, the demographics, um, this Alaskan Native American is actually a lot higher. It's actually around 30ish%. Um but because of the multi-racial um numbers here um some of the families fall into that category as well. And so um we have about 33% of our students um receiving services through a 504 and IEP. We have eight students in TAG or identified as TAG. Um and so we we have a we have a pretty diverse population actually at at destinations. um which makes for some really great um learning opportunities and um things that I'll talk about later about um some opportunities they have for service and um and learning

035about native cultures and things like that. So, um, so what I'm going to go through today is really what, um, what things have looked like for destinations over the, um, this year, of course, but really the improvements that have been being made here. Um, we are in our third year of focusing on implementing ch um, some major changes with destinations. And where that came from was um a root cause analysis where we talked about why our graduation rates were low. And that was about 3 years ago. Um and so we created kind of at the time a goal that we were like, hey, it's ambitious, but we're going to get there, right? And so, um you know, by 25 26 school year, we wanted 80% of our students to graduate on time with a four-year

036four-year graduation. Um, and so in order to do that, to make the changes at alternative ed, we really needed to look at those inclusive social emotional interventions, we needed to make some changes around our posit around our culture to create a more positive and welcoming um, environment for our students and then look at our attendance and how do we support in increasing our attendance rates. And then finally, what do we need to do to improve credit attainment for these students that come to us? And so those those are the things that we have been working on over the past three years. Um this is a I think 8-year graduation rate um historical graduation rate data sheet here. Um when I when we first started our graduation rate was at 29%. um when we started these

037initiatives. Um as you can see the graduation rate here on um the blue is destination's graduation rate over the course of the eight years. Above is the district graduation rate. Um as you can see it's it's been far below for many years. Um so in 2022 23 it rose from 29% to 52%. And super super exciting for us this year. Um our graduates last year we had 79% graduation rate which hey you know we said it was super ambitious to get to 80. We were almost there. So um super excited about that and the progress that has been made um towards graduation at destinations. Um so some of our interventions, one of our interventions that we've been running um to increase our credit attainment is um what we call indivi individualized student success plans. And

038these success plans um we started with a pilot um with about four to six students and um over the next couple months we will be piloting with all of the students. So each kid will have their own individualized plan and their own individualized mentor that's helping them through their plan so that they can graduate on time. Um this is our um credit attainment for this school year for quarter 1 and quarter two. Uh destinations runs off of quarters because um what we found in the first year was you know 18 weeks was a long time for some of our kids. um shortening the amount of time um for them to achieve you know was really important. So um the these are the credits that we've had. We had 119 credits in quarter 2 and we

039had um 86.62 credits earned um across the school for quarter 1. The F rate is pretty low, but it's because we do IPS and the kids have until they they figure out figure it out. Um, and so there's um some FS from doing some direct instruction classes, but for the most part, the kids then can also replace those grades. Um, our ACT or preACT scores, our nth graders and tth graders did these this year. Um, this is about three three nth graders and seven or eight tth graders that took these. Um, our average is down to 15. So, a lot of improvement needs to be made to get these kids college ready. Um, and we know, we we understand that. Um, another intervention that we've been doing is personalized attendance calls for our tier three

040students. And these calls are really based around, hey, we really miss you. We really want to see your face. Please come back to school. Um, and how what can we do to help? So, offering the support, being really positive. We're never calling a family and saying, "Why aren't you here? We you're supposed to be at school." It is always positively framed. Um and so since December 6th when we started the sprint goals, this is um what we're looking at. We started um these are the average attendance and attendance is an issue obviously, but we are seeing some growth with our 9th and 11th grade for sure. These are the percentages that they've raised. Um 12th grade, I'm actually very surprised that there is a 4% raise um in their attendance since we started. Um 10th

041grade that's 10th grade is hard. So we're working on it. Um there's some there's some things that we are trying out with that 10th grade class um beyond just personalized phone calls. Um some incentives and things. Um other things. So I talked about service. Our kids are really involved in things like watershed. this middle um picture here. Um they've removed 500 feet of landscape fabric from the Miloma Marsh Trail. They've taken out the invasive species at the Coups History Museum. I our kids volunteered at Madison for gingerbread housem. Um our native students created 250 cultural kits for K12 students. Um and um this over here, you know, um Cody's our first destination student representative um for the board and um you know, they're they're just learning a lot and they're um they really love this

042hands-on project seminar that they do on Fridays. It's it's a really great class, a way for them to get away from the computer. um discipline. I we we handle things um very differently with discipline at destinations. Referrals aren't really written. The student we just talk with the students and figure it out. Um the ones that do get written are the ones that you know are ser are serious and we need to we need to go um the route of suspension. And so, as you can see, our suspension rate's pretty low at this point in time. Um, and that's that is what I have. Um, what questions do you have? All right. Member Robin, not not not a question. Um, I'm sitting on the South Slooh board and they are very excited about the kids that

043come out from destinations to South Flu. So, thank you from another group. Member Hutcherson, Addie, we can't hear you. No question now. I have a question at the end. Okay. Member Brick. Hi. Um, my question was going back to the 12th grade um graduation for this year. What did you say that your percentage is for uh this year of those seniors graduating on time for this year or the previous year? No, this year like what what you I know that you probably don't have final numbers yet as it's like almost April. Um but do you have any projections? Um at this point in time, every student has been provided everything they need to graduate on time for those 17 kids. Um, it's really about motivation and keeping them motivated and getting there, you know. Um,

044and those will definitely help. Thank you, member Gills. Yeah, thank you, Kim. I'm kind of interested if um, you know, you guys are doing some things that are, I think, innovative and maybe outside of what the other schools are doing. I I just kind of curious if there's been discussions about some of these things. uh being used in some of the other schools. I'm kind of interested in, you know, how you guys handle behaviors and and you don't have many referrals and you you take a more individualized approach and I just wonder if some of those lessons wouldn't be well used in some of our other schools as well. Thanks, David. um you know I have the luxury of having 51 students and so um you know and the other schools do not have that

045luxury of having that small of a group of kids. Um and so you know the way that my staff speaks to students um is agreed upon by my very small staff and you know um that's a big part of it. you know, when you have a large staff, um, everybody has their own idea about how how things need to go and, um, for destinations, it's, you know, these are the expectations. If we're not meeting those expectations, then we need to revisit, um, and we need to have a conversation. So, um, but I have that luxury to to be able to, you know, be in every classroom every day. And that's not the luxury at a comprehensive high school or in any of the other schools in all honesty. So, um, but I mean I'm I'm

046speaking with um staff all the time in my other role too of different innovative kind of things to to think through. The other thing that we are doing is we kind of um started piloting some interventions and things um that then have gone into like the special education um classrooms or um or to like other interventions in the district like the reading interventions at the 712. We we piloted it last year to see how it will work with high school students. And so, so those are some of the things that we're working on. Question. Yeah, David asked that question and that's sort of what I was going to ask it. I mean, as I took notes on here, this individualized student success plan, what would it take for us to implement that at the high

047school? So at least students, teachers coming in would be able to look at background, you know, and assist in some way, not to the same degree because they we wouldn't have that staff, but that just sounds like a basic thing we could do. and and I would say that um the high school probably does something similar to that through their advisory and like getting to know the kids and that kind of thing. And so the goal setting with students and and things like that and so um it's very similar to um but you spend more time with them. You get to know the kids, don't you? As you're developing the and our high school staff gets to know their students as well and so I don't I don't want to take that away from them

048at all. I just I just have 51 students and a small space to work with them and so um it's really hard to compare what we're doing to any other school in the district. So unless we were able to increase staff in some way to make that if we thought that was important enough that you know Yes. And and we just got finished doing our pilot cycle and I haven't assessed all the data for our SSP plans. Um, and so until that's even done, um, you know, it worked for some kids, it didn't work for others, and, um, there's just a lot of data crunching that still needs to be done to even see if it's something that would be beneficial to spread to others. Yeah. Thank you. All right. Member Brit, sorry, just one

049quick question. I think that the graduation is changed. this it's it's like early like May 31st. Is that correct, Kayla? It's May 30th. May 30th. Okay. And then um do you guys already have speakers for graduation? My godson is graduating. So um we haven't discussed that yet. We're we are like we're almost to the whole planning stage, Kim. Okay. We were kind of waiting till after spring break. So awesome. Yep. I get you. Well, hopefully he's graduating. I have I need to check in. So, all right. Thanks, Kayla. All right. Well, well, thank you, Kayla. Again, great questions u from our board of trustees. I just want to not a question, but I want to highlight one of the things that uh I'm really proud of and this this predates me is the alternative education

050program in Kuz Bay. Al all ed used to be about credit recovery. It was really credit triage more than anything. We have kids at at destinations. They're their credit. They're fine with credits. They want to be there because it's smaller learning environment. It meets their needs. Some of them want to work. Some of them have other commitments and so that they're not just because of credit recovery and just a a testament to Kayla, her staff, and then also Eli and Eli and the admin at the high school. They they work really well with our alternate uh systems. Okay, Principal Montiel. Yes, sir. Good evening, everybody. Uh let's jump right into this. We're going to get going with some math here. So, for the first time in the five years that uh we've been at junior

051high, we finally have a curriculum with the Savage curriculum that um has a diagnostic test. We've uh struggled for a while to have some consistency with data um to get some data points and and we now have something that is going to be used to to better measure our growth and our gains with our with our students and also measuring our teaching as well. Right? So, this is good. This is good. Um and because it's new, we're still learning about it quite a bit. And you're going to hear me say that, you know, I think the research shows that it takes about two to four years for a teacher to to understand the new curriculum and up to up to six years to fully feel that they have mastery over that stuff. So, we're going

052to start off with the seventh grade, our beginning of the year, the boy, and the MY is the middle of the year. So, we gave a diagnostic test to our seventh graders and eighth graders at the beginning of the year. You can see here on the on the chart that we have a lot of red uh have a lot of red to start the year. And as Eli mentioned, you can look at all kinds of factors as to uh things that could have led into this. Um but we're not going to dive into that as well. And then you can see the growth that we had at the middle of the year. And again, you you can focus on the on the stuff that say, "Oh gosh, well, this still only 1.1% exceeds." But you

053can also notice what I see the most is that the the red shrunk dramatically. So, we went from a 55% down to 38% with 28% approaching a lot more green. Um, this our seventh grade, our eighth grade level, a lot more red, but then you have some shrink as well there with 72% not meeting. And then we got down to to about 40% with our green also increasing um in this area. You can see our numbers, our our testing population changes too for all kinds of reasons. We we did have some students move away at the semester, but also just some students that didn't finish because we had a window to get this done. So our numbers are are a little bit off there. So, one of the things with the with the new program

054is as I mentioned, SAVIS encourage we do a screening test to see what the initial placement for the students um where they're going to be placed to start the year and they have a choice as to whether they get to pick whether they're going to take the ongrade or the below grade. uh after doing this for the first time, our our math department decided they're not going to give them that choice next year and they're just going to give everybody the on grade. So, we have more consistency with our data there. So, you can see here um those that chose ongrade scored better than those that chose below grade. And you can kind of maybe have guessed that would be the case. Uh the positive here, this was the beginning of the year at the

055middle of the year stuff. We are all in the orange and we're approaching and we're getting closer to this little green over here as a total. So overall, our numbers go down, but when you combine the two, this is where we're at at the middle of the year. This is at the eighth grade level. Seventh grade level, same idea. Uh 1581, really, really close as a as a as a seventh grade to to meeting and much closer as well. And you're going to notice as we go through a lot of this data that currently our seventh grade is performing uh higher in math and in some of the other areas as well. Part of the um part of the SAVIS curriculum is that it also has a leveled assessment or a leveled program that students

056are encouraged. We have a schoolwide goal of 60 minutes and you'll hear the elementary principles talk about the same thing. We expect our students to spend 20 minutes doing success maker in their math classes, 20 minutes in their advisories, and that we have an expectation that they're doing 20 minutes at home. It's been a little bit of a struggle this year, and you can see in October as we're learning how this works. Uh we were low, but we made gains along the way. And again, you can see our seventh grade has been doing a little bit better with it than eighth grade. And I think a lot of it is the is the novelty of the new curriculum for those eighth graders that were used to what the the big ideas last year and then

057coming in to a new program. And basically the way this works is that it's it's it's AI and it is uh you're doing your work and once you start having more success it becomes getting a little bit more difficult. If you're not making any gains then it keeps you at that level or takes you back down. So it's reading the level of the students and it's a really great program. Um, I've looked over a lot of students shoulders and I think when they focus in and can get after it, it's making gains. And the re the research shows again that the more minutes that you spend on this program, the learning and the growing is going to come with it. Okay. We also uh so we added this diagnostic with our savage curriculum but for

058the first time we also implemented the preac at the eighth grade and the nth grade level. Um because we did it at the beginning of the year even though the ninth graders are at the high school those are essentially still our junior high students because they're just right out of the junior high. So these are our eighth grade last year seventh and this and last year's eighth grade doing this stuff. So the way this is divvied up here, you can see that in readiness level we have the light turquoise which is in need of intervention and then we have close to target or on target which is uh we got work to do but it's not bad. We last week we had the AP regional person come down and present. Brian Trendle was the guy

059who administered the AP the ACT this year and with conversations with her and them saying that we're essentially as a junior high we're kind of on pace with the rest of the state of Oregon. Um and we can express we can talk a little bit about more of that here in a bit. English also uh on target was was pretty strong 54% were on target and a small amount here needing intervention. So this is this is good stuff. uh on the English side reading same thing uh 60 some percent close to target or on target and then a little bit higher for needing intervention for for reading and the you know the um the curious part of this all is in our OSAS testing it was really the opposite where our ELA test didn't make

060any gains and actually digressed in OSAS but we were a little bit higher on the preac. You'll see here in a second that our science uh is the greatest is the area that needed the most help for intervention yet it was the one area on the OSAS the state assessments that had gains over the last five years. So a little bit different there. And then math at the OSAS level we just kind of were at the same area the last couple years. And here you'll you'll see the math here for the preat. So this is the science uh concerning that we have a big chunk of needing intervention here on the science level. Oh, I guess we didn't have the math on here. I'll have to pull that up for you. So just like Eli

061showed, one of our smart goals is also our F rates. Our total goal for the school for content level is this content level school is is 10%. So, our electives PE sped brings things down here a little bit. U you know, we're concerned and we just showed maybe there's some relevancy here. Our our science F rate is is really high and the science eighth grade level. Um and then you just saw that we didn't score very well on our pret. Uh I'll give you a couple seconds to digest all this. EA7 was was high. um ELA 8, math 8, and we're a little bit lower in the social studies, science area, or I'm sorry, in the social studies. I'm going to talk about the number of students we have in algebra, which is a nice

062amount of students in our eighth grade class, which had zero students that receive an F in algebra. F rate by department. Again, our science department is higher than the rest, followed by ELA, math, social studies, which is our core areas, which we would expect to be uh versus our PE and fine arts. When you put it all together, I know those numbers look a little bit high, but when we put it all together, we finished the semester at 10.4%, 4% which was pretty darn close to our schoolwide goal of being at F rate of of 10% and below. So we're going to transition. One of our other goals is the amount of eighth graders that can get that receive high school credit. So last semester we had 65 students receiving credit in math, science, concert

063band, and jazz band. Math being our algebra 1 class. This semester we bumped up by 22 more students. So now we have 87 students, eighth graders, uh, uh, that are enrolled in algebra science. And now we've added the CTE class because in the first semester, students take the survey section of some of those CTE classes. And then those that excel get the opportunity to take the second semester and get high school credit. So that's kind of nice. We're at 87 students that will get credit uh going into the ninth grade year. That's time, Mr. Montiel. Okay. Well, I didn't get to behavior or attendance, but uh if you have any questions, you can you can fire away. All right. Member Brick, could we just see those real quick? Yeah, I'll go really fast. Okay, thank

064you. Uh, so you all remember your junior high years. They're a little squirly here in um when they're 12 and 13 and 14 years old. So my numbers are going to be quite a bit higher than Kayla's at at destinations. Um, so here's our here's our pyramid of things here with our behavioral. We have a lot of great students at the junior high and we have a small percentage that like to like to make some poor choices sometimes. So this gives us a little bit of an idea of our amount of incidents per people. Um it's a lot sounds like a lot and we had 592 referrals in the first semester. Now to answer I think Mr. Gil's asked a question about the model that is done by destinations. you know, we have a we

065have a tiered level of response to disciplinary issues and and everybody is expected to have that conversation with the students at the individual level. Uh problem solve before we get to referrals. Um sometimes they need referrals because these some of these are just tardies or going down the wrong stairs or things that could be directed. Um but sometimes they have to have a little bit more documentation. That's why we we write the referrals here. uh shows the time of day that the referrals happen. As you can see, the middle of the day, what's going on here while we have lunchtime and then the days of the week, how things play out. Uh if it was Kayla, maybe it was Eli talked about Wednesday. Wednesday is our high point. Um and then Thursday, Friday, it drops

066considerably. I think a lot of that is due to the block schedule that we have and the the lesser transitions reduces referrals and and disciplinary issues. Um, our high traditionally has always been disruptions or defiance. And same thing as Eli, although I'm not going to point it out, uh, vaping has been a trend that has been in the news a lot. Our amount of vapes has gone down dramatically. Um, from the last two years to now, we're seems like we're chasing things all the time last couple years. It's it's it's rare now, which is which is awesome. uh fights, knock on wood, have been minimal. Um so a lot of the things we're still seeing are just defiance and disruptions in the classrooms. And then I'll finish up here with first semester attendance. Uh very

067very similar to to Eli. We we have an attendance issue. Um it's across the state. It's in the district. Second semester here when we started it was rough. We had a lot a bout of illness. That was as rough of a chunk of time that I've experienced as a junior high and now we're meeting with those kids and trying to get them back on track to make sure that they're getting caught caught up on their learning loss that they had when they were out. Okay, there we go. How about now questions? Member Brick. Yeah, thank you for that. Um I I consider this probably one of the hardest times and ages to teach this. It's It's got to be very difficult. Um, but I I was noticing the correlation between both you and Eli's numbers

068of uh the vaping going down and I was curious because it doesn't seem that way like nationwide or Oregon wide. What do you think that is? Is it that we're catching them less because they become smarter at it or what do you think? Yeah, you're right. I mean, we we are probably are catching them less because they do know how to hide them and they do know how to uh know that there's some places that we just can't search and we won't search. Um, but really the and if you looked at the those that have been caught with vaping this year, it's really been that same circle of students that uh well they I think I believe they have an addiction to it. And uh but overall the reports of vaping have gone down a

069lot because we we were even just investigating. We were spending tons of time investigating because kids were coming forward saying, "Hey, this is happening in the bathroom." But the amount of reports that were having gone down tremendously. All right, member Gills. Thanks, Floyd. I'm not sure I have a clear question in mind. It just, you know, looking at the data you presented, it it just shows me that, you know, why the kids in high school are struggling with academics in these areas because they're they're struggling in the junior highs, right? I mean, they're the same areas that we see the struggles in the high school, there's the same ones the junior highs. I I I wondered the it seemed to me that with math in particular, I don't know if I read saw it correctly,

070but it almost looked like the eighth graders were more underra performing than the seventh graders. like maybe we had somehow lost ground in that area which was a bit surprising is do do you read that the same is that yeah 100% yeah you're right they are lower and when you looked at their I talked about that screening test when you look at the initial placement for the eighth graders versus the seventh graders they were lower and I don't know if there's a you know their uh confidence in math is lower and also we you talk about the success maker minutes I with it's a battle with the eighth grade class. I mean, consistently they are performing lower on the desire to get better at math. So, it's it's a it's a struggle, but we're seeing

071some gains, which is great as you saw that our our red was decreasing. And I'm really excited to see how how we end the school year. Yeah. I mean, obviously, you know, we're making some progress in terms of helping them get get there. Um, you know, I I I didn't did you did you share the numbers and number of kids that were in algebra? I don't know if I maybe I missed that. I didn't hear if you had shared that. Um, I don't think I did, but we're about 40 out of out of how many kids of 200. Okay, that's that's great. Yeah, that's great because I mean I think the other thing that you know in my mind is, you know, I think if we can raise the standards in some areas, maybe it'll

072pull some of the kids up to those things. So, you know, the more we can see more they can see some of their you know, their fellow students, you know, achieving success in that area. I think that helps create a culture around that. Yeah. And I and I foresee us being about 40 to 45 next year as well. All right. Well, thank you, Principal Montiel. Great job. I can attest as a parent, he talked about success maker minutes. I can tell you that when Lincoln Ainsworth, a seventh grader uh at the junior high doesn't hit his minutes, Principal Montiel are he's bird dog in Lincoln to get the those minutes which is which is pretty cool. And then I just want to say a comment, you know, the English scores in the preac um are

073a glow for us and we need to acknowledge a lot of that work is elementary teachers, right? And middle school teachers. that is that's a group that's a continuum but conversely our our teachers receive a lot of PD in literacy and reading um they don't re receive as much PD in math so we are definitely shifting the math culture in the district we're seeing some we're seeing some some glows and some bright spots but the more kids we can get ready you guys have heard me say this at Nauseium the more kids we can get ready for algebra one in that eth and nth grade year boy their math ceilings get really high and they have lots of confidence and then they're taking those those those courses, those college ready courses when they leave us

074or as Eli said the ASVAB, right? Or if they go into the trades, they need to be ready for algebra one. All right, we're going to move into Upper elementary and I'm going to turn it over. I'm looking at Mr. Roberts. Principal Ros Roberts, does that work for you? And then we'll go Principal Mcnite. Yes. Good evening. You're on the see my screen out there. We got it. All right. Uh before I start, I just want to add to what Floyd and Eli were saying about math and the struggles with the math students to junior high in high school. I can tell you that I I'm one that hates using CO as an excuse. Uh but in the upper elementary level, uh we had parents that would come in and tell us that they could

075they could read with their students at home, uh but they could not do the math homework with their students. And so, um I I know that during CO that was a struggle. So, I just wanted to add that piece. Um I I have a new computer and I'm you guys are freezing at some points on my my camera. So just let me know if I'm struggling coming through here. So uh Miloma school our middle of the excuse me our data. There we go. Our glows uh for Miloma our third grade reading accuracy scores were up as well as our schoolwide accuracy scores are all at 85%. So 85% of our students at Miloma uh have uh reading accuracy at benchmark. Um, we have 159 students that are receiving tier 2 and tier three interventions. Um,

076and uh, the numbers that I'm g I'm going to give you here are kids that are now at benchmark that are receiving those. So, our word recognitions, uh, we had 35% of those kids are now at benchmark. Um, in in the word recognition test that we give, um, our letter combination tests, uh, we now have 43% more kids at benchmark than we had at the beginning of the year. Um our uh advanced phonics are up 14% uh for students at benchmark and our fluency is up 17%. Again, those are just our kids that are receiving tier 2 and tier three interventions. So those are our most striving learners. Uh as a school, our comprehension scores are up. Um which is great. Uh our biggest growth that we have from reading is our fluency has gone

077down and you're going to see that here in our data. Um and that's very concerning to us. Uh it's not uncommon on the middle of the year assessment because it can be difficult, but it's something we need to address for sure. Uh math grows. Um our moy scores were up as you're going to see and success makers been a real positive addition. Our math grows is we need to find an intervention system that need that meets our needs. SAVIS didn't come with a canned intervention program like um like Amplify did with MCClass and so we have some work to do there. And our math facts continue to be a struggle. our multiplication division facts continue to be a struggle for our fifth and sixth graders. Looking at our composite scores uh to start the year,

078you can see that uh we actually went down overall as a building. Um we started the year with 58 59% of our kids at uh benchmark uh for reading and um that number went down to 56 and a half% uh at the the midyear. Uh the biggest reason for that, as you're going to see, is the fluency, and I'll I'll get into that. Um kids that need intensive interventions, the reds went up by 5%. And again, uh most of that is attributed to the fluency. Uh hopefully you'll be able to read the screen. It's quite uh well, some of it's quite small, but uh these are the composite scores for our third graders. Our third grade composite scores. Uh we started off the year uh with 20% of our kids uh below well below benchmark

07920% uh just below benchmark and that number increased on our MOY to 26 per kids 26 kids 26% excuse me well below and 22% just below and again the biggest thing is the the re uh the reading fluency. Our reading fluency went down. Uh, Dibbles is a program that expects you to make gains as you go throughout the year. And so, um, if you're not ma making gains, if you stay stagnant, you will go down in your composite score. So, um, our fluency again is a bright spot, but we we have to attack the the or excuse me, our accuracy is a bright spot, but we have to attack the fluency, and that's what we're doing right now with our core reviews. Every grade level has a focus right now on fluency um, within their

080uh, within core and uh, a lot of our interventions. fourth grade, they don't do as many assessments as third grade. Uh but you can see our composite scores uh for our middle of the year did um we did have an increase in our reds and our yellows. Um reading accuracy is our bright spot. 90% of our kids in fourth grade read accurately. Uh but that fluency, as you can see, we went from uh 22% of our kids uh well below benchmark to start the year up to 27% at the middle of the year. Uh and again we're we're attacking uh fluency throughout uh every grade level and core. Um our our reading comprehension scores though did show improvements uh at every grade level from our boy to armoy. I think at every grade level there

081might be one here that's coming up where it's not. But um we did have some gains to celebrate that's for sure. It's just that the the fluency has been a big disappointment for us for our staff. Uh fifth grade you can see again the trend continues. Uh the composite score, we had more reds in the middle of the year. Uh fluency, as you can see, we went up 4% in terms of kids that are well below grade level in fluency. Um and at fifth grade, you can see our comprehension scores uh did um have an increase of kids meeting benchmark, which is great. Sixth grade, uh we had a big jump in our composits. We went, uh 9% uh of our students, um from the beginning of the year, the middle of the year, uh

082went to well below benchmark. And that's concerning. We're we're addressing that within our our sixth grade team. Um you can see that that their fluency scores had a had a big drop. Uh and this is the one grade level where our maze scores actually had a drop as well. And so we're addressing with sixth grade some strategies. Uh when our last data review meeting, we looked at some strategies that we can use to uh possibly address both of those. Um these two these next couple slides the charts on them um they're not great for right now. This is our uh disagregated data from Dibbles. The reason they're not great is for you know we're pulling these from the new data suite and we're still learning about the data suite. And because of that um for

083example um I don't have like it says right here I have 62 all third grade in the green, 20 uh in the yellow and 19 in the red. Those that's too many third graders right there. So, when it's pulling the disagregated data, it's it's not completely accurate right now, but I wanted to show this chart, and I think we all did to show you that at some point when we get our new data suite fine-tuned, we're going to be able to pull some good disagregated data for our students within within the Dibbles. So, uh, right now it needs to be taken with a grain of salt because there's the numbers don't line up, but at some point in the future, it's going to be a really valuable tool. Uh, so I'm going to skip over

084the fifth and sixth one as well again because the numbers just aren't uh accurate at this point. Um, this is another chart that will help us at some point again from that data suite. These are our students that are our ELLL uh students, our sped students, and our TAG students. And as you can see, um, you know, we're we're meeting the needs uh of our TAG students. Uh, we're doing a better we're doing a we need to do better job with our ELLL students and we really need to do a better job with our SPE students. Um and we're taking measures to um we're taking measures to focus on those groups. But this is a good chart to show uh where those groups are at. Historically you can see uh with our composite scores only

085uh when we started in 2223 uh we were sitting at you know about 47% of our students um at or above benchmark. And now you can go down uh to the our boy from this year and you could see that we were above 50% we're at 59% almost 60% of our students at or above grade level. So the the reading interventions that we are doing are helping us. Um we just need to continue to focus on our most striving learners uh as we're going through our our intervention systems, our tier two, our tier three interventions. Those kids are getting 30 minutes every day of intervention in reading and then another 30 in math. Um I will say that when we go to do our composits as well like this the previous chart that was the

086the sped chart our students in special education uh those assessments are tough for our special education students because anytime you tell a student uh you're going to do a timed reading assessment and a lot of our special education students immediately anxiety kicks in for time that that that it's timed and it becomes a struggle for them. Um, we've done some accommodations for some of our special education students. We try not to do accommodations because we want to see where they're at on a on a level playing field, but for example, we have a student that um uh has to have movement, has to move. So, we let him stand up and and read it on a big screen um because we we didn't feel that that was an accommodation that would uh deviate his score

087from the other students. And he did have about a 20 word per minute increase by doing that. So, um, just an example of where some of the tests are struggles for some of our spe our special education students. Thanks, David. Uh, mathwise, you can see here, uh, for third to fifth grade students, we started the year with 57% uh, of our students below grade level in math. We've got that number down to 42% below grade level at uh, the MOY. Um, so we are doing better. uh we increased 9% in our students that uh started the year meeting and and now they're meeting at the on the the middle of the year. That's our third to fifth grade. SAV is a different uh test for sixth grade. And as you can see, we started the

088year with 69 uh% of our students below grade level and we've got that number down to 59% um of our students uh now um at that are below grade level. So, we are chunking away at that. Um uh just like Floyd talked about, we gave uh the students both of those below grade on grade uh for the beginning of the year. We're not going to do that going forward. So we we have better data to compare. Uh this is our math growth by uh by the grade levels. You can see we had growth at every grade level from third grade all the way to sixth. Um and I'm going to cruise through this uh because I want to show our success maker. Success maker's been a great addition for us. You can see our our

089uh 95% of our students are making acceptable performance at Milikman Success Maker. And I I want to say of the 5% that aren't, a few of those students are actually above their grade level in math, but because they're not excelling at the at the rate um that success maker wants. It shows that they're not making acceptable performance, but many of them are working on things that are above their grade level. Uh there's at least four students I can name that are well above grade level in math, but according to Success Maker, they're not making acceptable performance. Um but Success Maker has been a great addition for our building and and Milome has done a good job of meeting our our 60 minutes per week. I have attendance and behavior, but it looks like my time's

090up. Uh David, is that correct? I believe that is you may have noticed they were pretty close together because I didn't give you your five minute warrant until three minutes. So that was on me. Um, that's all right. I we I love you. All right, we we will hold off. Principal Roberts on attendance. I just real quick quick footnote. Team Miloma has been an early leader for us and success maker in terms of the minutes and just adopting it. A lot of our schools uh followed their lead. They did an outstanding job. Okay. Member Hutcherson. Um did Gary did you say that multiplication multiplication skills were down? Yeah. Well, when we're looking at our fifth and sixth grade students and their their biggest area of need is math facts, multiplication and division and those simple

091and and how are they taught those skills? Like we all learned the multiplication tables and memorized them. Do kids learn that anymore? Yes, they do. And um but we also obviously use some other ways with with common core strategies, but we are looking at doing some things here where we're bringing in flash cards. We're looking at getting Dexa cards and letting kids play war and those kinds of games just to work on those fluency facts. And um all of our staff have seen that as an area of need and uh and so we're we're trying to get creative in how we address it. I have an article that um that was given to me by my intervention specialist that talks about one of the things nationally that students are are nationally we're seeing students with

092their math facts lower and lower and that's one of the reasons they feel like national test scores and math have gone down is the lack of math facts and is a lot of that for this age group because they would have originally learned these things in the grades where they weren't in class because of move it. I I don't know about math about the multiplication and division because that's that they usually start that third grade. You start learning those and then into fourth and fifth. But I will tell you they were behind in terms of their number sense and just some of those things because our fourth grade, fifth grade kids were kindergarten uh during COVID time that that kind of age range. And so they started behind the eightball when it was those just

093those addition, subtraction, and just those basic number sense items that um we're now still trying to catch up on. Yeah. Thank you. remember Roblin I I would say um this is a as a math guy this has been a fight I've had with um elementary and everyone for a long time everybody wanted to teach the theory and everybody was leaving out the idea that you just have to have a fluency in it and I think it's the big reason why we don't do as well in algebra you can't do algebra if you have to work out each multiplication problem as you're going through it so you know factoring things all those other kinds of skills that are needed in algebra all are based on having a really good foundation in fluency in addition, multiplication, and

094division facts. So, I'm happy you're doing it. I think um it's the only thing. It's one thing that if we really engage the parents, that's something they can do at home. I agree with what you said earlier about COVID. A lot of the parents, I think Floyd said that too, parents couldn't help kids in math during COVID. They could always have helped them in flashcards and doing multiplication, addition facts. And I I wish we would spend more time on that and make sure that people understand how important it is for later being able to fluently do mathematics. Yeah, 100%. We talk a lot about fluency with reading and literacy. It's now starting to shift. We're talking as much about fluency in math. Yeah. Right. Because if you don't have fluency and everything you just talked

095about, remember Roblin, the cognitive load is too hard for our kids when they start to get into algebra concepts in sixth grade and middle school. So yeah, we we are definitely talking more about fluency in math and parents just simple start talking about fractions with the pizza, right? Just just doing little things. Any other questions for Principal Roberts? Okay, great job. We will move over to his colleague, Principal Mcnite at Sunset. We can't hear you, Shel. There you go. I'm working on it, but I tried to present and Here we go. Okay. Sorry. I'm working on it. No worries. While she's pulling it up, uh, Principal Roberts talked about our kids behind, right? And our kids are behind. Some of that is still I don't like to talk about co either as an excuse anymore

096but there is a reality. So we talk a lot about a year you got to get a year's growth. We're the reality is we got to get a year plus a year to get our kids caught up. It's got to be a year plus a year and you have to be really efficient and strategic to pull that off. Shelley, you want us to come back to you? Sorry about that. I just was struggling for a second. You're good. And so, are you seeing my notes or are you seeing the slideshow? We're seeing the slideshow. Okay. Good. Good. Okay. So, to start with, sorry about that. I So, I can't see what you're seeing and so I was struggling for a second. Um, and I feel like I'm sort of in a speed digging session right

097now or something because things have been going so quickly. Um so just real quickly um our middle of year um basic literacy skills um at at this point in time in the school year we have 39.5% of our students at grade level 21.3% um who are nearly there and then 39.2% who need strategic support um scores by benchmark. So, we're looking at beginning of year and middle of year scores. Um, as you can see, we had some growth in middle of year in terms of meeting benchmark, but we also had a 3% increase in students who were not meeting benchmark. Um this breaks down um the areas um as Gary talked about uh similar situation at Sunset. Uh reading fluency has been the area where we need the most um focused strategic work. Uh we

098had students grow in other areas, but liter um reading fluency is the area that um um all of our grade level teams are now uh focused on um from the middle of year to end of year in improving. Um each grade level has um uh goals surrounding uh fluency um that we review at each of our um uh Friday um um meetings to discuss um progress, student progress, collaboration. Um third grade third grade again you can see um beginning of year to middle of year um composite scores um did not uh reflect the growth that that we saw in reading accuracy and in spelling which I'll show you on the next slide. Um but again as principal Roberts stated uh reading fluency makes a greater impact on their composite score and so it's weighted more

099heavily. Um and so again I wanted to show you that um third grade made gains in spelling and reading comprehension and reading accuracy. um fluency is the most heavily weighted and um where we need to do the most work. Uh fourth grade uh made growth again in reading accuracy from 54% at benchmark to 80%. Um but again reading fluency is weighted higher. fifth grade um also made growth in reading accuracy from 65% to 77% at benchmark. But again that that um reading fluency is is where everyone is focused. Sixth grade every student's composite score went up. However, reading fluency being the most heavily weighted um made an impact on that. But but it was nice to see with sixth grade um how their um composite scores increased from beginning of year to middle of year.

100um disegregated data again uh reflective um similarly to MLOM. Our um TAG students uh performing um the at the highest uh level in their composite scores. um our sped students um are the most striving and our uh English language learners are um um fairly split um historical dibbles data. Whoops. Um for third grade um we're seeing growth from 22 23 to 2425. Um again our beginning of year data um seems to indicate students performing at a higher level than our middle ofear data. Um again I think that has to do with the challenge of the middle of year um assessment. Fourth grade um beginning of year to middle of year saw more growth. Um definitely an increase in our students above benchmark and um an a small decrease in our students um who are scoring

101below benchmark. uh fifth grade. Um similarly, our students are growing in terms of above benchmark um and staying very similarly to the same for students who are below benchmark. Um, the thing that I wanted to note though that you can't see on here is that we talk about these uh shades of red and shades of of green. Um and so what I wanted to point out is we see growth in the fifth grade um except for the web below benchmark but also students move from green to yellow um with a 44 point growth um but unfortunately not to not enough to stay in the green. So again you it it we celebrate the wins and um and the small successes uh for students who are moving in the right direction. Um unfortunately the way that

102this data is presented you can't see um growth in terms of um shades of red or shades of yellow, shades of green and so on. Um, sixth grade is seeing growth each year, moving moving the needle in the right direction. Uh, math data. Hey, um, David, I can't see you anymore, so um, give me a heads up when you're five minutes. Am I at five minutes yet? You've got three minutes left. Yes. Oh god, I got to hurry. Okay. um schoolwide students are per are performing better in in math. So, we're looking at third through fifth grade. Um, and 75% of of our students in that grade level um were uh far below. Um, and again, we shrunk the red um increased the yellow but vastly increased the green. And so, I want to recognize

103that for our math students. um broken down. Um let's see. We had a 59 point growth average in uh third grade. Um I'm going to skip that one. And just for the sake of time, we had a 40 point growth average in the fourth grade. We had a 36 point average growth in the um fifth grade and a um 22 point average growth in the sixth grade. As you probably saw, I went through them quickly because I'm running out of time. Um we're we're still in the red in some of these grade levels, but again, I just wanted to point out the growth. Um we're approaching again in the fifth grade. We're appro um we're and approaching in the fourth grade and we are getting really close to meeting in the third. Um middle of

104year um math data for the sixth grade um again beginning of year showed a lot of red 79.9% did not meet and we reduced that to 53.7% um does not meet 53.7% I want to acknowledge is still a lot of students not meeting um and uh but we've got some growth in the green some growth in the blue and and some some growth in the yellow as well. You've got one minute. Okay. Attendance. Um let's see. Just want to briefly show you uh regular attendees um 193 students uh versus our chronically absent which is 163 students. Um, average daily attendance uh for Sunset so far this year is 88.08%. We're shooting for 90 as are the rest of the schools. And we're we're close. We've had some days where we've had um 90%. Uh and

105most recently, uh the week before spring break, we had some 91%. Um but as you can see here um attendance by day of the week uh Thursday is our best uh student attendance day and uh grade level wise so far this year uh fifth grade is is doing better discipline uh 8% of our students have six or more disciplinary uh behavior referrals. Um 8.8% 8% of our students have two to five infractions and 83.1% of our students have 0ero to one uh behavior referrals. So that's time. Okay. Any any questions for principal Mcnite? Look like member Gills has his hand raised. Thank you. I uh thanks Shelley. I appreciate your presentation and and being a part of hearing some of this data over this last year too has been helpful. Um I just want to

106just say a word of appreciation. You know, this is the this is actually the best data we've had regarding student achievement than we've ever had. You know, and now that we've been using this for a while, it's really been helpful, at least for me, to be able to see over time and track over time and have some some consistent set of markers to really establish how things are going. uh our previous data system we just could not drill down in this way. Um and I'm a little hesitant just to to you know I know some of the data looks strange at a midpoint so I always wanted to hold a little bit of judgment so we can see it over time because I think sometimes you can point too closely at one marker and really

107that you know might be skewed later. So, I I do want to just kind of hold off like judgments, but I do see the last few years has been kind of helpful in just seeing where we we go. Um, one thing, you know, I'm glad to see that we're making it seems like we're making some success at at Sunset regarding some of the mass scores, which I think that's the first time I've heard that tonight. So, that's great that that maybe we're actually, you know, bending the curve in some way in that area. But then it sounds like we're having more struggles sometimes in in some of the the language arts there as well. And I I wonder, you know, when I look at this, you know, it seems like I I the data doesn't

108really show this. It's more I think when you drill down, but I guess I'm just wondering, it seems like sometimes the students that are doing well are doing are doing are doing better, right? The kids that are a little bit already there, they maybe are in the more in the middle, they're moving forward. But I'm wondering if the kids on the on the lower end if we're actually making if we're actually losing them further sometimes when I look at the data like we're actually creating some bifurcation like kids that are doing well they're doing well even better they're making progress going but then I wonder if these other kids are sort of being left behind a little bit. I don't think the data by itself tells me that but it might suggest that that could

109be what's going on at times with some of our youth. I think that um if we could go into a deeper dive and really look at um student growth in in terms of the data um you know you're right it it it's not a clear picture of how our students are really doing but I have to say you know our intervention team is working really hard um to work with our students to to move them forward and again we're seeing growth growth in a lot of areas in terms of reading. Um it's just not hitting, you know, not hitting paid dirt yet. Um in terms of of reading fluency and then having that huge impact on their composite scores. Yeah. And member Gills is right and and Chad talks about this quite a bit because

110he's got a he's got a lot of historical knowledge and perspective of the district and he has enough data points from a number of years ago to say hey look we're not where we want to be but he's been able to even show me some data from three four five years ago and look as you said bending the curve in the right direction and we do have this internal conversation we met uh Chad uh and Peggy and myself have been meeting with our pe our our peg our tag parents and we also have to serve those kids, right? We've been so focused on remediation that our TAG kids to me it's as it's as important as special education because we have to maximize their potential just like everybody else's potential. And if our TAG students

111aren't engaged, if they're bored, then we're losing them. So, it really is it's it's all it's all the way across the entire spectrum. We've got to meet all those students needs. Okay. Heather questions for Shelley. Amelia? Yeah, sorry. The reading specialist in me just wants to say something about the 36 scores. So, I know because I was doing a different job at the beginning of the year that our 36 schools almost all grade levels set a goal for accuracy. And so I am super excited that all of them improved in accuracy. And you have to have accuracy before you have fluency. So I'm excited from those accuracy scores to see the fluency scores in um the end of the year because you can't be fluent if you're not accurate. And so just and that's the

112same with math. You first have to know the fact be a to be able to do it, you know, with fluency. And so I'm I I'm really excited to see what our fluency scores look like. Unfortunately, because they are uh weighted heavier in our composite scores at 36 that so even if they did grow, they didn't grow enough to um put them out of the red. So anyways, that's the only thing I wanted to say that I'm just really excited about that for the 36 schools. Sorry, I know presentation, but I had to say that we need people who geek out and who are excited about literacy domain growth. That's that's the culture we're creating. All right. Any any other questions for Shellyley? All right. Well, we are going to finish up here with our

113lower where we're really the foundation is laid and all the real work happens in the school district is is K2. So, we're going to we're going to wrap up and then little pirates. So, let's go. Cara, Principal Davidson, you've taken the short straw and then we'll go Amelia and then and then Carly. Okay. Can you guys see my screen? Yep. Okay. Well, um I don't know that I've drawn the short straw because this has all been explained so I don't have to do any explanation, right? Like we know what we're doing now. Um here are our glows and groves for ELA. Our kindergarten grew their green by 35% and shrunk the red by 29%. You heard Dr. Answer at the beginning of this talk about it's all about growing the green and shrinking the red.

114Kindergarten is doing that at a really great pace. 77% of our kindergarteners were proficient in the middle of the year of um in phenemic awareness which as I've told you all before is a really important building block to learning how to read. Um nearly 70% of our first graders um are proficient in phmic awareness at middle of year and 78% of our second graders met spelling benchmark standards um which sometimes doesn't seem that important but it is truly a a a big indicator of um future readers. Um our grows for ELA um word reading fluency and decoding in first and second grade. So our our core review plans reflect that. Um, for math glows, all of our students are consistently meeting their 60 minutes per week in success maker. Our teachers were really kind of

115didn't think it could be done. Um, when we first set that sprint goal and it's happening every week, um, nearly half of our students are meeting benchmark standards. Majority of our kindergarteners are meeting grade level standards at this point and 96% of our students are meeting acceptable performance rates in success maker. Um, grows for math. uh we need like uh I think Gary said um a better intervention system you know that those take time to build once you have a good core curriculum and so we are um trying to improve that and I think with further alignment um case six and SAVIS we're going to be able to do that districtwide and really understanding SAVIS spending more time in with the curriculum to um be able to make changes there. Um you've seen this plenty

116of times already. This is East Sides Triangle. Um, we want that core, that green to be 80%, not 50. Um, but we are slowly moving in the right direction. Um, we we would like that red to be smaller, of course. Um, a comparison between our boy and our moy boys on the bottom. Um, again, we're shrinking the red and growing the green. Um, I'd like it to look a little bit different, but it's it's it's trending in the right direction. Here's our kindergarten allstars. Um they I I mentioned this at the beginning that that this is what you want your boy Demoy data to look like. I think this is an ideal um shift. It does not look as great at first and second grade. Again, I've told you before like bringing kindergarters in with

117clean slates is a great place to see growth. Um and we have seen it here. Our kindergarten team has done a phenomenal job of aligning their um like staying aligned to their um curriculum map and their pacing and they are not missing days. They are not skipping skills days and it is um it's it's helping out in the data for sure. Um this is their skills broken down. Um just like a quick overview, you can see that that red is shrinking nearly everywhere except for vocabulary in this case um in word reading fluency. Um to note here, 91% of our kindergarten students are um scoring low at low risk. Their their risk indicator is low. first grade. Um, not a lot of of growth in the right direction here. We stayed kind of stagnant from

118boy to MOY. Um, what's really been great about that is our teachers are super motivated to make that shift and their core review plan um is is indicative of that. I was in first grade um classrooms today doing a core review walkthrough that um Amelia helped um kind of design and um we work with our interventionists to kind of build those plans together with our teams. And this this team we had to go back to the drawing board a little bit because it they want there's so much to learn in first grade. There's so many skills to be taught. um it's a very difficult um grade level to teach in terms of ELA and so you really really have to um drill down drill down drill down and so we are stuck kind of at

119letter sounds the the CLS and the decoding and so their core review has to hit those first as Amelia mentioned before like you got to you got to get these skills before you can get the rest right we all want to be fluent readers but until these are um down pat we're not going to get anywhere so um I what what they've drilled it down so much so that when I'm going and to observe. I'm not just looking at what the teacher is doing. I'm looking to see which students they've named in their target um to see if they're addressing those students to make sure they're calling on those students to make sure that they are quickly observing to see if students um are are catching on. And so they're doing a really nice job

120and I'm hopeful to see the that change. Second grade looks a little bit the same. They also have core review plans to um address the needs there. Um but as you see down here that 93 or excuse me 84% of our um second grade students are in the low risk category. Um again with the disagregated data um I think Gary mentioned the we don't know how accurate it is right now. Like if we if I was to really go in and count numbers I'm not sure we'd see it there. We have though with our um Oregon data suite team talked about that and how we're going to clean that up. So hopefully we'll be there soon. But um like like he said um this is this is this is great data to finally have access

121to in a format that's easy to use. Um more disegregated data here. Our um problems are are similar to what the other elementary teachers have talked about or excuse me principles. Um limited English proficiency numbers. We need to do some more work there. our TAG students. We can always do better with of course you know we want this to look like that for them but um sped needs some work. I'm confident that with Kayla Crook and her you know new sped model we will we will see some improvements there. No pressure Kayla of course. um our math data um I got to say it's been you know as someone who taught with Bridges for um all of my years of teaching um it's this this math curriculum you know is not without its um issues

122that teachers are running into but it is sure nice to have easy data to look at David you kind of mentioned that um in this this data review um we can finally look and see growth just like with one glance and so um this is our boy to moy comparison like to see that green grow again. Um, and that's happening. And then you've seen this um visual before. We have our um boy at the top, moy at the bottom. And growth is happening um in the right direction. And 96% of our students are um meeting acceptable per performance gains in success maker. Those minutes are paying off. Um, we've all talked about attendance. It it's I I think what's important um with our sprint goals is that we are we are talking about attendance and

123in a way that you know we're looking for solutions. Um, at Eastside we have found that the kids are really motivated um to receive the a gold star. Gold stars are still working you guys. And we put a big, you know, a big gold star um on in their classroom and they get a little um Tootsie Roll or something if everyone's here for the day and kids are motivated to be here. And I think that we need to, you know, start there because as you can see in kindergarten, it's hard to make parents understand that kindergarten super matters. Now, I think there was a time where it was just kind of like practice for school and now it is. Um, we're teaching them to read. So, getting families to understand that shift is difficult, but

124motivating kids with gold stars, we can do. So, I'm hopeful that we'll see an upturn in our attendance like everyone else, especially after the illness that our town um faced. um behavior data. That tiny little red triangle at the top is a good sign. Um you but you will continue to hear people complain about behaviors in school because they're they can be very extreme. Um not surprising that our kindergarteners have the most behavior referrals. They're still learning to be, you know, humans in society. So that's our job. And we like that first grade bar to be low like that. Second grade is um having some difficulties this year. Um all most of our behavior referrals are occurring in the classroom which makes a lot of sense. That's where they're spending most of their time. David,

125does that secondhand mean time one minute, right? Yes. One minute. Okay. And then on the flip side of our behavior referrals at East Side School, we celebrate positive office referrals and um we had a rough start to the year of remembering to get those out. But um and this looks different now. This was made, you know, for our last day of the meeting. So um kids love to be in here and celebrate that. They just get a little free time in my office. I send those pictures home to their parents via parent square and um they receive rave reviews. I get a lot of this is the best day of my life which indicates they haven't lived very long. I I I know but um it's really every single time I have a group of

126students in here someone says that. So pretty special pretty easy to do and um that tradition I hope will continue. So way to go Panthers questions. Any questions for Principal Davidson? Member Gills. Thank you, Cara, again for a great presentation and and excited to see how sort of the the base of our schools is is uh is is really getting a good start and and I think you know that beginning I think will continue to feed the rest of our schools too moving forward. I just to be I wanted to ask I I I know the other schools it looked like you were still allowing people to take a at grade level and the below grade level. It sounds like the other schools have decided not to do that or are you all looking at

127the same or are you still do that? Yeah, it's truly just like getting to know what to do, right? I mean, we kind of have to immerse ourselves in it to figure out what to what we need to work on and so yeah, it was it was a confusing start for sure because um you know there there's an urgency to get it done and also not a lot of time to learn every little last bit about it. So yes, any other other questions or comments? Cara, why is why things going so well? Um, great question, Addie. Um, I have a really great team. Um I this we moved into the science of reading before we were asked to move in right um and it was a boots on the ground effort. It came from the

128teachers themselves. Um they wanted they were sick of seeing data that didn't re that didn't reflect well on them. They they finally got to a space. It was I mean Amelia was a staff member at that time um and and kind of helped lead the charge there and um really got I mean it started with a book study uh that she and another colleague put on and um because you know better do better right Amelia learned some things and then she spread that information to others and it caught on like wildfire and I think what really helped was um they these teachers many of whom had been teaching for 20 plus years um in a in a in a a really important grade level. We've learned that first grade. Anelia was a former first grade

129teacher. Um they they had to also grieve that we were doing it wrong. And I fall into that camp as well. I was I was doing it wrong, but I didn't know any better. And so they were able to kind of admit that, which is hard, I think, for teachers to do um because that's a lot of years. That's a lot of kids who who you may have, you know, let down. Um, and so they as a group, me included, were able to go, okay, that happened. That sucks. We feel terrible about that, but now we know better. So, in order to make us feel better about that, we must do better. And so, it really came from within. It came from them and spread upward, right? And so it was really easy for me

130to support and I've learned a ton along the way from from the people who are doing the work and um and and I have a really great you know there's people in the right places here and I was able to make some shifts to make that happen as the principal and um and so it's it feels um like it's becoming a welloiled machine and like we might have a model to use for math you know we just have to understand more. Love seeing it. Okay, other comments or questions? I think it's important to know when we talk as Cara was talking, there's been lots of talk about literacy and math, but just from a very practical standpoint, I want you to understand that when we're teaching a class and let's say we're a class and

131Justin is in first grade and I'm in East Side and I'm struggling with number sense because we have data that is live and we don't have to wait till the state assessment then and if Amelia is my teacher, Amelia can say, "Hey, Justin's struggling with a with number sense." So then she creates instructional groupings because there's probably three other kids in class struggling with number sense. And they design their instruction and they're prescriptive and they provide an intervention to that kid. We have not always had public not just a kuzbay thing. we haven't always had that level of of just being fluid in technology and that's where technology is an advantage and we can leverage it and we can create those groups and conversely maybe it's we're in a class at East Side and I'm

132looking at David and we look at we look at the data and we're like well data is already David's already in algebraic reasoning okay we have to figure that out we have to accelerate him so just being really intentional with with our instruction Okay, Principal Ed, you're up. All right. Um, well, let's talk about Madison. Oh, I got to click on the other screen. Sorry, I know that. Okay, really quick, just some overview of our glows and grows for reading. Just that our data is improving over time at Madison. Um, and we really need to work on our students having more practice with their skills uh that they haven't gained um to close the gap. And that was based on our data from the middle of the year and how we set our action plans

133at all the grade levels for really we're focusing on our nonsense word fluency um and decoding skills which would be our accuracy in 36 um being accurate at reading words. Um and then we also uh for our grow really need our kindergarten data to improve uh quicker. um as you saw with like the ESA data, we need that to happen because in kindergarten um an intervention in kindergarten is 15 minutes. But when you look at our third and fourth and fifth graders, the reason it the red friends aren't growing as fast is because it takes more time. The farther you're behind, then the more time you need to catch up. And so we really need to grow our kindergarten data. As far as math, all of our students overall grew in grade level in the

134grade level. And we need to be more effective at targeting skills to uh close those gaps for our most thriving students in math. And um we had at first grade we had one of our standards and I'll show this later that was over 70% and it's a critical math skill. And so really excited about that. That is adding within 100 and using concrete visuals. So let's look at some data. So here is our middle beginning of the year compared to our middle of the year. So our green grew uh not enough but that's but it did change and our our intensive shrunk and so that means you know kids from the red moved to the yellow and yellow moved to the green and so I mean we want that red to shrink. Um so that

135was great. Um uh this is our another just the same thing just compared side by side like that. These are our strands. And so I'd really like you to notice um the strand that says uh nonsense word fluency uh correct letter sounds and then also just words read. That's the ability to decode and understand phonics. And so that is what that K2 level especially K1 we really need to hone in and improve for our students overall. And it starts with letter sounds. um letter sound. Being able to fluently name uh letter sounds without and doing it without really having to think about it and use your working memory is really really the key to starting to decode because then you're not thinking about what is a letter sound. You're thinking about blending the word together.

136And so if you notice our letter sounds did grow in the green and blue for kindergarten, but it I would have liked to see it grow more, but it did change and we didn't trend in the right direction. the same with our reading fluency for decoding. And those are the really two most important skills that we're I'm going to kind of point out for um our K2 grade uh data. And if you're looking here again at first grade, our uh letter sounds that that automaticity grew and same with our word reading. So now we just need to really our friends who are in the red, we need that to shrink. We need more of them to move to the yellow. And that's that's really that struggle of um it's not that they didn't grow, but

137they need to grow a lot more. They have to make more growth like Justin was saying earlier. Uh they to catch up. And then with our second grade, here is our overall. And again, I want you to just look at that decoding. So our second grade, we saw um a large portion of ours, you know, we're at I the numbers are so small. I don't know off the top of my head what they are. It's over 50%. And so that's exciting for our middle of the year. Um, like Cara said, we'd like to see our composite scores at 80%. That's an ideal uh data. So, but any of these scores at close to 80% by the end of year is also a move in the right direction. Uh, I'd also like you to notice just

138the spelling. Spelling is a really big indicator for any of our primary students, well, any of our students of what they actually have. to read it is one thing, but to be able to generalize it and spell it really shows their strong foundation in phonics. And so when you do look at this data later with possibly if you want to be able to see those numbers closer, I'd really pay attention to the spelling piece for all of our students. Um, the disagregated data is wonky. So, I'm going to skip this slide just because of that. Um, oops, hold on. I clicked on the wrong thing. And then it's linked. Mine's linked to something else. One second. Um but this one is a little just uh for our limited English proficiency students 55% were still in

139the red. What I really want to pay attention to is the sped. We have as a district we really need to improve on the sped um shrinking that red in our special education across grade levels and at Madison too. And then within our tag you'll see what our percentages are there. So that's disegregated for those special populations. And then phmic awareness. This is a kind of a historical grow because like Cara said that phmic awareness is super important primary skill to learn to be able to read and so historically at Madison we are improving that green and blue and so that is exciting to see. Uh and then same with this is historical data for overall decoding at Madison not just one grade level. And so we are growing that ability within our students over

140time to be better decoders. So and the first indicator of strong readers is decoding. And once students are able to decode, the next indicator is their ability to understand words, their vocabulary. And so at the K2 level, we really want to see decoding as um grow and so our kids can read the words. And then the next part is also being able to understand them. Okay. Okay. And then here's so oops oops hold on sorry got a little excited there. And then we've got some more historical data with and as you see we're getting our green is improving and growing. So here's some math data. This is our overall school. So for our middle of the year um compared to the beginning of the year we are growing the green and so that's good and

141also growing our um we need to be shrinking that red to moving it to yellow also. So, we'd like to see that improve. Um, these are some graphs that actually got from our intervention specialist that she shared. Mrs. Herbs, I just want to give her a little shout out for that. And these are within the specific domains, the performance domains that I talked about how first grade had one at 70%. Um, and we really want to pay attention to those number and operations being in the green and blue and algebraic grazing. Those are where we're going to get our bang for our buck. And here's our first grade. And so again, I I had said that they had that 70% um in the numbers up and operations, but I guess it's it was a specific

142strand within the numbers and operations. Sorry, let me make that um delineation. So that's why it's not 70% here. And then for second grade, here's our same uh the domains and how they did in each domain at the second grade. When we look at attendance, um, we have very similar attendance to the rest of our our schools as far as regular attenders and chronic absenteeism. And we at Madison are starting to do where if all students are there in a class the day, they are getting a sign that says they're all here and then each kid is getting a tiger ticket. Trying to really get those students excited about attendance and saying, "Mom, I want to go to school." you know, and so we we have started an attendance um some more intent attendance incentives

143at Madison. Um when we think about behavior, um like Carehead said, we have a lot of kids who are doing the right thing at Madison. And so it's a very small majority or minority that are not that are, you know, really striving with behavior. Those behaviors are big though. But, you know, when we look at our our data, most of our kids are doing the right thing. So we have started at Madison doing um positive office referrals also but it's just in the baby stages as far as incidents at the grade level and then by day of the week uh Wednesday seems to be our day that we have the most and second grade has the highest for uh numbers of referrals. And then here we have um our positive office referrals. Like I said,

144we just started in January and so um how many students we have in kindergarten as compared to how many students had received a positive office referral, which this was data for, um just when we were supposed to do it originally. So this these numbers are higher uh that they were in January and end of end of January. Okay. And I just thank you for your time and hopefully I didn't go too fast. I I'm a little more nervous than I thought I would be. But also, I'm almost the last person, so I'm trying to get it done. Does anyone have All right. Awesome job. Any questions, comments for principal ed? We have member Gills and member Brick. Uh, thank thank you uh Millie. I appreciate that presentation. Um, and it's nice to see that you

145guys are using a lot of the same things that are uh working um at both the east and the west side of of our district. I I did notice that it it seems like the the kids obviously have some additional challenges at least in terms of their their academic scores, right? I mean, do do you see that in the data as well in terms of kind of where they're starting off? Um, typically our our kindergartens are very similar. When our kindergart our students come in to East Side and Madison, we have very similar red. Some years Madison's a little higher, some year east side's a little higher. Um, but it's typically around 75 75 80% of our kids come in the red to uh kindergarten at both schools. So, I I hope I answered your

146question. Yeah, you did. So, but I just thought one of the slides that seemed to indicate I thought was a higher rate in the red than than um east side, but maybe maybe that was for all students or maybe I just you know there's so much data it's hard to really digest all. Yeah. Yeah. I'm do you mean like the composite score triangle at the beginning? Yes. Yeah. Yes. Yeah. We we do have more students overall in the red at um Madison right now. Yes. Correct. And just a similar some of the data also what I had said before seems is is also seems to be potential which is that some of the kids that are sort of doing better are doing better longer and the kids that maybe are struggling at the beginning are

147still having more struggles that are sort of weighing them down. That that again you'd have to look for student by student but that the data could be interpreted that way potentially. You know, historically, we've had the idea that um it's important to give students time. Time is not is not a benefit. We need to see the students who are struggling immediately and start intervening right away. Early intervention is the best prevention. And so, we really need to focus and and our built team at Madison, our building team for OTI has really talked about how we want to address kindergarten differently next year to really prevent failure as opposed to allow the time. and then they the gap just gets wider and wider. So, uh, member Brick, thank you. I was just going to say, um,

148David covered some of my my questions, so thank you for that, David. But, Amelia, this has been great to get your uh, unique perspective from where you've been earlier. I think coming in with that, you know, focus on reading and literally literacy prevention and I I think it lends to all of it, right? Our math scores, our reading scores. I'm wondering for both the uh you know kindergarten through 2, is there any data and and maybe um Carly will go into this, but from our preschool kiddos or little pirates coming into kindergarten, are we seeing any overall, you know, readiness improvement? Are are they coming up higher than the red when any data for that? Um, so I don't have that on this slideshow. I know that our intervention specialists have looked at that a

149little bit. Um, and so they might be able to give that data to you from like the beginning of this year. How our kids that were from Little Pirates came in. Um, possibly. I know at least one of our intervention specialists keeps that. I'm not I'm I think both two of they both do at the K2 level, but I'm not 100% sure about that. Um, so thank you. I'd love I would love to see that data. Yeah, could start tracking that. That would be great. For sure. Great. Yeah, great question. Uh Carly, you had your hand raised. I'm good. I'll wait. Okay. Hey, can I say one more thing really quick? When I see our high school students with the science and social studies um being the highest struggling areas, one of the things I

150think about as a literacy specialist um is our students background knowledge. And it's super important that once we learn to decode, you know, while we're teaching kids to decode, we are also growing their background knowledge because a lot of our students don't have these life experiences that give them the background knowledge and background knowledge is so important to comprehension. And I could talk more about that and if you want to geek out on that with me, I'll some other time, but that background knowledge is really important and that's what I think when I see that data. So anyways, oh absolutely. Yeah, the the Karen Wexel book, the knowledge gap reinforces that, right? And as you see, it's a it's a really great it's not a great correlation, but it's something that we have to be

151aware of. Our because we're so focused at the elementary level on literacy and math. What's happening is our kids don't don't have the science background. They don't have the historical background. So, concepts and vocabulary, they they just aren't strong in in them. and then they get to middle school and high school and there's lots of concepts, there's lots of vocabulary and we we've kind of overcorrected, right? So, trying to get better and making sure we're exposing them to um more more history and more science is definitely a need. Okay, our last presentation. Carly, we saved the best here for last. Oh, oh, member Robin. Uh, I just want to say in in the followup to what Kim had asked for, um, f tracking our, uh, little pirates into school and see how they're going, if

152they where they come in at, we should also look at, um, Head Start and make sure that we're getting the best out of the Head Start programs and and and having conversations with them as well. So, thank you. Absolutely. All right, Carly, the floor is yours. Okay. I am thrilled to have a few moments of your time to talk about our little pirates. We started with the big pirates, the big teenage pirates, and I get to finish off the night with the little pirates. So, um my presentation is a little bit different because I don't have the same types of um academic data to share, but I do get to share with you um some of the amazing things we're doing and what our goals are this year at Little Pirates. Our program um serves

15372 little pirates in four classrooms. 54 of our preschool students are um preschool promise slots, which means that their families are living at 200% of the poverty level or below. Um we currently have 30 students on our preschool promise weight list. Um 18 of our students are district slots. So those are tuition based slots. Uh families pay $300 a month for uh those slots. Um our demographics students must be three or four years old by September 1st and 21% of our preschool students are receiving early intervention special education services in collaboration with the ESD. I do want to say I'm really excited. This is the first year that the ESD has come to us and are providing um speech services here at Little Pirates. So instead of us having to bus our students over um

154for a short speech session and then have them come back to us, uh their speech language pathologists are coming here and serving our students um at Little Pirates. We do still have some students who go to ESD um for longer periods of time to have their individual needs met as well. Okay, this year our two program goals um we talked this kind of gets into the question of um are we seeing this payoff in our schools? Uh early in my kindergarten teacher career, um if you would have asked me, "What skills do kids need to have in order to be ready for kindergarten?" I probably would have told you something like, "Oh, it would be great if they knew letters and they knew sounds and and all the kind of academic skills." And by the

155time I was ready to leave the classroom, um, I wanted kids who were ready to learn, who could problem solve, who could recognize their emotions, who could handle disappointment. If they were ready to learn, I could teach them. And so, um, we chose two main goals this year at Little Pirates. We are working on social emotional learning. um working on identifying emotions, um recognizing how they're feeling and appropriately expressing their emotions. Also working on just basic problem solving in the classroom when things don't go the way we want them to go. Um in addition, we are working on expressive um vocabulary skills, acquiring new language um related to daily routines and classroom activities. um kindergarten readiness, preparing preparing our little pirates for preschool or for kindergarten. Um social emotional learning, ready to learn, phmic awareness.

156So we um use the same phenemic awareness curriculum that our kindergarten classrooms uh use. So he so trying to really um build those habits and routines in preschool for for our little pirates so that that transition is smooth to kindergarten. um name writing every day, working on kiddos learning to recognize their name and also having the opportunity to write their name each day. That might look different or obviously will look different for a kiddo who just turned three compared to a kiddo who is five um and headed off to kindergarten. uh working on those basic alphabetic principle um concepts and then also number concepts up to 20. Um for our attendance, our goal is 90%. Uh one of the things we're doing is really trying to work hard and communicate with families the importance of

157attendance habits um and building those habits with families and helping them to understand h just how important it is that their child is regularly attending school. Um, just like all of the other schools, we saw that dip in February and we're going to see it in March, too, with the sickness and illness that was um happening uh in our community. Um, we use a assessment system called TS Gold and I just selected four domains um that we uh report out to families on. And so you'll see that 83% of our little pirates are meeting and exceeding in the area of social emotional learning. 92% are meeting and exceeding in the area of physical development. 82% are meeting and exceeding in their language skills. And 85% are meeting and exceeding in their cognitive skills. This is

158very different than like a black and white assessment of like how many letters and how many sounds that that is factored in. Um but this is really observation checklists that go along with this um assessment program and is commonly used in the early learning um field. Um our future goals for Little Pirates is of course we would love to expand Little Pirates um and offer more opportunity for children in the Kouspay community to uh participate in in preschool. Um, we want to continue to provide high quality early learning experiences for children and families, continue to strengthen our collaboration with our partners at the ESD. We are focusing on inclusive practices. We really see ourselves as the intervention. Um, every interaction that we have here at Little Pirates is an intervention for for kiddos before they

159enter the school system. So, what are the ways that we can best prepare them um to be successful little humans um when they when they head off to kindergarten? And then another one of our goals is really that family engagement piece. Building that positive relationship with families so that they are trusting the school system so that as they do transition to East Side in Madison um they've had a really positive experience with us and they are ready to collaborate with their um new school at East Side in Madison. I went really fast because I feel like it's been a lot of time um sitting for everyone. So, um, thank you. And do you have any questions for me, Amber Hutcherson? Yeah. Is this is um the preschool a one year or can it be a

160two-year program? So, it's two years. It can be two years. Yeah, we enroll you have to be three or four by September 1st. So, for those uh kiddos who are enrolled at age three, they um once they're enrolled, they're with us unless their family moves or they choose to leave to go to another program. Um they they can have two years with us. Perfect. Thank you. Remember Roman, I was just going to say, do they get to play? Oh, yeah. Lots of play. That's that's a a a big part of our day. So most of our day is play um with the support at times of of adults and really trying to engage them in building their vocabulary and asking questions and helping to facilitate peer interactions as appropriate. Um and we're also doing really

161developmentally appropriate little small groupoup activities. So, a small group activity might last, you know, 5 to 7 minutes with a three-year-old. And for those kiddos, we have about 40 kiddos that are headed off to kindergarten this spring. We're going to work to kind of build some stamina in them being able to attend to a small group task for, you know, up to 15 minutes. But our teachers do a really fantastic job of um engaging them in activities that are developmentally appropriate, building those skills, um transitions, all of those things that they're going to need to be able to do um to be successful. And there's so much learning that happens through play um at this age. And so yes, there is lots of opportunity for them to play and interact with their peers and, you

162know, get upset when someone takes a toy from them and have to learn how to solve that problem without, you know, assaulting someone. So, and and my followup, um, Kim would like to ask if any of you if you have any need for bunnies. She has a bunch of bunnies. Yes, she has a bunch of them. I do have a bunch of bunnies. Yes, you need a bunny, a classroom bunny for any of those teachers, teacher Dylan or any of them. They Okay. All right. I'll I'll keep that in mind. Yes. Um are you calling on me, Justin? Member Brick. Okay. Thanks. Um, I was just I was just going to say um I piggyback on Arie's uh comment earlier about um you know tracking our our preschool promise kids, our head start kiddos and

163our little pirates um in the district coming into the Kuzay district. I think that with TS Gold I mean that's used across the board. So you've got your teaching strategies there. there's some things that we can can measure and have we had any um kiddos come over from Head Start to our our preschool promise? Do we have that kind of data? Um we haven't been sharing. Yes, we have had um students. So when we enroll families, the early learning hub enrolls all of the all of the slots in our area. And so we have had some families that have opted to um come to Little Pirates from Head Start. Uh we haven't done much data sharing in terms of TS Gold with Head Start. That's a good goal for the future, Kim. Um I also

164started trying to play around with Dibbles to to group our kiddos um our little pirates to try to track them over time. And we do have um that started. I just don't feel like we have necessarily enough data. um yet to kind of show show how kiddos are doing, but I will work on that and get that shared out with you all um for at least what we what we currently have. That'd be great. And is this something we can ask for? Um when I when I said earlier, I'd love to see some of that data um tracked long term for our pirates coming in especially, but um all early learning comparatively to those who don't have any learning early learning experience. Hopefully we'll get there to where we're 100%. But um it's probably going

165to take, you know, a little bit every year of, you know, adding a new classroom and having others join in. But I'd love to see that tracked. Yeah, absolutely. Oh, go ahead. Oh, sorry. We used to survey um and I'm not sure if how much we've done this um the last couple of years, but I used to survey as a kindergarten teacher how many students had had an early learning experience. And it wasn't like in a system, but we would ask we would get that information from families so that we could we could track that as a data point as compared to um the kiddos's baseline data coming into kindergarten and then as they progressed. So yeah, that's definitely something we can work on. Uh David, uh thanks Kylie. Hey, I I just wondered, you

166know, I know that part of part of this our our rationale is to try to get kids in into school early, get them up to speed so that we can really set them up for success. But I know as a community, the other real need is to is to help sort of bridge the gap around child care. And I I just don't I just wonder if if we feel like if we have a sense of how much of a difference we're making in that in that area. I mean, we're not the only schools that are doing this, but is it do do we do do we know if this is really helping families out in terms of giving them another alternative uh to help solve some of their issues around child care? Um, I can't

167tell you that I have like hard data on that, but my conversations I could get that information from the early learning hub. Um, they track that uh pretty closely. Um, but I definitely think it is absolutely helping. Um, gosh, a couple of months ago, a pretty large provider in the area closed um that was connected with the hospital and uh we received a lot of um of phone calls about families needing a place for their kiddos to go and we just unfortunately did not have um any openings. if we have a kiddo move. We, as you saw, have, you know, 34 kids on the wait list right now and we'll be getting ready to open up our registration for the 2526 school year um come the beginning of May. And so, yes, I think we

168are we are making a dent. Um but the need is still absolutely there. And do we know how many uh of our um employees are taking advantage as well? Um so we so our employees uh go into the lottery system just like the community members. So um there isn't like a you're an employee and you have a higher level of access to our program. Um we definitely have uh employees whose kiddos are participating. Um but it truly is a lottery system through the early learning hub and they handle all of the enrollment. Thanks. Okay. Well, it's uh a little over two hours. I appreciate you guys' time. Uh great job presenting really good questions. I I guess a couple things I want to wrap up with. One, an area that we didn't get into and

169maybe it's in June we talk about it. I think it's going to be really important uh that we start to disagregate data and we start to really dive into special populations. And I know some of the elementary people uh they had some special populations data, but we need to look at our uh our Native American Alaskan Native population, our Hispanic population, our mixed uh groups and really find out what areas and what groups are need more services need more support and resources where where where are our sped students and our TAG students and our ELLL students. That could be a whole another day of presentation which we don't have time today for. that really is something that we have to dive into and figure out where those gaps are in terms of ethnicity and special

170population. The other thing that that I would say is right now in our in our community and our culture, we are having the right conversations. I can say unequivocally with confidence. We are talking about the right things. This group is problem solving. We are creating systems. Um the arrows are getting pointed. the marbles are on the table. The outcomes will follow, right? First you got to put the puzzle piece together and then you just got to keep working it and working it and problem solving and going back to the drawing table and this didn't work. We come back and obviously teachers are huge boots on the ground and we have a lot of really good teachers, smart teachers that are and and Cara alluded to this. Having some early adopters and experts in our in

171our district uh is a real advantage, but we we are having the right conversations. We just got to make sure the data gets to the student level. So, any any concluding comments? Justin, y I'd like to thank you guys. I'm going to admit I've been I've been spending the week with my 96y old father who was a teacher for 40 years and I was telling him okay I'm going to go over to watch a presentation on data and my dad's like you sure you don't want to do it here and I thought no dad you don't want to do this well I am pleasantly surprised. I was sort of reticent about sitting for two hours listening, but this was really helpful and encapsulating it. I know it was hard for you guys to put it

172in quick little spurts, but it really helped us, I think, focus in on those areas that you wanted us to focus in on. So, I really appreciate it. Thank you. Awesome. Thank you, Addie. You should have invited dad. Hi. Hi. Yeah. All right. Member Roblin, I I just want to say that one of the things that Cara said um really hit me and I think is really important. And that is that at at her school, the people are in the right places. And I and I think there's nothing more important all the way through the system than getting people in the right places. And then you can start doing the things that Kayla's done about getting a group of people all feeling the same way about the kids that they're taking care of. Yeah. And

173having a positive interaction with each child every day because it is those positive interactions that build the confidence they need and it helps them see the the road forward for themselves because other people believe in them. So um I I was really pleased to hear that. Yep. Relationships matter. Kim member brick. Well, this is this has been a lovehate relationship for me. I I I love the data. I love the presentations. It was really hard to um absorb it all and keep it all in line with how little time everyone had. I I somebody mentioned speed dating. I felt like I I felt like it was speed dating. I ate this whole thing of vanilla ice cream while we were here. So, that was fun. I don't know if you can see that. Boo Bunny,

174it is the best. But, um I feel like we needed a little more time. I get the time frame for everyone, but it just didn't feel like it was enough. I asked a lot more questions in the beginning and then I thought, I've got to lay off the questions because they're not going to have time for everybody to do their presentations. And I I felt a little bit um jaded for that um because I I felt like I did have some more questions for folks. But um and I always prefer things to do things in in person. I think that that's great, but I appreciate us being able to fit this in and people can be in their own comfort zones for this. So again, there was parts of it I absolutely loved and then

175there was parts of it I'm like, "Oh, I wish we could dive into that a little bit more. maybe 20 minutes for the presentations or something like that to look at the times next time we do this or breaking it up and having half the group and then half the group. I I don't know what we do but it's a lot. That's good. That's good feedback. We'll definitely do a little feedback tomorrow in our meeting and yeah, we'll iterate next time. Maybe break it up and for sure. I think we need to start looking at some disagregated stuff. Any other concluding comments? Okay, thank you for your guys' time. Uh, principles, we'll see you tomorrow bright and early, 7:30. Thanks, folks. I'm very