001[Music] I'd like to call the meeting to order. >> What's that? >> Oh. Uh, can we please do the pledge of allegiance and a moment of silence? To the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. [Applause] Oh uh there is no public comment for this session. >> Thank you Mr. Opter Grove. This takes us down to our discussion information for the committee meeting for our education and student services uh committee. Uh this evening uh we're going to have a very large data presentation presented by our director of curriculum and instruction, Miss Stephanie Petri. And we apologize for being a little late. Um we know you have a lot to share. So please take your time and
002if we go uh slightly over in in the to the time we can do that. So thank you for joining us this evening. >> Thank you um Dr. David Heiser and um board. I appreciate you giving me some time tonight um to talk about um our progress. And um before I start, I do want to thank all of my colleagues who are here tonight um because they really helped me put together all of this information. Um and my goal tonight is really to highlight how our data is reflecting our mission and vision, our mission and vision and our work towards helping all of our students become that portrait of a graduate that we've outlined within our strategic plan. So as we walk through the data, I am going to take you through the different components
003and show you kind of what that looks like within the district. So if we start with real world knowledge and thinking about how do we help our students build career awareness, strong academics, their digital literacy, and their financial literacy, I'm going to share with you some evidence um that we are doing a good job with that. Um, one of the things that came out in August, and I don't know if any of you did see this, but in August around the 18th, there was um, a notice from the US News and um, World Report that Bash was recognized as an award-winning in the national rankings. One thing I do want to point out that that data is actually um, not recent data. It's from 2223, but a lot of the components within that recognition are
004things that we are still doing a really phenomenal job with. And I want to highlight that for you so you can see the progress that we're making um across the district. So there are six areas that are fall within this um this ranking. This is what they use to kind of make a judgment because it's uh when you think about state assessments, it's different across every state. So these are the different categories that they use and I'll kind of go through what this looks like for us now uh within the district. So, college readiness and college curriculum breadth has to do with involvement in AP classes. Our state assess state assessment proficiencies and state assessment performances are those standardized assessments that our students take. Um, looking at our underserved student um performances. I'm looking at
005the demographics within the school district and how they perform on those assessments and then also gra also graduation rate. So, we're going to walk through some of this data. I'm going to start with our AP exam participation and pass rates. So, if you look at this data, um you'll notice that the percent of students at Bash taking AP courses is steadily increasing if you look across the years. Um another thing I'd like to highlight is that the percent of students that are passing AP exams with a three or four um is consistently higher than the national average. So, when we look at that across our country, our students are doing a great job with that. Um in in addition, if you look at the far right column, you'll notice that um we are we are
006consistently performing above um the United States with across the country with our students who are performing um advanced or that three or four scoring um across the country. So that's really a celebration. Um the other piece I want to highlight is the picture on the bottom is actually from this year's AP registration presentation that was held last week and you can just see I think all of you at some point have been in our bash auditorium. Uh you can see the number of students that are in the auditorium and that is a a reflection of our students commitment to their academic excellence and taking those um more challenging classes. So that really is a celebration for us. The next piece of data is taken from the PA future ready index. And this is the breakdown
007of um ethnic demographics. And if you'll notice um the most recent data that is in the future ready index is from 2023 2024. But if you look across the trends, you can see that our our district is changing. Um our demographics are changing and we have a different population than we did um in the past five years. and that continues to change and as we think about meeting all the needs of our students, you know, we need to take all of those things into consideration. The PA future ready index also gives us a picture of other demographics. So, two things I want to point out on this slide is um the change in our economically disadvantaged students. Um and I think that's an important piece for us to recognize. Um, and as we think about
008the supports that we provide to our students, um, a lot of our students may need have more needs, um, just in that support range that maybe, um, they hadn't before, uh, or stressors that might be in their household. So, we want to make sure that we are providing all of those different types of supports for our students within our school setting. Um, in addition, our English language learners have um, increased across the past five years. We are almost at 1% of English language learners and thinking about helping those um students become accustomed to the English language and be successful within their academic um endeavors um definitely need some more supports and we'll make sure that we're considering that as we go through our our plans and looking at how we support all of our students.
009And the last piece I just wanted to highlight on this piece of data is our increase in special education population. You'll notice that um in that time frame that's in the P PA future ready index, we have increased in by 3%. So that does require some additional supports and I want to thank you for your support in the increase in our specialized our special education teachers this past year's budget because that certainly is um making a huge impact for our students. The next slide outlines our graduation rates. So the image on the far right again is from the PA future ready index. Um that data is not at the most current but that is what's on that site right now. Um if you look at the other chart that is our graduation rates that our
010school counseling department provided. Um and when you look at those percentages you will notice a little bit of a difference as far as the percent of graduation rate. Those numbers on the left are our raw data numbers. So, meaning that's counting um every student that graduated. Um they might have been um maybe in an alternative placement. Um they might be a student that qualifies for additional um years of education because of um some IEP goals. So, that is showing those students and that were counted as graduation from BASH during those years. But you'll notice our percentages are are really high and that is really um and attest to all of the work within all of our school buildings. The other piece that um I just want to highlight and we're going to go in a
011little bit more depth as I talk about some of the other data is our graduation pathways. So there are multiple pathways that students can take to graduate. So the highest pathway is the Keystone exams which is we'll be looking at that data in a few minutes. Um, but if a a student is not successful within being proficient or advanced in that exam, there are other pathways to help them reach their goals of earning a high school diploma and also some that are maybe more relevant to their educational endeavors. The first pathway is looking at our students who attend BCTC. So an option for a student um is to also use their NOTI exams which is their career competency exams that they take at BCTC. Um and I just really want to look at this slide
012and with some celebration. So if you look at the top portion and look at the nocti data and that's at or above competency in their certified programs at BCTC and the percentage of our students that are performing at that level is is really high you know and I really think that is um an amazing thing for our students and the other thing as a moment of pride for Boyertown is that we're we're averaging a higher amount than across the county. So, I think that's a really um wonderful thing that we can celebrate with our students that are attending the career center. And then also, if you look at the percentage of PA skill certificates that were awarded, you can see that there's a steady increase in our students from Boyertown um across the past three
013years of data that we have here. And again, um in 2324 and 24-25 are are outperforming our students in across the county. This slide um is just informational and something for us to consider. Um so if you're looking at our acceptance trends, you will notice a decrease in acceptance. Um and the reason that we are attributing to that really is not that our students aren't um ready or prepared, but the the competition to get into BCT is is getting more and more stringent. There are more and more students that are applying to those programs. So it's um it's really competitive. So it's it is really imperative that we take that into consideration that we help prepare our students no matter what pathway they want to take that they are getting the skills, the knowledge they
014understand the the connections between behavior and how that potentially could impact some future aspirations that they may have. Our counseling office at the high school does a wonderful job of visiting both the middle schools and the elementary schools to outline those possibilities for students so they can set that that that dream that idea. Um but it that the accept the acceptance is really encompassing more than just filling out a paper and say I'd like to go there. So they really are looking for that big picture of a student that will be able to contribute to those programs at BCTC. The next couple slides of data are information that our seniors have re done self-reporting. And um there's a couple interesting pieces um just to consider as we look at post-secary schooling and also post-secondary goals
015for our graduating seniors. You'll notice there is a a trend of a decrease of students reporting that they're attending a post-secary school. I mean I think across the country we see that trend decreasing and there's a lot of factors um for that different interests the costs involved with a um pursuing a post-secary education um but they we do have a a significant number of students that are still pursuing that um that are graduating from BASH. This information is um about what students reported as that what they are going to be doing if they are not going on to college. It outlines certain types of um career options and also notes if they don't know or if they're unemployed. Uh part of our programming throughout all of the the the years of the students schooling, they
016are looking at career options and career exploration. And I think you know if you look at the numbers of unknown and unemployed over the past three years, those numbers have decreased. So, um I think that's a a celebration in that, you know, our students are thinking about their future and making plans. Is that >> okay? >> I didn't think it was something I did. That's why I was just checking. Okay. And then this is just an outline of our students who plan to attend the military. And those numbers also have increased this last year. So, now we're going to dive into some of the academic data. So I think when we think about data, we often think about test scores or various things, but I'm going to share with you a variety of data and
017kind of explain its purpose throughout the the children's educational time at within our school system. So something new this year um that we're implementing is an academic screener at the elementary school level. And this is particular assessment is for reading um reading skills. So we're looking at what are students fundamental skills in reading. This the purpose of this assessment is to really identify where there might be a significant or or an area of need and then we can use some of our diagnostic tools to figure out what are the specific needs to help support that all of our students in their reading um development. The other pieces of data that I'm going to share with you tonight are formative data and that's assessments that are ongoing and given throughout the year that the teachers can
018use to inform their instruction and make adjustments so that they can help support the students growth. When you think about um the state tests or a final exam or end of course assessment which um we refer to here in Boyertown um those are our summitive assessments meaning it's the the test at the end the end of a grade the end of a course and looking at did the students meet those expectations at the completion of those course. So we're going to take a look at some of those results and have some conversations about that. The final piece of data is our post-secary data. Um, and that is looking at, you know, students options. And there's a lot of career connections with all of those assessments, which we'll take a look at in just a few
019minutes. So, the first screen I do want to show you is um our our dibbles kind of outline. So, what this outlines is the specific reading skills that students are assessed during this screener. And an important piece because you may hear this um from some of the constituents as report cards come out. Um we are talking now about specific skills in reading and there is developmentally steps that a child goes through to develop as a reader. Previously you might have heard about levels. So they're reading at a certain level. Now we're really digging into what are the specific skills that that child is doing well in. what is maybe something that they're having a hard time with so that we can address those specific skills. So in that chart you'll see on the far right
020is the grade where those skills are assessed. So you can see that it progressively at the beginning of kindergarten first grade we're looking at phmic awareness and phonics. So can students identify letters? Do they know what those letters sound like? Do they know how to combine those letters and sounds together to put words together? When they develop that, it then leads to fluency, the abil the ability to read thoroughly and clearly and then also then will build their vocabulary and comprehension. So you'll notice those check marks increase as the students get older because those skills have developed and they've moved from learning how to read to now reading to learn. So that foundational skills are really important to develop so that we can have our students able to read and expand their educational opportunities. So
021now as we dive into formative and summitative assessment results. So this is a sampling of PSSA adults results from our elementary age students from grades 3 to 8. On the right hand side on the left hand side is our students in grades 3 to 8 an example of their diagnostic ELA results this school year in the fall. So on the right hand side you'll notice that um from grades and this is a combination of all elementary students we had 51% students proficient or advanced in that summitive assessment that assessment at the end of the school year. The assessment on the left hand side is our our diagnostic assessment right now. So that's our formative assessment. It's telling us where students are currently and allows us to adjust our instruction throughout the year and make sure
022we're we're meeting their needs. And I'll in a couple slides you'll get to see an example of how that program allows teachers to do that in their instruction. So this slide looks very similar and this is the math results from grades three to eight. And if you notice, which I find interesting, um, and and something that we really want to think about and target is that our proficiency rate on the PSSAs in math last year was 55%. Our students are starting the year with that proficiency level. So, we definitely have work to do and we want to make sure that we are addressing those specific needs um with all of our students in the middle school levels. Um again on the right hand side is our PSSA results and this is um for all grades
023in the middle school six, seven and eight and on the lefth hand side is their diagnostic data from the fall showing you that they are um around the same level of of proficiency and then their ELA results again looking very similar. But the important piece when we look at the formative assessments this is an example from ELA. So if you look at the top image that is the overview of all of the students. So this is example this is a sample from one class. So if you see all those little tick marks those represent students. So it a teacher can open up this program. It's called the um tool that we use and they can see where their students fall in relation to their skills in the continuum. If they wanted to dig deeper into
024a specific skill, they can look at reading strategies, vocabulary, writing strategies. And if you'll notice on the second image, there's group numbers below. So, what that does for a teacher is to be able to group students with similar needs. So, this example is looking at reading strategies. So that teacher can take that information from this diagnostic tool and dig deeper into what the specific needs are for those groups of students and deliver small groupoup instruction based on those student needs. This is an assessment tool that we use pretty regularly in um in uh the elementary schools and middle schools that they they keep a constant finger on the pulse of where students are doing along the year with their skills. So they can see that growth. The levels kind of follow by the grade level.
025So the 300s are third grade. So at the beginning of a year, we would want to see our third graders. In the lower 300s, by the end of the year, we would want to see them approaching 400. So you can really see that progress across the span of a year. And this is just another example, same concept, but with math that you can see that it breaks down the different skills and allows the teacher to group them based on their needs. At the high school level, our Keystone exams are our is an assignment of assessment that they use um in algebra, biology, and literature. So, as I talked about earlier, this is one of our graduation pathways. So, if a student is proficient or advanced on all three of those exams, they've completed that pathway.
026Excuse me. There's also a composite score that could be an option for students. So out of two of the exams, if they reach a certain composite score, they could use that as a pathway with the caveat that they do not score below basic on any of those assessments. So the interesting thing about the keystones is that it's a courses specific assessment. So algebra 1 is given in typically in grade seven, 8 or 9. Biology is typically given in nth grade and literature is typically given in 10th grade. So, as we look at this data, you'll notice that it has a span of grade levels. And we'll talk about why that looks that way. So, if we start with the algebra keystone, you'll notice there is um 100% of sixth graders were advanced on the exam.
027That is a celebration, right? That's awesome. And we're very proud of this one sixth grader that took that exam. So, um this is a student that um because of their academic needs were accelerated and took that algebra 1 class in sixth grade and did very well on the exam. If you look at the seventh grade band, this is the first year that our students are taking different levels of math. So, these are our students who are um more prone to being doing well in math. So they're the higher the higher math class that is accelerating and you'll see that typically they perform pretty well on the Keystone exam. As you look through the progression, you'll notice that in the 12th grade year, for example, there was three students and um that were below basic and
028one that was basic. Those are students that um could be a lot of factors. They may have moved into the district and never took the algebra 1 exam. um they could have um been a student that might have struggled in in math classes, but those students would then be eligible for a different pathway like we talked about earlier. So depending on what their goals are, they might be pursuing a different pathway if algebra wasn't their strong point. And looking at the literature keystone, so this is our 10th grade year. So, we have that those spans of grades where students may have taken a keystone and there's various factors for why a student wouldn't be taking it during that typical 10th grade year. But ultimately, we want to make sure every student is having that opportunity
029to take that literature um course and then that that Keystone exam at the completion. And biology is a course that's given in nth grade and we do have um some students that do take it in older grades as well. So this example is a formative assessment for for our Keystone exams. This is called the CDT which is a classroom diagnostic tool. And if you look at this image, the green bar is the grade level expectation. This is a sampling from a one one class. And if you notice all the little dots, that represents a student in that class. So that tells the teacher where their their students fall based on their performance on the the diagnostic test. And the way that this test works is if I get a question correct, it gives me a
030more challenging question. If I don't get the question correct, it'll give me an a a question that might be a little bit lower so that I can it can pinpoint where my level is. So if you look at the dots, the students who are closer to the green line are just about where they should be for the beginning of that course. The students that are above the green line are a little above where maybe they would be at the beginning of the year. The students below are ones that we're going to want to target some support for to help them be successful within this class. The other part of the CDT is on the right hand side. You'll see that it offers eligible content and scoring examples for teachers. so they can dive into the
031specific skills and and needs of students and help tailor their remediation or extra tutoring or extra support to help students make that progress across the year. So this is a test that is given multiple times throughout the year to see and track that progress. The final academic slide um related to our state assessments is our our PES and this is just hot off the press. This was released last week um to us. This is the Pennsylvania value added assessment system. So what that means is it is measuring growth. So it's looking at all of the academic data from across the state and it formulates a predictor for if a student scored um in a certain trend, what their likelihood is to experience that growth um over the next assessment. So if you notice there are
032a lot of dots on the far right blue side and that is where we are exceeding the expectation of growth. So even though our scores might not have been maybe where um we expect them to be I think it is a celebration that our students are growing. So we are where are we we are starting they are growing and progressing and this is data from across the district. So uh the trends across addictions are showing that we are um very consistently uh you know going beyond that growth expectation outlined by this the PEAS system. So as we look at some more postsecary data so that was all data that is is relevant to our instruction curriculum and our state standards. So, our students also do participate in other assessments based on their secondary goals. Um,
033so the SATs are an exam that a lot of students take in preparation for college. So, in our 2025 grads, we had 213 students take the SATs. So, you can see um the top row is the trends of where our students scored. And you will notice that they do trend higher than national and Pennsylvania ratings. So, our students are really doing a nice job as far as their performance on the SATs. And this is just an a sampling of last year's assessments, the students that took the exams and where they fell in the averages of the assessment for the total score, the English, reading, and writing, and the math scores. The PSAT is something that we offer to all 11th grade students. So, every 11th grader actually tomorrow morning will be taking the PSAT that's
034that's in school tomorrow. Um, but this is a great opportunity to expose students to the PSAT if they are going to consider taking the SAT. And um, you know, again, I think when we look at the trends across um across Bash and across the the state and the US, we really are trending above the average. And that's um really a celebration that I think we need to highlight. And this is just breaking it down into the English reading and writing. Again, we're right around that state average and a little bit above the the US and global testers. And in math, um we are trending again above those other areas. The PAC is another assessment that is given to all 10th graders. So tomorrow morning our 10th graders will be taking the PAC and this um
035test in the past we have given a paper pencil exam. This year is the first year that it will be given digitally. So we do not get reports from the the PACT as we do like the um the PSAT. I don't don't know why but we don't get those reports. Um but the one thing I really want to highlight with this report is that students get this back. So this is a sample of what a student would get back. It outlines their scores and it really can be used for future planning. So the second page of this report and I circled the the little diagram on the left because based on the students responses and their academic aptitude, it gives recommendations for potential careers. Doesn't mean that that's what the student has to do, but
036it gives them guidelines. So for a student that's not sure what their next steps may be, this is a great tool to have those conversations about you scored well in this area. The recommendation you seem to have an aptitude for doing this. Let's take a look at what some careers might be in this area. So it's a really wonderful tool to start those conversations with students. And just I do want to note that both of those exams also are things that can be used as a graduation pathway evidence. So those are assessments that can also be used for our graduation pathways. We also have a lot of students that are attending our Montgomery County Community College dual enrollment classes. So currently we have 598 students that were enrolled in this program from through last this
037past summer and last year. So, it really, you know, I think having students wanting to attend in the summer and continue that opportunity is a great a great thing that we see our students are striving to do and and go above and beyond within their academic um endeavors. The ACAB is an assessment that is mostly based towards a student that's interested in the military. Um, it is a military enlistment test. This is another example of data that could be used for a pathway. The other great component for this assessment is there's a big career exploration um component. So I know um board members you were given um sent out this PowerPoint. If you click on that blue highlighted underlined item, it'll take you to the website and you can see what some of those career
038exploration opportunities are as students get those results. So it helps guide them again in making some decisions about what their future may hold. So the next section of data that we're going to look at um falls under our category of social emotional wellness. Um and these are some things that sometimes are harder to measure, but we do have some data that I think um you know helps us understand, you know, the the things that potentially impact students beyond the school day. So, we know not every student might be coming to school with the same circumstances and I want to share with you some data on how we do support students and information that we have to kind of help make decisions on um what our students need. So, this screen shows you our threat assessments
039and safe to say reports. So, the threat assessments is something that we started in 2122 and you'll notice um that the numbers have increased and there's a lot of factors to that. Um a lot of it is um the staff that are trained in take in conducting a threat assessment have become better at um of conducting those assessments. And also it has raised our awareness of when we should be asking some questions. We're not just assuming everything is okay. If something is said where a child might make a comment that they want to hurt themsel or hurt someone else, we want to make sure we take that seriously and go through that process. Um, we are actually using a new tool from the Pennsylvania Commission of Crime and Delinquency um that is really much more
040thorough and we have um started a new team that meets monthly to review our threat assessments and provide the building or the parents recommendations for further support potentially for a child if they have um if they need that based on the the threat assessment. So, it really has been a great tool and um really hopefully, you know, our goal is to help make sure our schools are safe and that's a really important piece of our work. The safe to say reports um are an anonymous report that can be made 24/7. So, I do need to give, you know, a shout out to our team that's on our safe to say report team. They get calls in the middle of the night and they are responding to incidences where at times a student is not in
041a safe situation and they're making sure that they are getting connected with the appropriate resources. So, you know, it's it's not an easy job. You know, you're you're getting those calls and you're a set, you in the middle of the night waking up and making sure you're getting that, you know, whether it's the family contacted, whether it's police contacted. But, uh, those reports have have increased over the past years as well. And I think a lot of that has to do with the fact that it's anonymous. So we we're not reporting who's making that call. But I also think that students have seen that friends have been helped by making that call and gotten the support that they need to um you know to avoid something that we wouldn't want to have happen. our SAP
042data. So, our SAP program is our student assistance program and this identifies issues for students in a very a variety of ways, but really it's it's issues that are that could potentially get in the way of a child's ability to focus and be successful within the school setting. So, if you look at the trends from 2023 to 2024, you will notice a pretty significant increase. Um, and the reason that we attribute to that is that we've been able to offer more groups within our school settings. So that allows us to meet the needs of more students. So I would not think that the increase is a negative thing. It actually means that we're getting more students, more support based on the needs that are coming in um from certain reports. And this is just some
043examples of the types of referrals. So you'll notice that internalizing, externalizing behaviors are are the biggest areas of report. So internalizing behaviors really falls in a student that might be demonstrating um anxiety or depression. Externalizing behaviors are more explosive behaviors. That's where the majority of our reports have come from in the past two years. As well as social concerns. So that's another area where we see some more referrals coming across for our student assistant teams. And if you look at the types of recommendated recommended services by the team. So the team meets discusses um connects the the student and their family with appropriate resources. But you'll notice that group intervention number is our largest number as far as the types of recommendations and that's something that we can offer within the school setting. So, the
044last piece of our portrait of a graduate is composition of character. And it's really hard to measure composition of character, but I wanted to highlight for you some things that are happening. And this is definitely not an extensive list. There are a lot of amazing things happening in all of our buildings that help build integrity, encourage lifelong learning, demonstrate kindness, and build resilience in our students. But just to highlight a few, I want to share our BASH internships. So, if you'll notice, um there's a lot of opportunities outside of the school setting and inside the school setting for students to participate in an internship. They can get um high school credit for that. and they and in those the instances where they're working outside some of them are actually employed in that environment also and
045can also get um you know be be making a you know an hourly wage and also building a capacity for future employment. So I do want to just thank those outside organizations for taking our students as interns because it really is a wonderful opportunity for them within the school setting. You'll notice a lot under the education and training. We have quite a few students who will do internships with former teachers and spend that time because it's education is a career that they want to pursue. Our auto visual auto visual aid students are obviously um a wonderful support for us in all of the the publicity that they do for us as far as creating videos, filming board meetings. Um but they're an active members in um within our community. I wanted to highlight our national
046honors society students. Um they provide tutoring to their peers during the home room advisory period in the library. So you can see the signs displayed there are the different subjects students can come in and get support from the national honor society students. I also want to highlight our involvement in PIAA sports and music opportunities. I mean, if you look at those numbers, this really prov provides an awesome opportunity for students not only to be involved in something, but to represent our school district. So, going out and showing that good sportsmanship, um the arts and music groups, performing and representing our district and and really bringing that pride to our school. At the high school this year, um we are offering an executive functioning class for students um who have an IEP or a 504 plan.
047This is a class that runs quarterly and it focuses on strategies that include time management, organization and planning, study skills and test taking skills, task initiation and sustained attention, self-control, working memory and perseverance. and really giving students those opportunities to develop those skills for independence and being able to do those things on their own as they look to graduate from BASH. Our elementary school counselors also offer lessons that are also designed for developing um self-awareness, learning self-regulations, developing common language for expressing feelings and supporting positive behavior within the elementary school setting so that all of the students get a consistent message. They also start to introduce career exploration at that primary and intermediate levels. So students can start thinking about what um things that they might want to do when they grow up. And then
048that builds in our middle school levels where our counselors and classroom teachers work collaboratively in collaboratively in our reach program which is a course that students take um with again high emphasis on personal, social, and academic growth. They're doing interactive lessons. They're learning to navigate social situations in those middle school years, developing positive relationships, their self-awareness, um, but then also spending some significant time looking at their futures, their strengths, their needs, and also looking at what might be career opportunities for them. So that data presentation was really multiple forms of data, not just the academic pieces, but I think it's important for us to keep in mind that all of those factors come into play as we look at supporting our students to become a portrait of our graduate that we've outlined based in our
049strategic plan and aligning to our vision and mission. Are there any questions? I did move kind of fast because I know we're on a little bit of a little less time scrunch, but any questions related to the presentation? Yeah, >> I think not not in May, but Oh, I'm sorry. >> I'm looking for the graph that you that we get typically on the future ready site that will show 21, 22, 23, 24. It makes it so much easier when you can see that for the PSSA test. Is that something that you could >> Yes. The the PA ready index is not released yet. So, we just got that PES data. So, that tells me it's we're getting close, but I certainly can share that when we have that. >> Okay. Thank you. You're welcome. So
050I I think couple key uh components to this and we I think this presentation has been done this is probably the earliest in the school year that this presentation has been done the board and there's a reason for that um you know by the time we hit January which has been a more relevant or not relevant but more um past uh experience you know we're already halfway into the school here and to share that data with you, with our community, with our families, with our teachers, with everyone um I think is is a bit unfair. You know, we have an obligation to share the data that resulted from a lot of different experiences throughout the prior year and then act on that and figure out a plan. Um you're going to hear in probably the
051next hour at our next meeting um how this data I is being utilized in some of the plans that we have and we've incorporated so far at the start of this school year as it relates to strategic plan our MTSS framework that that area that which you've heard a lot about and how we are utilizing some of those components to make continuous improvement. Right? The idea here is that one of the PO real positives that we learned about just last week was that PSS Pivos data which is telling us that um projections for our students um is very very high um while some of them may be trending lower than other school districts on average but we're exceeding on the growth end of things and our attention to detail when it comes to some of
052the things that that Mrs. Petri and her team and all the administrative staff you see sitting here tonight is is driving that and continue to drive that focus so that we can see continued increase improvement in our scores, highest value achievement scores and growth scores that we can assume to that certainly doesn't um take away from all the other data. The other data when we look at a child is it's a holistic data and this idea of a portrait of a graduate. What type of portrait do we want of that student that walks across that graduation stage and we have we put them in a position to be successful and to take the next step of their lives and do it very successfully. That comes not just in one form of data. that comes in
053a holistic form of a lot of different factors and a lot of different data that you heard about tonight um that contribute to that and and the success behind that. So, I want to thank Mrs. Petri for taking the time and her uh her team of administrators who really work through the data in being able to present this to you and present this to you so soon. We will continue to present some of the other data pieces as they get released um so that the board is aware of those types of things um and you'll be hearing um through many committee meetings throughout this year about what it is we're doing. Um so the data is one thing. Now what are you going to do with that data and how do you act on that
054data? And our plans uh centering on that have already begun and and our staff has been uh really working hard. Uh we went had a large professional development day. uh it's a lot to take in. It's a lot different and some change mechanisms uh to that and uh when it comes to the expectations of that. So that's important for our staff and they've really done a very good job in doing that. So, we're we're expecting some great things throughout the the course of this year and we're really excited about I'm already excited about what next year we're able to present to you in terms of forms of data and to be able to see the types of continued growth that we we hope to experience um when it comes to that. So, any other questions
055for Mrs. Petri? >> No. Thank you. >> Thank you everyone. >> All right. Should we take five minutes? >> Yeah. >> Okay. Motion to adjurnn. >> Motion to [Music]