Ellensburg School District Board Meeting - 2/26/25

001join us if you are able as [Music] I thank you I would like to now introduce our board of directors tonight we have Cindy Co mine Deon posha Woods Kathy day and I'm Mike R we're also also joined by our superintendent try turno executive director of teaching and learning Jennifer C and our student Representatives Amari thong and uton board the first action item is our consent agenda we have the opportunity opportunity to review these items individually and seek clarification from District admin prior to our meeting I will entertain a motion move approve the consentment second Kathy is moved that we accept the approve the concession agenda Cindy is seconded board any discussion call vote all those in favor I any oppose consent agenda is passed all right board that takes us into Administration and first

002up is our student reports yeah all right so for um strengths we kind of asked around some students for some uh strengths and areas of improvement um so one of the big things that we heard over and over again is that the Administration has done a great job at being more present um and involved in uh students Liv so being at phas U so being that sporting events popping up in club meetings and U being there right at the front to greet students as they come in and just um being a lot more involved in the students day-to-day lives where a lot of students have gotten to know quot SC people in the office right so um that's just something that a lot of kids have really gotten to enjoy is getting to uh know

003the people um they may not have know as well PRI I'm going to talk about some feedback and suggestions um so for the high school we um we talked to few students and they um thought communication with like study changes when you have or things like that could be a little bit more accessible like thing for those who might have online classes and in person um and then something for us actually that's very useful as students are kind of talking a little bit more about um how we can be more and how they can know how we accessible um so although we can like send out surveys and student um or our like data or something that we want to get there um um just more ways to be able to access us yeah oh

004and say um that I'm pretty excited about pretty excited about it U and CH is working on a student closet so uh it's a big project that we're working on um for things that a student may need throughout the day um about something at home like not or something happens right um so just most closet where there's things that they uh that they can um stop by grab maybe something like that so just um resources and um materials that student might all students so it's something that something that I think be a students to add on to that um they provide us with some uh I guess data but the donations that we've received from the community is almost equivalent to $12,000 which is crazy um and then other club updates posa made some like

005send off cards for sport the district and so I think it's a way that I positivity um and then the student voices started up at EHS um we're trying to get that started and I'm really excited about that so more updates on that soon thank or any questions or all right thank you Omari you [Music] come uh next up under Administration is the EHS midyear update and B snow Bo you're welcome to sit up here or stand there whatever works easiest for you I'll I'll stand up here well first off I want to say thanks to the board um and thanks to den and Troy this year I mentioned this when we did the fall one but this is the first year for a lot of us that this process actually meant more than just

006paper uh and I want to applaud Jen and T for the leadership to you this is something we've been living and working on weekly uh in our Monday meetings and so this is something that's like I feel way more confident standing here this year than ever before talking about our midye review simply because of the effort time that we've been provided in the leadership in like let's make this a living thing that we're actually doing and checking um and so I learned a lot in this process and some of the things are I learned that I made mistakes and we're going to talk about that as well as the the outcome so far so we can so at Elber high school we had two primary goals as everybody did an AC goal which for us

007was to close the gap between our I students and non students and then our social emotional goal was to raise the reported sense of belonging um at EHS the measures and we'll talk more about the measures in a minute is kind of where we realize that we're we've run into some issues not the C survey necessarily but in actually measuring how we're closing the Gap right these students is much more complicated and complex than originally um we thought so um as I mentioned we picked the wrong goal for our academic piece and what I mean by that is we still need to work on what our you know how our I students are performing but what we realized is that the language should have been more about academic achievement versus closing the Gap the primary

008reason is that we simply for our Gap realized that the data is spewed because it shows how many students didn't test drastically impacts the outcome score on smaller balance assessment if we had all of our eligible students tests the Gap would have been significantly different and so when we dove into this and I'll give a lot of credit to Jen for helping me through this process like when we look at the data it's not that our kids I mean our kids definitely performed on it at a lower level than students that are not on it but the data that we judged and built this plan off of was skewed by the number of students simply did not test so realizing that you're going to see when we talk about some of the data how we

009had to look at it and approach it in a little bit different way um last year of the students that tested 33% completed it and of those students 33% of them actually passed well that number isn't reflected in the Gap that we saw and that we talked about at the beginning because the Gap should be about achievement not necessarily about how the statistics are measured versus I versus not so realizing that the goal that I selected in the fall is a good idea it's just not statistically very easy to track especially until we take smaller BS at s um and like I said Number Four The Learning is achievement would be more relevant than the Gap at this point but there's a lot of good Stu winter match scores um so for Smarter Balance this

010spring our 10 graders the projection is and what that means is that when students take a map test there's an ability if you look at map tests and you look use their website they will give you a projected score on what Smarter Balance will mean so a correlation between their winter score and how they will perform on the spring test so in ela 133% of our students on I would be at a level three which passing 23% would be at level two and 54 % would be level one or did not test one of the pieces we also find articulate a little bit more is that some of our IQ students are also some of our students that don't attend school at a rate we would like and when you're trying to test on certain

011days and certain windows and the MTH test closes on a certain day if students miss the four or five days that we're testing they don't have a test score which is also an issue when we we talked about water balance math 7% would be a low 342 % will be level two 51% will be level one or did not test what that translates to is if if this many students if if the same number of students take the smaller bance test that took the winter math test we would significantly lower the Gap because we would have significantly more scores tabulated the this is where the Gap the issue is that we would have the Gap strength but we still would need to Target the achievement level that those students are achieving so highlight the goal

012to close the gap good goal but we should have focused more on the achievement so the data you're going to see is on the achievement of students in the winter um and we will in the spring we get the results we will calculate the Gap and measure the Gap because it is important but really identifying our students making progress towards achieving a level three of proficiency on on the Smart Balance um is we're realizing is is a goal that we probably will set in the future when we write the plan again for next year that will be a goal we will put down um go ahead and monitoring our set goal um I realized and if You' ever seen the CP website and the data dashboard that we have access to there are a million

013tiles there are a million things to look at and one of the things that when I calculated our data from the fall I calculated with the wrong number I should have used the one that said specifically student belonging because it doesn't for me instead of having to W through the multiple tiles and calculate on my own I should have used the dashboard point that was there which was actually higher than I stated in the fall um and so when we took the C survey in December the data came back um and our data went up it didn't go up as much as we set as our goal um so we still have work to do with that and we are working on new things uh Utah mention and multi and Mario part of our fellows

014program that we working on with the grant um we're really excited about it we are Mark cello is our ESD um rep who is coming been coming and working with admin team but recently has worked with a group of students and staff to build some kind of our Cafe question event that's going to happen next week and so out of that we will have 40 students um eight staff members doing a cafe event around questions generated by students to highlight and Target an issue that they want the school to address a student driven process that's actually student driven not the admin stayed out of the room in fact because we wanted the students and staff to feel like it was their process and their opportunity to work on building a goal that has nothing to

015do with what I think or what my admin team thinks should be the goal but actually a goal generated by the students so we're really excited to support the group in working that process and then out of the cafe uh next week we'll have data around what students want to highlight the goal and then process works from there with marello the students work with marello to build and develop a Target and then we'll spend the next year working on the projects and how that plays out um in the building so we're really excited about that piece and I will show some later on our progress and stuff other pieces that we're doing to address the social emotion so here are the pro processs and practice gools that we in our plan and we're going to

016we'll look at some of the data um as as we're going um these are things that are uh when we're looking at the academic goal some of these pieces have um highlighted some areas that we really don't have as a system yet and so building and working through the that process we've learned aot as a building and our special services team deserve a lot of credit because I've been asking a lot because with our goal being around students on IEP they're crucial for me to find and access the data necessary to say are we making progress and so that has been there's been a lot of learning a lot of things that we've identified as barriers we have to figure out because we have not done a good job um in the last few years

017of actually uh tracked in some of the pieces that are relevant to the growth in this area the students are working hard the staff are working hard we've never focused on the things that we're focusing on now so um that's been a positive learning experience the social emotional piece you see up here and the data will be highlighted in further slides but really targeting this piece to work on how do we pull out from students um what they want to see how do we engage them how do we encourage them to uh participate how do we encourage them to reach out to resources that we have it's been a really interesting process and it's you know some of the feedback that the student rep is positive in terms of how students see the work that's

018happening but we still have more work to do there's a lot of things that we need to tackle in this regard and so we're optimistic that we're building pieces to the puzzle and keep working on one one piece time so some of the progress monitoring pieces um this is some additional data like I mentioned it earlier these are some of the achievement pieces that um that we were looking at for our students on I so in ela 58% of our students on I show grow called the winner um 39% showed more than average growth and if you're looking at RIT scores um Maps outlines what what their scores should be and so the the scores that we looked at were um average growth is 4.1 points on a red score and so if students scored

019more than 4.1 or grew by 44.1 they're growing more than what would be expected so 39% of our students on I showed more than average grow which is good 6% scored around the same and then 32% of students scored slightly below what they did in the fall math 57% of students showed growth from fall to winter 39 % showed more than average growth 7% scored the same and a third student scored lower than what they did in the fall one of the pieces to this piece as well is that we're realizing the limitations of math testing uh one of the issues for map testing is it doesn't disaggregate by groups the way we can other tests for example finding the data for students on IEP is not as easy to click you don't just get

020to click the IEP button because is not in the system they're not grouped in the system that way so in order to gather this data we had to go kid by Kid through the entire thing so the 145 kids are on IEP not all 145 Tak the math test you have then narrow the list and go one by one by one through all of their Maps data so it was it was a good process but it is not something that is very fast and so we're realizing that in order to make decisions off of data you have to be able to go at a pace where you can see it and then make adjustments so looking at how we do that process and how we work with our data is something that we are getting

021a lot better at but we're also looking at like wow that's a it's a lot of work it was a lot of time it was I spent individually over 10 hours just with the data that I had and then the staff did that much more times five U and so it is a lot of work to figure out specific information for students that are on an i based off MTH one of the things we're looking forward to um and I was fortunate enough to participate with the district team that worked on identifying our next data platform that we're going to get to use I'm super excited about the one that the district selected we're excited about the opportunities that will provide us to do more individualized grouping for our school and for our needs and

022then be able to track them in a more meaningful way so we're we're looking forward to that P coming up um oh sorry that last slide was just night here it's 10th graders in ela um 47% of students showed growth 5% of students started the same score and 48% of students scored lower in the winter time one of the reasons and this is an interesting piece for us for example our sophomore class um attendance is an issue and attendance for students that are on I is LLY an issue so you reason you see some of the higher numbers for students which were lower it a lot of the students didn't test both times so I didn't feel good about saying oh we're only going to cherry pick the pieces um if they didn't test and

023they tested in the fall they didn't score higher I put them in the category you know they scored lower because they didn't test which is a data point but it also highlights Something That We're continue to work on which attendance and I'll talk more about that in a little bit but math 57% of the students showed growth 10% for the same and a third students um scored low so some of the progress moning pieces that we get around academics um we held an i night in the fall we built a really amazing presentation with a lot of pieces that we have to offer for students we had vendors and resources in the room from all of our hardner agencies the community um District leadership was there Lorie Gilling at school sites we had all the

024players in the room um translators everything one parent and we invited them in multiple ways we invited every parent that's on an IEP via parents Square via letter and Via call um so we realize that we have there's that that is signed and we have work to do to engage uh both the students and the families um in a different way than what you know an invitation to a meeting didn't work the way we had anticipated um and so realizing that we've made adjustments for how we're going to approach incoming eighth graders um next week we have our e8th grade parent night and so we will have a separate session for students that are on it so that they can get one-on-one opportunities to ask questions to engage with our staff engage with everybody so

025that we could targeted in a different way so the hope is is that we can start it when they're incoming freshman and continue with cohort work not that we're going to say if you're not n gror you aren't going to have access but we're going to Target them coming up next week we worked um with our CE survey um we made sure um that every student and every teacher had a hard copy of accommodations so the kids could take it with them so they could advocate for themselves class um we actually started a meetings with departments it was really pretty powerful to see um our special services team go into a department meeting and they went kid by Kid in every class to talk about what each kid needs to be successful in for example

026in history students don't have ID goals in history but all of our students on I take history class for example and so being able to have facilitate that conversation and dialogue around each individual kid in all the various classes it was a pretty cool thing and we're working hard to make sure that we are able to duplicate that process more frequently than once in the fall once you know provide time in PLC process for that to Ur So progress monitoring some of our set work um so one of the pieces that we implemented a couple years ago is we want want to know how many students were articulating mental health needs uh in the building and there are a couple of different ways that we're approaching that on a pretty regular basis one of the

027pieces um for that we do is when students check into the counseling office we have them fill out a rle form every single time when they come in before they see somebody they fill out why they're there what is the reason if you look this is current up through the 13th of February when I started building the presentation but you can see that there are almost 2,300 visits to the counseling office and it articulates why are they there if you look down I don't know hopefully you can see it up in your packet but the majority of our academic based um others for example I received a note I came down the council called me down some of those are we realized are they called down because of mental health check-ins and this doesn't necessarily

028say mental health checkin on note but if you look there are other pieces um like personal so roughly 10% of the visits are personal a lot of them out of that are around social emotional stress issues the ability to fit in and participate um and so 10% of our student visits are identified by to our counseling staff and to us as working on their not and so we are continually looking at this is um IC with our counseling staff every week to really talk about like how do we improve the process how do we make sure we're offering or or tracking what what's happening in a way that respects both the counselors and the students um many you know obviously what happens with counselors is is a confidential piece and so tracking exactly the nature

029of all the conversation is is very difficult but Gathering the data as an enter it helps us see is the need growing is it shrinking are we seeing you know Peaks and valleys and yes it Peaks around the semester when grades are um becoming a reality Etc but it has been a valuable tool for us to track how students are doing and what what's happening throughout the year this is something that students have available to them every week in advisory um we do a bulldog checkin and this is a copy of exactly what it looks like for students name grade um what's going on if you feel like you know you're at five and you will see on the next slide they get to articulate why they feel the way they feel so they're feeling

030down they get a chance to say why um would it help to talk to someone today counselor an administrator any other person that they want to identify they get an opportunity to share that um as they're going go ahead listen the way that it on our end is we get a spreadsheet um I didn't I cut off the section identified student AG but it shows you what the response is how it shows up for staff so that we can act on it so if they identify you can see their score one through five if you see the next column if they get to explain why the next column is you know whether they need to talk to somebody if they indicate yes that's where sometimes the notes come from like if if our counseling staff

031says oh this kid said yeah I need to talk to somebody that's our indication and we get a flag we we get notified and that's part of the process of how we continue to check and then they identify who and then some identified particular individuals if possible we connect them with that particular individual this is this the feedback from students varies it depends some weeks it's 400 some some weeks it's 200 some weeks it's 500 it just depends on the week and it depends on if students want or need to fill out the survey or that they have the opportunity every week in ADV go ahead next celebration uh we have been working really hard this year on attendance and and what that looks like is that every week we print out the previous week's

032attendance by grade level I do seniors the other administrators work on a specific grade level we've been doing it all year long um and our positive attendance rate is is up one of the things that we really cut down on is because it's it's funny right students are smart they know if you're checking and monitoring um they're they're very aware of when Tuesdays roll around because that's when we all do attends and so on Tuesdays um there's a lot of students that get to come visit with us and on the it says as of February 20th we had had 200 or 237 student contacts and 801 parent contacts and that ranges from U every sort of behavior thing you can imagine but our attendance contacts are four times what they were last year um with

033the dedicated effort they were spending working with kids and families on their attendance and the way the attendance process works is that we get an opportunity for that face to-face contact to do exactly what Amari is talking have the relationship have a conversation tell us what's going on if a student is missing a significant amount of school there's a story to be told there's a reason why whether it's classroom based whether it's home based whether it's I work two jobs at night and I'm taking care of my siblings those are things that we get to find out in those conversations and then a lot of times we can follow up with students would be potentially better served by talking to the coun than they would sering lunch detention and or you need to meet with

034our Mental Health Specialists um do you need to do these other avenues that might address the problem more than just a consequence um and so that has been really positive it's one of my favorite parts of the week uh it seems like the more you uh work in administration and the hire you climb sometimes the further away from student interaction you get and so it's been great I've really enjoyed the opportunity to meet with seniors um and as we're closing in on graduation Les panicking today telling me you had 7 years and for seniors at 64 um you get to have a lot of interesting conversations around what's happening and so that's been really positive it's a huge thing that we're celebrating as an advent team um in the fall overall for our ninth and

03510th grade students um that took the math test three of the four map tests uh we showed high growth and high so you probably all seen the quadrant screen where you have the the upper right is where you want to be which is the green zone um and for us three of our four tests all the students were high achievement and high growth which was awesome and we really wanted to celebrate that um all of our certificated staff are being trained on the updated Danielson framework one of the pieces that I was committed to this year um was becoming a train the trainer with Danielson and I wanted to do that so that I could work with staff all year long on what's about to happen next year and so it has been a really

036success the process to talk about um their practice how they work with students um and what the changes are going to mean for the profession for them going forward so that's been a huge celebration for us that we've been working ahead um which is positive we talked a little bit already about the fellows project um it's up and running it's going um and really excited about seeing where that process leads this fall we had the largest homecoming dance High School District uh 671 students cramm themselves into the comment we might need to look at a larger venue in the future um because that was very hot and Stucky it actually took two hours later students it took two hours to get into the dance because if you imagine lining up 600 71 students and checking

037them all and checking ID and checking bracelets we have to work on our process because it was way too slow and we're realizing that it's an awesome thing to have 70% of your student body at the door uh but it's a whole another thing to get them in and have them have a good time that they want so we're working hard on that we wanted to celebrate that um that's a pretty amazing Trend um Athletics we're we're fortunate in Ellensburg we have a lot of really competitive teams we took second at State volleyball third and state in girls cross country third state in boys cross country we sent multiple swimmers to State girls basketball is headed to State again um and we just had six wrestlers compete at State Wrestling Championships last weekend at the

038Tacoma Dome um we had one male wrestler finish second and one of our uh female wrestlers finished fifth she's in third female restant Elber history to place this state pretty cool um if you saw the Paul play the Harry Potter play is fantastic Winter Music bow is going right now if you're having been you should go um it's always a hit B choir orchestra are getting ready for competition we usually do really really well we have certain individuals that are testing for All State and then um in the past we've had students go to all national so we're looking forward to that two of our F students qualified already for Nationals which is a huge deal um anytime you put the word Nationals next to something it is a big thing for high school kids

039and for a school our size to have the success we have it it is truly remarkable and it speaks to the community um but most importantly we got great kids and so it's awesome to highlight that uh FAA FFA this is ctso competition season and ctso CTE um clubs opportunities and so that's F FF TSA skills USA and sccla they're all prepping um last year I know we highlighted Sate team Nationals for a couple different teams to Nationals for FFA and they're this stage is set to do the same um and again just highlights the cool stuff the kids are doing we just get to be the adults that Su so those are the celebrations questions I have one or two actually both um maybe I'll ask you about the social social emotional um goal

040first because that's simpler the fellows program um you mentioned or the EHS fellows program um I'm just wondering if there's a way to track who those kids are who are most engaged in it because I think there's a tendency for those students who are already involved in clubs and everything else who already feel a sense of belonging and identity with the school um to add this as one more dimension of that and the challenge is to and it's an honest challenge I mean like to um to reach those kids who are not engaged or those families who are not engaged I'm just wondering if there's um any element in in getting the F's program going into tracking who's already involved in a number of clubs and who who may be invited um to participate more

041that's an excellent question I can outline kind of the process that and again one of the cool Parts about this it's not my process it is the the process that we use it's set up by ESD and they worked in numerous schools with the same types of issues um so the way it worked is any student had the ability to to apply and then one of the things that we were really wanting to Target was a balancing group of um are marginalized students so students that we know either come from minority groups or groups that are typically underrepresented and then we are majority group and so the way that the group is set up currently is we have almost a 5050 split of students that come from an underrepresented group and then students that would

042be considered coming from the majority group um and as we move through the process we're taking steps to make sure like when we're doing the interviews and stuff next week we have the groups divided and we highlighted staff members that students requested because they felt safe with them they felt like they could share so we highlighted those staff members and pulled them in and then we also have the groups will'll be sharing and doing the answering in in groups that the counselor went through and helped decide this would be probably the most successful group so it is something that we are considering I think one of the challenges that that all schools face and ours is certainly no different is that exactly what you're saying is that it's great to have highly motivated students that

043want to do everything participate in in new things but it's also important to make sure that we have students from groups that are typically not represented as a depart and so we feel confident going forward we currently have a good balance of that um I think as one of the benefits of this program grows is that the fellow will be able to so the 40 students that are there will be able to encourage and invite peers that maybe are from um that think alike or their friends or just simply you know in their peer Network to bring them in and invite them into the steps that it goes forward so the 40 that we have are not the 40 that it will be limited to the 40 that we have are the 40 students that

044volunteer to participate in the first phase and so from that we will choose our leadership fellow so of students that will move forward as the leaders and then we will be encouraging more and more students as we're going to work with us in that process and so as we continue the goal from ESD and our goal um is that it will continue to bring morein grow process to participate along with them thank you then my second question is about the academics or the academic goal and we had an email exchange about this today this is part of me just trying to figure out okay when you state a goal and then you collect data to measure that goal like how do those two things link together so I I mean I totally understand your your

045explanation about like what math does and does not allow you to do in terms of comparing IP and non IP students but it seemed like the Revis like if you had been able to revise your academic goal it would have had to do with the achievement of IEP or students on an IEP um and then but the data that you gave in the presentation was more about growth than achievement so there was there was the one slide that talked about the projected proficiency that would have meant that would have been like our achievement piece right and so that would have been had you broke the goal around achievement that would have been the prevalent information or the the information that would have been did we meet the Mark or not since we didn't set the

046achievement goal out front to identify what our Target would have been I put the data in as deci side of hey here's what projects our stents to be proficient if we were able to rewind and start over that would have been we would have articulated growth around the achievement for the projected achievement for those students and then measure against that since we didn't have a projected po I put the where we were at currently we'll look at the Gap data at the end of year but we'll be able to report at the end of the year also did they meet or not meet that threshold back by but that's great yeah um I guess my other thought was just I don't know if this is a question or a comment but it seems like the

047Gap that you were originally looking for is relevant I mean it's a it's a way to measure or it's a it's a way to set a goal for like how well are you doing in terms of educational Equity um so it seems like a comparison at the end of the year again that esbc allows you to do um would still be helpful information for you to know and also for us to Know Than I just had a couple points of clarification so is the fellow project linked to the Sparks student voice project is that the same thing is it the spark Grant is what pays for the fellow's project okay they the the name that marello like they like to call it a fellow's pro so the name spark is a fancy name spark is

048the grant that's paying for or the fellow project okay and then the statistics for the counselor visits that doesn't include a a mental health specialist or sap right there those are visits that are happening but we don't have numbers those yes correct okay and then as far as the take you back on the question of academic goals are we just using the maps and the as fact to look at what those iup students are achieving so we um well for for the sake of what was on the S plan yes what we're learning is that other goals are uh super important so progress monitoring is something that is required in all for all students on I we we're Gathering the progress the challenge with progress monitoring is that as different ID cycle throughout the year

049different goals and things are changing and so like we have progress monitoring data about growth and how many in percentage that met the goal I didn't have that though at the time I build a presentation we're working on G because one of the pieces that I'm really working on with our special services team is looking at and evaluating are the models we're using working uh are we are for example Co teaching we have a lot of um Staffing and energy invested in co- teing and so I want to provide uh Jen and Troy and when we're working on decisions coming down for Staffing things so we have a whole another data set that we're compiling for that which has a lot more of the detailed progress monitoring kid by Kid by kid um which is

050super relevant and I think one of the process one of the things we're learning as we're going through and having a goal around students that are on IEPs is that what is the right way to report and accurately and we're I'm learning too that we have five staff members that record and and uh get the data differ so we're looking at finding ways that we can do that the same finding ways that we can store that information and data the same so that this process doesn't take the mining process that we found where we're diving into 25 spreadsheets 10 databases different things and so we're trying to streamline how we're documenting and then monitoring those things um I didn't have all of that data at the time I was building this but we're working on

051building that because it is something that we're finding in this process that we need and we need to be able to Monitor and track it faster than we currently are able to do say yeah great great question point Sorry mine's quick mine's quick uh this is probably more for Troy and Jen and it's on the subject of the IEP Parker but Bo was talking about are we seeing like an increase in students with IEPs in in the district as a whole obviously I just was kind of curious It's about 18% of the high schoolers are on IEP but are we seeing kind of a growth in our district or is it just kind of steady right now we're not seeing a significant growth at all um although interestingly Laur was just telling me that she

052has a high an unusually high number of referrals at high school which does not necessarily mean that they will all qualify but just I just want to um thank you this is a really clarifying presentation and it really pointed to like in your words that we need the data we need it to be more easily accessible and so that tited really nicely with the the um the adoption of au and bringing that in and helping helping that align systems and also uh what district ad has shared with them with us and just aligning systems work right the people have been working really hard the teachers are highly ition highly passionate the kids are working really hard but we're finding the system uh with this intentionality looking at just need a couple of tweets and support

053so thank you for sharing that and clarifying or any other questions for Bo at this time thank you very much Bo for your presentation tonight we appreciate it thank you and next up is Michelle vivage with the Morgan middle school year update hey everybody all right well I'm gonna Echo a lot of what go said in terms of picking better goals next year it was it's such a learning experience to go through the process go that seemed like a much better idea when I started um but the reality is that we still even without having the the most refined goals we're still looking at data and looking at achievement in a different way and really digging into that so that's that's worthwhile so go ahead so just quickly as a reminder what our student Al

054goals are in English language arts what our goal was to have our student growth percentiles be at 50 at the 50th percentile for all subg groups um we're looking at the smarter balance on the proficiency to get to proficiency on central idea as a Target area and then our e progress rate will go from 25% to 40% um in math the student growth percentage would be at 55 55 percentage for all sub groups and we really targeted that algebraic exr Target so that we could the staff had an opportunity kind what's the high where's our leverage Point what if we really were to focus on a continu area what's going to get us to um interestingly our student growth percentiles while that was a grand idea we just got but last year's released this last

055month so so we it becomes like a two-year goal because you can't it's not going to measure anything we've done this year um so that was my off yesterday I good news is is we're starting to really show some Ro on whip which is the Washington State Improvement framework um but it's not based onen and so um looking at just stretching that out and maybe looking at what's a better measure that we can actually have progress monitoring along the way that's not just Smart Balance um and then our social emotional behavioral goal was we had three identified statements out of nine that were identified on the C survey as being connected to students having self agency we chose three to try to move to above 7 with a 75% positive respond again I with our

056coach um aie schools that doesn't matter our coach um because really again that needed to be a two-year out because we take a survey in November so all the work that we do from November to June or to the next November is really what we should be measuring so but we have good we have some good data to at least show progress on those so go ahead oh it didn't go that is the best Benchmark we have at the secondary level and so in our reading goals um the top bar represents the percent that's the growth percenta and and the second one is the achievement from fall and the left to Winter um on the right so at sixth grade we went from 51st percentile as our median percentile um in fall to the 52nd

057in the winter in 7 grade we stated the 6 first percentile and seventh grade teachers grow like 60 percentile in the nation there's you stay the same um and then for the grade eight we went from 550 seconds to % out Med store so showing them some some steady growth um we're being very cautious this year about even talking about the growth part of it because uh the map the company the we that does Maps is going through a recalibration of their Norms so last year and this year they've changed the test and so it's going to be better results in the long run but as a result you they theow growth percentiles are grossly misrepresented especially in math and so um we just have to be careful that we're not putting a lot of

058stock into the glob percent c um so that was that's just kind of an overview of the reading go ahead um and then this chart the diamond represents what the the average expected growth would be um for each grade level and then L represents how much observe growth there was it's important to note the scale on the side is only half points and so the expected growth for sixth grade is just under three points they do it for the Seven Grade teates of course again okay the diamond is 2.2 as for the average grow they two and then in 8 so um so we're we're checking those things we're monitoring that this is the high level stuff we we're digging into the individual kid data too so the teachers are doing a great job having

059conferences with their kids about where is where were they at where are they going to get to having those really intentional conversations about helping the kids understand that they can set goals and they can work to achieve those goals and so but this is just the high level high L de okay so in math completely ignore the growth bar this is just the chart and so I didn't want to try to cut all stuff out but completely ignore that um the RIT score however is still the RIT score and so that is with the raw score that the kids get and so in sixth grade the median score went from the 36 percentile to the 47 percentile in sth grade from the 50th to 52nd and in 8th grade from the 27th to the 34

060so same significant shifts in our median scores for for M pretty exciting and then this is the observed versus projected growth forap and the scale is different on this one was half points for each bar or each line This is a whole point okay um the one thing that's good about uh the map scores is we we did one thing right um we did a lot of things right but one thing in our student in our writing our goals is that we targeted the algebraic expressions algebraic equations for uh the map or for the Target area and the nice thing is is that map actually does break down into some subject area some smaller area that help us so this is the sixth grade this is the fall breakdown for sixth grade and the winter

061for sixth grade and so the overall we want kids we want yellow green and blue that's our goal yellow is proficient and so in the fall if you look at the operations in algebraic thinking strand which was most close aligned with our student with our school Improvement plan go um at the time 42% of our students were proficient in algebraic thinking in the fall and so when we took that took that same piece of evidence in the winter we're now 63% um so that tells me that we are we should that should give us good indicator that we're in progress to me progress on De that we set so pretty excited all right go ahead all right the the SCB goals we had three those three statements that I talked about that were tied to

062uh that were tied to those three statements and one was I enjoy coming to this school um I'm not I'm disappointed in our results there's no question they weren't what I would hope that they would be um I'm excited about the energy that's happening towards making progress on this right now but as of November was not the case so um we actually dropped a point on our positive response from the overall going 42% to 41% but we did increase the neutral so we took kids out of the orange and red and into the neutal so that is also progress um the one area that we had highlighted was our Hispanic Latino population we were at 20% saying positively that they enjoy compan this so we've increased that to 29% and theual by several per so

063some progress but not at all where we want to be and then next slide um two moreas and I just I paired these so if you look at the one I did in the fall the presentation it's paired pretty closely so you can compare the fall um but for the top one there it's SCH doing a good job of preparing me to Succeed In My Life um stayed about the same 61% fall to 60% positive so we didn't make any games there um the his population did Mak gain from 56% positive to 67% posi soing um and then my teachers tell me the purpose for each left activity I'm here to tell you I'm in the classrooms hearing the teachers and I see the learning targets and I hear the conversations something there is a

064disconnect somewhere between that and what kids are hearing and so that's what we need to look at because we actually dropped significant in this and I'm seeing more of it so um so one of the things I want to do in student voice cires is how kids help me understand what would that look and sound like to you because clearly what we're doing as adults they're not hearing as kids so we need to some close that yeah so um so those are the three areas for social emotional that we had measured in the fall and on our scho um then we had talked about how are we going to get there what we rul for getting there I did list every possible thing that we were going to do this is just the Highlight version

065um that we wanted real work on our instructural practices around emphasizing acemic vocabulary those effective use of buing targets and success criteria that the kids aren't don't think that tell them having intentional strategies engage and then a revision of our win time which is what I need um time for the kids to be able to get support during the college um and then connecting with our families students and assessment Partners uh student voice circles and then under social emotional we've been working on resetting our advisory program our comprehensive School counseling plan is was aligned to fit within this um working on our 2 one attendance team and then again having some family connection to that so that was that was those were the ideas for how we're going to get to those student outcome gos

066so I wanted to just highlight things um the wind time during advisory has been a big shift for us one of the things that as a secondary system we don't have is the luxury of things like in elementary school where they can just schoolwide or Raid level wide have just this block of time that they can go do interventions and enrichment and so we have to kind of make that up for how that's going to work for us and for three years years we worked with Mike agone from um solution treat and me and kind of at least prompts and thinking about how we could do it a little bit differently so we were working on that this year so that we went to having one day a week where teachers could identify he I

067need to work with these kids to two days where we have it divided the teachers are paired with an advisory teacher so um so like the student on the top line there has U their advisory teacher plus their um partner teacher so they happen to be going to Brad child's class on on the on the Thursday and then on Friday because Alexanders would take them and they would work with them if a student's not selected for something then that means they're going to their advisory teacher or their Partners class so that they have time for working typing agent because we know that our students do not know how to keyboard um working on missing assignments um those kind of things to CAU up so that's a big project that we've been working on this year

068constantly need there's it's not Hur by any stretch of the imagination but way more kids are getting way more support by doing it this way and then I wanted to highlight um some peer observations that we did so this is a practice that um is called out specifically in the C survey that this is a professional development strategy that we had done years ago and then just sort of fell away and blame all sorts of things um you know SPL school and and and Co few things that happened in that time but we're bringing it back and it was we did our first one that we've done in last year I had my building leadership team participated one and kind of say Yep this is committed to this and so this year I just said

069anyone who wants to let me know and so for the first one I had 10 teachers get they for a half day and so they went and spent the morning going and visiting other people's classrooms but the purpose is not the purpose is not just to go into that classroom they go in there and they have a form that they're looking like did you see a learning Target um did you hear the learning Target are you hearing classroom discourse kind so they're capturing some ideas but in the end the real question is how is this impacting your practice and so then when we come back together at the end of that they got to some five classrooms and when we come back together they do a chart of um that but um strengths oh just

070what what did you wonder um and then what considerations of my practice and so that's part I want to highlight was because what they're walking away with that from that is I need to allow more movement in my classroom I saw this really cool thing in that science class hey can I get some whiteboard so I can try that so so they start seeing how did I not think of that like some things the simplest things did you see that person put crack me up they put their numbers for their desks on the legs so the kids can't pick it off and so they have the numbers on the legs like the things that we don't think about somebody thought of and they just take that way so it can be something as simple as

071a management strategy but more often than not it's an engagement strategy and so they they were really excited about this the things that they were seeing that were connected back to the work we've been doing this year um so uh one of the areas that we talked about that we would be doing to help support our specifically our ml students but really every single student in our building um is working on classroom discourse and this was part of my wildly important role my way talk about every week um and so my my my ml teacher Hanah rup call rupal's remarkable resources she provides PD for our staff about once a month um at staff meetings and so it just takes some time to give a small chunk of something that people could walk away with

072and she's been building this resource in order for our staff and so these are a couple of the things that she talked about talk which is a way to help kids talk to each other giving them sent stems giving them uh question question stamps things that they can have engagement conversation with each other because it's not about talking with the teacher we want the kids talking to each other about bu learning and then a 10 and two method of something simple as just chunk your time like hey we get it there's times you have to stand in front of your class and give some direct instruction but after 10 minutes stop and give them two minutes to have a conversation or a 10 1052 with one way conversion of was where take 10 minutes to

073whatever you're doing five minutes to do your journaling or your processing of that and then talk about it so being able to have some strategies and some you know just some tools that their tool able to engage um because our CD survey when it did and because I really did not feel good about our results I just it just didn't um I wanted to look at some other things so I took a I took all of our discipline data from Skyward from the first semester of last year and then the first semester of this year and made this chart and I was super excited about this because the blue is last year and so when you look at and I really could have picked any category I picked categories that I felt like students were

074disengaged might might might choose if to inappropriate behavior cell phone use or physical altercations but those will C to say our kids showing by the way they behaving that they're feeling more connected more engaged and they was just been question about it so that was and when I showed this to the staff on staff meeting somebody goes I can feel that so so the culture is starting to shift and starting to see those good results goe again it's not to much um trying we are working to learn from our um High School colleagues because they are doing some work um it's a little bit more challenging to have those same conversations with an 11-year-old um about what is it going to take to get you to school because sometimes it's why I'm going droing for

075my for my Halloween costume I was like that's great you know they can't get themselves to school they can't so there's we just have to figure out how to Middle School some of the work that they're doing because just taking a direct translation of what Bo and his team are doing we we tried and we started having this conversation when we're absolutely getting nowhere because we have to not just engage our kids we have to also engage our families and that was what big AA was how how can we Shi on that so um our celebrations go ahead there's a lot to celebrate and it was encouraging this time of year you start to feel like you're just slogging through and it's just like wow the the dark days is so nice I'm s Ling

076some January February grade grade time because that greatness sort of just can feel oppressive um but so when you go through this process and you start really looking at data really good things happen um so I I already highlighted all of this but I just wanted to capture based on our school Improvement plan the celebration there's a million things to celebrate with our kids I just wanted I just kept question I have a quick question on the previous slide on indpendence yeah for um could you just label those for us so 73.9 so so this this is the rate of regular attendance which means these are kids who are attending at 90% or better and so the blue on the left is all students in the district and so that's holding pretty steady at 57.8%

077of our kids in the district are attending 90% or better um but at Morgan you were at 73. 7.07% last year at that time at this time at 71% right now of kids who are attending they're missing they're missing so late at this point here you've got 100 days in 110 days in so miss less yeah I just had a question I'm so excited about the um peer observation because that can yeah it can just be so um you know it can change the way that you teach depending on what your opportunities are but how are you what's the system for that like if so it was completely voluntary who wanted to participate my goal is for for everybody to participate um so what I did it's like a giant Tex to try put that

078together because I wanted to I have people from all different grade levels want to participate so in choosing five classes for them to go to and it's about 20 minutes per class that they get go in and see a snapshot and things um so I chose I wanted to choose at least one class from each grade level and then and I was upfront with with the team that the teams participated I wanted to make sure every single team because that we so of the five people sa for the morning one room three with another so that you don't overwhelm the classroom by having like all of a sudden there's eight adults standing in the bathroom that's super awkward um but I make sure every each of the four teams two in the morning two in

079afterno all of us to see sixth grade M because there's some really unique new things happening there that I wanted them to see um and then kind of what fit so so they weren't necessarily going to see all advanced classes they weren't necessar like we had in the morning group we have half an hour of advisory and there's that's really not something that would be worthwhile and Joan Smith said we actually do our advisory step at a different time they wanted to come in and observe some academics in my class and so they did and it was awesome because teachers have the the words they used to describe Jo class was high care and high accountability and I was like that doesn't get any better than that right so um so it really was partly

080based on what was who was available for having classes um and then I and I put the schedule out and I didn't had really ask anybody like hey is it okay if somebody comes Des your class I just figured the goal is to change the culture so that that's just normalized and so I didn't say though if you're like getting a test let me know so that and I like we had Subs it really it's like a big giant puzzle but um they got to see they got to see five really different styles and classroom envir so and then next week um my math team because again the sixth grade team is doing this work with the building thinking classrooms and they had come and Sh and highlighted that with with you fall um because

081they're doing that and because our seventh and eighth grade teachers are like yes we better be on board so um so next week we're doing math learning walks but the two sixth grade teachers are going to stay in their classroom to teach and they're going to the other rest of the team is going to get to go in and observe a full class period with each teacher so they can see the same Essence but a different style of how they how they approach it so any questions anything I just want to say uh Michelle that the one slide that you shared about the monitoring process of the discipline referral comparison that's actually pretty impressive that it has dropped considerably so let's hope hope that keeps going in that direction yeah thank you very much and

082um yeah for all the information and we appreciate it very much AB all right question this is for Troy and um as far as the feedback that we've been getting um as we're during these School PL about kind of um finding goals and um what that looks like as far as when you're actually receiving your data um what is that um look like going forward when about next year plans how these goals are fine tuning them so the um the the data that you are able to pull from is is as current as it can be well there's a couple things that one is both said um fully functional you know data system to store it make it easier s will help with that the other part is that next year we will will have

083the Strategic plan trct RS from whereas since I not going to livee document or anything that anybody's been focused on um the process this year was um really just look at whatever sort of data was bothering you in your school and do that so it'll be a little more every year we do this like when we talked about this last spring is is creating a cycle um you know we'll get tightened up on on the things that we're tracking what we look at and the schools will have much more um they'll just be better first and how to do it really the thing is that we have not as District really ever looked at or used dat and Away more goals so um this year was a a way for them to get started and

084just figure out you know what it was and everybody got fairly ambitious which is great but we'll also have this lessons learned about um what are those things that you can really do into to monitor throughout the year but it's also you there are just a lot of things in education that going be you know processes over multiple years because the data just lags you know ultimately a lot of the results they have to look at lag um as Michelle said the list of stuff isn't coming out till finalized seen the seen the seen the preliminary data and then there's a month or two where you can check or dispute if you don't think something right so I mean it's coming out from last year's data last school year that will coming out in a

085week or two Middle March so so there are always going to be a little bit of lag some of the things that we want to do but we're getting back just as a process of looking at it setting goal understanding how to measure it keep it out in front and then recognizing what we doing all right uh next up on the agenda is uh Jen and the teaching and I can do it okay so some February updates gets that going join sh screen [Music] so uh the first thing I wanted to highlight um that happened in February was just um this is time of Memorial training I had let you guys know that we had that training to the middle school but we um had that completed for third through fifth grade teachers as well

086and that was facilitated by n Bradshaw um I was able to stop into those trainings it was a really fantastic uh really fantastic session where teachers really I think walked away through an aot people how Implement that a particular curriculum so that was exciting to see and Nate did a great job for us um brought in some of the more local pieces because not all of the since time of Memorial training is particular to more local um Tri the AAL tribe so he was able to bring that particular ensure that we're doing more place SP too um and then I do have some math winter report this is sort of hot off with us that you guys have heard multiple schools now talk about the um the problem with the math data in particular because

087of the new algorithm they're using for the test so yesterday late in the afternoon I got access to a report um that has concorded data which means that it is accurate data as it would be reflected if it was based off of the new Norm Group which will be released this summer um so I hav't even had fly time to go through this platform that they uh gave us and disaggregate in lots of ways but I grabbed a couple of pieces that I thought um were particularly interesting for us to look at today so we can go ahead and put to the next slide um this one is and I'm sorry it's so hard to read it's really up at the top up at the top it'll kind of tell you what you're looking at

088um for each of these slides so on this slide in particular this is all of our students across the district you'll see one section for Math and one for reading um the purple line is what is expected proficiency percentages on the SBA in terms of like generally speaking Across the Nation or in this one is based off of the SBA so students that take the SBA you would expect to see this number of students proficient um and one interesting thing is even just how it changes between grade levels because some of the grade levels with when you look at the learning progression there's a larger Elite with cognitive Demand on that learning progression and standards in certain years so even that's a little bit interesting to see but the orange bar um shows you the

089projected proficiency based off of their map score so um they talked a little bit Bo talked about that projected proficiency there is a correlation um but between map pretty strong correlation between map and SBA so this is the projected proficient for all of our grade levels only up through eight I'm not sure why they don't include High School on this particular one but um so you can see um one that stands out immediately is 8th grade math I don't know what's going on there but that is significant one that stands out on the next slide I then broke that that same chart down by school so at the very top you can see which school you're looking at the one on the left is Ida um and the one on the right is Lincoln so

090you can see some differences across our buildings in terms of projected proficiency by grade level and on the next slide you'll see the other two elementary schools Mount Stewart and Valley View so excuse me those views are around achievement they're around proficiency um the next couple are around growth so on the next well this is Morgan sorry I forgot Morgan's on there too which matches the very first one because we have most of our students in middle school at M um but the one after that is growth so NOA considers from the 41st to the 60th kind of that average like if you're average obviously the 50th percentile is exactly average but they expand that band and say 41 to 60 is sort of that expected growth um and then anything above 61 61 to

09180 would be that green color uh so this shows you um the median growth percentile in the school so in each of those schools in Valley View um and this is reading this one is Reading in val you half of the students uh were above the 6 first percentile the grow and then half and then it showed you by building each building's at with growth medium growth percentile and the next slide is math and here um I included algebra and geometry because at the high school um um if you are in algebra you take the algebra specific assessment if you're in Geometry you take the geometry specific but we actually do have some students at the high school who are taking math the sixth class math too the next view is sort of a layer

092of both um proficiency and growth so you guys have seen this quadrant chart before it's not as nicely colored um but that horizontal line represents the 50th percentile of growth so we want to see people above the um that horizontal line and the vertical line represents the 50 percentile of achievement so you also want to see students to the right of the vertical line um if they are to the left of the vertical line you at least want to see them above the 15 perenti on growth which would indicate we're potentially closing some gaps um so that is this one is for reading then you can just see where so you already saw some of this information on previous slides it's just a different way to visualize it with achievement and growth together and the

093one after that is math I'm not sure why some of the names aren't popping up they would if this was live and I was have BR over it but those top two um the are Valley View in Mount Stewart which you saw those two they were the green two the okay this is next chart is another interesting way to break down the data this the top chart is how how many students so the green really means nothing um it's how many students we had in each of the desiles so um if we were completely average system which I'm sure there's no school across anywhere that hits evenly on 10% in each category but hypothetically you would see 10% in every Des app um so you see where we have more than 10% we have more

094than what might be expected in that particular desile so zero the Z to 10th percentile is up at the top and then the 90th percentile through the 99th was at the bottom there and this one is all students math and the one on the bottom is the median student growth percentile per Des which I also found interesting not just this one but the ones that will come after as you see um you'll notice a more significant growth at some of our lower Des Isles so that one is all students math the next one um is all students reading and again the top one being just how many students spell in each those Des the one on the bottom represents how much growth students made and again the yellow is what we is that um 41st

095through 60th so what we want to see at least that um but you can see some of it falls below the 50th percentile which while they consider 41st through 60th sort of typical um the 50th percentile would be with the average K from those particular RIT scores in previous assessment periods scored in the next one um so you want see the Le f um the one after this and you can disaggregate through a lot of stuff I this is the only one that I disaggregated for you guys by Racey just because when I saw it it was a bit um Stark so this is looking at reading the same view we just saw this is reading um this is our white students so it actually um matches fairly well with the previous screen slide but

096the following one is our Hispanic students in reading so just curious that our highest performing Hispanic students are not grown ask some question questions around um and then the one the next one is a similar view in terms of down the left hand side so the rows are the grade levels and um The Columns are the desile achieve growth achievement um or achievement band sorry and so or they are growth so what you'll see here when you see more green towards the left side of the screen that means again it's another way of viewing that previous slide but Broken Out by grade level with that our um students in the lower desiles are growing a little bit more than our students on as we move towards the upper desiles that one is mathematics and the

097one below it [Music] is so that's just some math updates U there's just one more update and then you can ask questions about any of it or you can ask questions now but um the last thing that I was gonna while we're on da can I just say what we're saying here that M that these slides are confusing and that m not just good it is right and and M Lally has webinars and conferences on this and multiple people with Advanced degrees that J to explain to us but what was really reassuring is that map is administered three times a year is nationally normed it is data that is can be quickly assess accessed by teachers and Professionals in there to inform their teaching and that multiple times uh when administrators were were sharing their

098their thoughts in this process we heard it in the fall we heard this time that because the district at EV are leading this and making time and space for they're continually going back and looking at data and strengthening their intentionality in the system of looking at data and that is great that is a system that will support student achievement and I think it's really the first time that we've heard that consistently through school year so as confusing as the green and the yellow and the orange we've got the purple line uh thank you for taking the time to show it to us so that you know we we have our questions and uh you guys great at answering those it really does show a system of growth and a system where we're get to a

099place of intention using data to support student Mar and that's I have a question and I raised this question during the agenda setting meeting last week before but it's something that's sort of uh articulate being articulated through the strategic planning process great that we have this data um I have the question that I think raised at the beginning what's going on with math like how do we use this data to address what seems like a deficiency I mean like the seem like math we have this curve especially I know what's happening in eth grade but there's this curve that says people's math deficiency seems to be get to be lagging with regard to expected standards so for me it's really important to gather data to have goals to gather the data but then what do

100we do with it to change it if it's not what we want to see and that's a huge question so I'm not asking you to come up with like the plan that's probably what all the school prooven plans will be once we have theic but yeah I mean I I keep wanting to to think about okay what do we what do we do with this now absolutely and you're right that it is the Strategic plan um and the school Improvement plan processes that will help uh get some traction with movement on some of this data it's FOC it then becomes focused on acable things to impact the outcomes um but I think you've even heard throughout the the various principal presentations that one of the real challenges is now we haven't had a good system

101of looking at this kind of data in the past and creating action plans based off of it and coming back and reflecting and adjusting our practices based off of what we're learning um and we've made some movement with some of this like bigger Benchmark data which is very important to a comprehensive Improvement plan process um the fact that it's normed is our way to be able to check ourselves against something that's normed to other systems so that's critical in the process but the but in a lot of ways more challenging and a next step for us is to um figure out how we're going to daytoday student progress towards these things because this is not street level data this is that high level data um and we don't want to find ourselves getting to a

102place where we like crossing our fingers going to take the sbaa that that we hope it all turns out how we um plan we should have an idea along the way through our school Improvement planning processes because we are implementing progress monitoring tools and that is a real challenge to get some of that more classroom level data that is targeted towards these things that's um able to be gathered in a way where we can analyze it as a system and act on it um collaborate and making sure that we're all assessing similar targets and outcomes um so it's a lot of really heavy lifting to go from not having these systems in place to getting them in place but once they are then Improvement planning becomes a lot more soon I mean to be fair

103and those of you are more elant than I am uh yeah there's deficiencies in our academics you put that Beau like we are not where we should be with our academics given our demographics we do not match what anyone would suppose and for years years we've not had benmark assessments or any data looked at with intentionality and it was I'm GNA say very uh not eloquently fingers crossed that we're going to pass the sbat literal fingers crossed you'd go in and ask people like well you know elementary kids can't TI literally been getting the S on the computer for three years and if we realize that elementary kids can't type we would not have crossed our fingers to get here and we would taught them to type in class that was not this that was

104not the case and so for a really long time like you say so nicely heavy lift moving a system to intentionality of using data admitting that map is nationally Norm might mean something uh and is a relevant source of took years in this District to get there so like you said it much more beautifully than I am right now it's a heavy lift and we're slowly getting there and like all of a sudden District admin are saying the same thing and building admin are saying the same thing and classroom teachers are like oh I heard this thing called Big thinking classroom and some great teachers like I got i' do something that's incredible that those things were said in one meeting because it's a huge deficiency acent like I don't think anyone can pretend and

105I think in the Strategic plan there's a lot of parents were shocked at this public facing data and I don't know why they're shocked at the public facing data but ALG we need to do better and we can do better and that big heavy LIF is starting to just start seeing Withers of Hope like it really is St and also then the last part of jy's presentation coming up that's the vehicle the the PLC process is the vehicle to take it from Big Picture down to the classroom and so um that's a responsibility of our our building teams to um you know to reconcile their actions and their practices with what the data is telling us and learn how to use that and then also develop their own um data in the intern beside before

106this big picture stuff so Jen's going to talk about some PD that we've done which is all in alignment with to try to to do exactly what you're asking yeah so the last little piece of my presentation is around um PLC PD that we did recently uh we every fourth or fifth is PLC um we take it for professional development for teachers and this last one in particular we really focused on um various processes around thec process like how to support that process so you can go ahead and go to the next one um and the the fun thing about this is we will were able to highlight our own staff and find the really those glimmers in those bright spots and say look what's happening in our classrooms and here's how they did it

107and um you know the teachers that presented were very honest about how hard this work sometimes is and there's real uh Road Blocks but they push through it and they are excited to share how going through a PLC process which is a continuous improvement process the same as um School Improvement planning where you're really identifying an outcome and you're looking at results and you're adjusting um so that you can hit that outcome for students and so we had three different sessions at secondary that teachers got to choose from one was just a training from formative the platform on how to use formative assessments or the platform to do formative assessments which is um sort of the Lynch pin of plc's having good formative assessments uh a second one was how AI can support the PLC

108process and save time and that was led by Joel B um and then the third one was at secondary was led by some of our high school science team Ali Lynette and Kevin um and they represent all of the things that we're talking about right now that that M to your earlier question taking um taking a unit plan and saying what outcomes do we want that are aligned to standards from this unit how are we tracking student progress towards those outcome how are we assessing how are we Gathering that how are we visualizing data how are we adjusting instruction they pulled so many beautiful pieces together they had a really great presentation and that's the work that will get us to some of that classroom level data and help us progress monitor because ideally if

109everybody knows what the guaranteed outcomes are for um systems or for biology then if that becomes part of the Sip or if it's math you know um we know what the guaranteed outcomes are and um we have goals around the algebraic thinking art we should be able to track our progress towards those things with classroom data but it is challenging to get those Assessments in place across classrooms and collect it and analyze it in a way where um it's a well-run machine but we are making progress and we have teams that are doing a fantastic job and was um I think well received by the teachers in that session and then we had a similar on the next side similar for elementary there were three sessions one of the sessions was split into two though

110with two shorter um mini presentations so same thing we had the option informative for our elementary teachers how I can support the PLC process um and then the ones led by uh classroom teachers there at the bottom one was Jamie Midel and Toby mayor talking about their co- teing and how they strategically plan to support language um development when they unit plan and then the second one was a a second grade the second grade linkoln team similar to the high school science team presented on how they do this unit planning in a way that ensures that we actually tracking progress toward the outcomes that we say we care about um through the unit planning process so that was really fun to see our own staff being able to shine um presenting on these things that

111we're talking about that we are getting into place being able to highlight where it's happening well February updates thank you very very much t board any questions for any other questions for all right thank you very much that takes us on to the next Troy and your superintendent report yeah I'm just kind of checking out some things we've been doing as as lesie pulls it up first uh obviously we are in the middle of the legislative session and our leg legislative advocacy in our region is is still very strong um associated with our big three which are MSO um special education and U Transportation are still moving forward uh there's a long ways to go they're at points where the legislature is having starts um they pass the first big cut off date and now

112they're at the stage where they're sort of waiting for the revenue forecast um but they're making plans for the budget shortfall as well as putting money where they know they need it to go so so on the 11th as I reported last time I was headed to Olympia so I went with Brian far from Granger and one of his board members and so we met with Senator Warick representative Mendoza representative MZ and representative Corey uh all from the minority party so the discussions were less about the funding and more about the philosophy of what we were doing we're very happy that all of them understood our m all of them understood that that system was not fixed with McClary and the lack of uh even in keeping the old system the lack of an inflationary

113uh piece to it uh formula has really left us in a Lurch and you know I shared with us that we don't want to just talk about MSO in terms of insurance it is you know main supplies and operating costs and all those things that go along everybody's interested in Insurance because they also want to raise ulate the insurance industry a little bit um you know but just knowing that in two years our insurance rates have gone up over $250,000 um you know with a shock and then when you look at Granger which is a smaller district and there's is going up you know $150 $160,000 that's even a bigger percentage of their budget than it was of ours so we were able to have some really good uh conversations about that um and so

114we're we're very hopeful that there is going to be some significant movement on on m is we we talked about you know the reality of MSO for us is it allows to buy back our Levy more Levy dollars that our community graciously provided us for enrichments and things like that and we're having to use it to pay for those basic costs because the state isn't isn't funding those isn't keeping up with it so uh but also one of the things that was really interesting and uh grer in particularly wanted to talk to them about was uh getting them involved with school safety and if there can be more different types of Grant programs or things like that grer case uh it's it's not a problem we have I'm very grateful we don't have this problem

115but in Granger's case they for a while didn't even have a city police officer they had a lot of turnover prob in their department now they have one um and that person can't really they have one person on Shi and they really can't always respond to the Sheriff's Department is coming into grander and trying to help out when things happen but they took money out of ly to hire basically sort of a retired police officer as a private SRO just so they could have some some people on campus and and they told some stories and so that actually uh there was a lot of that led to a lot of other discussions about safety and where um you know why insock is important because we could do more for safety with our own ly money

116and we serve to be supportive of having more grants out there for different things we have a are very lucky to have a very supportive and great relationship with our Police Department so so we don't have um you we have anaro and but that it was just a really interesting conversation because uh the representatives were um you know even though that those are uh from that area you know Grangers in in that area they they just weren't always aware of some of those details especially with the smaller districts are facing when it comes to that so it was it was a really good day uh lots of lots of people on the hill that day we also had Randy AER uh from our district representing um bamoa and Alexander was there with Food Services all

117through this on campus the same day so it was a it was very very good and I know Kathy's gone as well and and so the legisl scaring definitely a lot from the educational world and are our Reed so all right next slide lesson uh strategic planning and uh that process just so kind of everybody knows we had a relatively small group last week because we had contined this week we just got everybody's sick all all you know everywhere but uh we had had a really good meeting made a lot of progress we have more meetings we have two more to complete our process we're on track and looking forward to the results uh to be presented at the April business meeting uh we have a vision statement we have a portrait of a graduate

118that are completed uh we're in the process of finalizing our promise statement our commitment statements uh and then through the next two meetings and we'll we'll finalize those and then kind of put the the schematic of the plan together and then we can start the process of you know figuring out how we're going to operationalize it from we'll probably do that over the summer meeting with us and how are we going to turn our our board meetings into an agenda that we understand what's going on uh in the Strategic plan we're making understanding where our progress is we will be working with our um School improvement process that that the TL team came up with this year and Ting the Strategic plan into that um figuring out you know how we're going to get it

119out into the community uh you know what we're talking about each School making sure we structure our meetings around it um the whole the whole thing from the vision statement to Portrait our commitments and our promise statement and the actual meet of the plan are all things that we have to constantly have at the Forefront constantly have to talk about um and that would be a big big change for us it will at at all aspects in all levels of the organization um so I'm looking forward to that but we're making a lot of progress and so we are we're are on track and looking forward to our next meeting which is two weeks so we have a stud session next week we go because it's spr great s then the last section on this

120slide lastly one more you know continue to get questions here and there um you know we haven't had any real big um educational executive orders for a week or so but the reality is we're constantly still monitoring that um there's really not a bunch of impact on us until uh one of two things happens either Congress turns the executive orders into law because that's what actually is carries the day uh or funding is taken from our state and Washington will be if that's a path that's chosen Washington will be one of the States that's targeted first um basically you just look at the electoral map and the states that were U Turn Blue on Election I'm to be the ones that are the first line of fire we can be very fairly certain of that

121uh but uh Federal money we do not receive any directly from the federal government it all comes to us through OSI so it will be when our state is impacted it could be impacted and honestly we are trying to get OSBI um to help uh start making plans in case that happens uh we you know we don't know exactly what that looks like we would be hit less hard than a lot of our neighboring districts in our region um but 7% is 7% of our budget when you uh consider you know our needs and where we're going with things it's it's important to us so it's possible that that could be impacted in the future but at this point in time uh I think we're kind of in a a bit of a pattern where

122we're just sort of figuring out how things are settling out and where they go but there have has been no direct U impact on us I did share with you in in my board update that there was an indirect impact on us through our uh preferred or original um Equity consultant through westad who was funded through the Department of Education to do that work uh and they did have all of their grant funding taken away so there are agencies out there involved in education not necessarily K through2 school districts that have been impacted and right now probably the bigger fear and one that could impact Us in the legislative session is their longer range impact on Higher Education and Research grants and how much STS relied upon so um there is one very powerful state

123senator from the Seattle area who is working very hard to get people less interested in m and try to take that money and move it towards higher in response to um some of those grants being saen away so there's a long ways to go in our financial situation but at this point in time we do not have any direct uh imputs from any of the executive orders that can change as soon as Congress were to actually took take some of those and put them into law um or uh our state overall funding was targeted and then we would have to react to what the H guy that so um that's kind of we're just kind of looking forward to keep moving with the Strategic plan and we're waai holding P the legislator legislature we still

124testifying and weighing in on bills as they come through um and then we're just sort of waiting to see if there will really be any direct impact to us at least soon um with the executive orders so any questions I just wanted to register that it's outrageous that Federal funding for public education including special education and support for low income students would being selected on the basis of players dat moved blue or red like that's sort of unprecedented in our history and so yes it is I know it doesn't do anything to register that but as a district as a board I I think we should see that as significant yeah it's it's it's a challenge why there's a number of uh you superintendent really trying to get opbi like okay let's do start making

125con contingency plans you can put out your statements you know that are kind of poking to bear um but we better have some planning going on and getting ready for it uh so that's we're trying we're trying to stay uh keep our eyes on the prize and practicality over the situation and just uh hope that we uh can make it through relatively unscathed um you know number of our districts our neighboring districts that reply heavily migrant funding uh to do a lot because you know they have so many migrant workers are are really feeling feeling very nervous at sorry had a logistical it's not a question for you Troy but I'm wondering Leslie if you could send out the dates for the strategic planning the you further strategic future a strategic planning meetings for some

126reason I didn't have those in my March meeting yeah well and they're between each of our meetings so March 12 April 16 just remember we have a meeting every Wednesday until spring break until forever Bo any other questions or just all right thank you very much for the update for um board that takes us into business um Kim is not here tonight but I believe tro yeah just we have standard standard report it's in the in the packet there's nothing abnormal about any any of our finances at this point in time so she's been uh pretty sick all week so uh if you have any questions please email her and she be back to since she can any okay with moving on from Financial update at this time okay thank you TR next up is

127the enrollment report yeah and you can see that in the packet as well we're we're hanging in there as of uh this month as of February we're about 23 and a half students over our enrollment projections so that's healthy for our budget for this year and we anticipate finishing um based upon you know prior Trends well we should finish slightly above projection of the year question discuss thank you very much Troy next item on their business is the 2526 final calendar approval so yes the calendar approval for next school year does require a vote from the board the calendar committee has met numerous times uh 25 26 uh is relatively straight forward um and has um school start date of September 3rd and finishing on June 12th so we do need a vote to approve

128the calendar move that we approve the school year 20 P6 calendar as presented I second Cassy has moved that we accept the 2526 calendar is presented mine has seconded board any discussion I do have a question for you Troy uh we have double and triple checked that the spring break will be correct in line with Central spring break this next year uh yes all right any any other discussion I'll call a vote all those in favor I anybody oppose right 25 26 school calendar has been approved and next St under business is the 2627 draft calendar yeah so we do have have it in our uh in our guidelines that we need to approve a draft calendar which is not s in St year we then come back next year at this time we vote

129to actually make that calendar um official the 2627 calendar is actually what's caused the calendar committee a lot of stress uh because Labor Day is so late and um our tradition of starting after Labor Day puts us back pretty far and puts us actually back against um a holiday in June took put us back against Jun so so there's a lot of different things to navigate uh in that calendar uh so what we're basically looking at is to approve the draft calendar and then we know we will we have we still need to finalize a day um there there there's a a day that we need to decide a tradition we haven't gone to school whether it's the snow day whether it's semester break day or whether it's starting early one day earlier and so

130we do need to finalize that because we do need to fix one day but we're leaving it as a draft because we have time to do that uh before we publicize it and figure that out so it's a formality to approve the draft calendar for us then to work on and final is it for this time next year although we'll probably have it done before that and Troy this is under information it doesn't actually say an action correct you just you're just yeah you're you're as it's a package deal to sort of approve both but you don't actually have to vote on this it just gives you a chance to ask questions and just sort of understand what what going on with the with the draft Bo any questions for Troy I think we can

131move along then thank you very much Troy all right we have two policies to read over tonight um first up is policy 3424 opioid related opioid related overdose reversal pass um so yes so we did a first reading on this uh at our last meeting uh so there's been no changes to the one uh or to uh the policy that is proposed it is um an essential policy from wda and reflects changes uh in the law in the rcws so there's no change to what we did on the first reading been no additions to policy I know that we approve board policy 3424 opioid related over this Kathy has moved that we adopt policy 3424 and Cindy has seconded board any discussion I'll vote all those in favor any opposed policy 3424 opio opid related

132overdose reversal has passed next up is policy 3420 anaphylaxis prevention and response yeah same thing we did our first reading at our last meeting there's been no changes to the policy for this second meeting and vote uh we are uh once again it's an essential policy based upon some the changes came from modifications came from a few tweaks to the law and we are already in compliance um and working it's already been part of our plan remember the one thing first reading that we haded um was the language about maintaining a designated School locations of Supply that to spread we have those in place right I move that we adopt policy 3420 and relaxes prevention and response second Kathy has moved that we adopt policy 3420 and Cindy has seconded board in discussion go ahead

133and call a vote all those in favor I any opposed policy 3420 has been adopted right that takes us into board reports you said you did not have a legis that legislative report tonight um I do not have a board chair report either so that moves us into Community input [Music] portion Leslie can you please get us set up for public comment and individuals in person wishing to be heard by the board need to be signed up to speak and those in Zoom need to add their names to the to the document in the zoom chat box if you are unable to do this individuals may also be recognized within Zoom by using the icon or Emoji to show your raising your hand for public comment once for chair calls on IND individual they will

134identify themselves by stating their name and address for the record individuals will proceeded to make comments within a thre minute time limit if an individual wants to request a response from the board this may be possible by submitting this request in writing or email to boardd 41.4 do we have uh yes uh Andrew Spencer the board is not obligated to respond to questions or challenges made during the com period and the board silence will not no agreement or Endor any speakers remarks sorry Leslie do you want to go ahead and call Andrew up yes thank you I just have two two items um way to go you your name my name is Andrew Spencer I live 155 North Brick Road in ellisburg um so my first comment is kind of uh was here two weeks

135ago uh four weeks ago might the first time and I wanted to pile on a little bit on the comment about safy for our students especially with with Mayhem that's going on in DC and cross country in certain instances and I just am hoping that the board and the district has our students safety at par especially those who are in somewhat fluid States regarding gender and migrant status is the our country right now and more we can support them and make them feel safe the better students they do the second one is go to the musical is stun these students are up there singing and dancing and acting and it's just stunning I have the best room the best SE the house in conducting the orchestra it's just great if you don't go you're nuts

136I mean it's just it's just great to see these students performing so well and achieving such a very very high level be so proud of this production uh it's just a gas I encourage you all to go there's three more shows Friday and then night Saturday night and Saturday night night so those are my comments thank you thank you Andrew lesli is there anyone else uh no one's signed up on Zoom so I don't believe so all right well I will go ahead and post public comment thank you very much for tonight um all right board that takes us into new business do we have any new business this evening okay uh takes us into meeting closing uh Troy we have an executive session um we will have an executive session to discuss matters relating

137to actions it is expected to last 15 minutes no action will be taken no action by the board will be taken as a result so Leslie it is 7:31 and we'll be back at 746 you what do I need to tell you I sure do I saw you hovering around out there just gonna come in how are you good good Andrew Spencer just came told us all we have to go see the musical oh good yeah he's so fantastic huh our conversation oh that hi Melissa Marissa e e e than okay anything else for board clarification next steps we do have some official documents to sign tonight Lesly has those all ready for us uh board if there's no other discussion tonight go ahead and adjourn our meeting thank you very much we are adjourned

138that was the best thing