001I now call the February 27th 2025 Y Community school board meeting to order please stand foredge Al to the flag of the United States America and to the Republic for which it stands one nation under God indivisible withy andice for all okay welcome everyone my name is Denise Hendrickson and I am the school board president before we begin I want to remind everyone that the agenda and meeting packet are made available on our district website at least 24 hours prior to the start of each meeting please note that while we strive to provide all relevant materials in advance modifications to the agenda are permissible okay uh first item board recognition all right we're going to call up Dr Lisa Carol Smith to kick off our recognition for this evening 601 p.m. good evening Bo and
002everyone tonight we get to recognize two incredible staff members who are making a real difference in our school district first up we're going to celebrate um an outstanding Career and Technical education teacher with the CTE Excellence award this award goes to someone who brings Learning To Life creating Hands-On experiences that help students connect their classroom learning to Real World skills and career and here to present the award this evening is ter alone and then after Terry uh we are going to honor a dedicated Food Services professional with the Excellence and Food Services award and this recognition goes to a person who not only ensures that students have access to nutritious meals every day but also creates a warm and inviting environment for all students and presenting this award will be Kendall mcnut so a huge
003thank you to both of our honores this evening and I'll turn it over to Terry all right thank you for the opportunity to recognize Gary um it is truly an honor to um recognize him for this award and when I think about what it means to dedicate someone who is dedicated to Student Success Gary immediately comes to mind um and his work is truly exceptional so I have a few words to say not only I'm up and concise but I do have a few um what you may not know that is CT courses are required uh have additional program requirements and they're ingrained embedded integrated however you want to say they really are seamless uh within our program and Gary makes that very it seems so easy to him and it on the outside that's
004what it looks like but in our health uh science pathway Gary is the so is solely responsible for delivering these additional elements of work-based learning industry recognized credentials dual credit equivalency credit both in PE and health and manages an industry advisory team of experts who guide and review the health science program and like I said he does all of that without seeing a difference like you don't see the workload he makes it seem easy um but it is hard to describe all the outstanding and Innovative instructional experiences Gary creates for his students in sports medicine Medical Careers and the after School athletic training practicum in which he turns his classroom the athletic training room and athletic events into applied learning environments while he is truly a Content expert in his field Gary seeks continued training
005and feedback from his peers he invites alumni to speak in his classes showing how their experiences at yhs help them pursue their goals and often these alumni join his advisory committee and keep him informed on the changing requirements in the aspect of the healthcare field the Gary's impact doesn't stop there he has been instrumental in forging Partnerships with local industry professionals educational programs and employers with built-in training programs both locally and across the state creating invaluable experiences and opportunities for our students to get hands-on experience and build networks in high demand career Fields thanks to Gary these Partnerships have become a vital part of our program success you will see these people guest speaking host hosting events for our students to go to and often times being in the chaperon on our events uh he
006also delivers such a r rigorous curriculum that after a student um completes the program they can earn up to 20 free college credits the basic life support and CPR certification preparing students to achieve their high school and Beyond plan goals Gary is a mentor a guide and a champion for his students his ability to connect with them and bring out their best is truly remarkable inspiring students to take on leadership roles and challenging them to compete at State and National levels you have I think a that you've seen for that um just yesterday I met with a few students so could be one of them um who want to run for the wctsma which is the sports medicine organization State organization to be state officers next year Gary your passion your hard work and your
007commitment in shaping the future of our students makes you an invaluable member of our team and an educational leader in yel and across the state on behalf of all of us thank you for your tireless dedication and congratulations on a Weller recog good evening tonight I will be playing the role of Sandra Conrad uh Samantha s tell me how to say your last name so I say Warman this is this is Sam Warman uh and she is here tonight to uh be honored with the food service professional award uh for providing nutritious reliable efficient meal services fostering a positive and supportive environment for students and staff across the district Sam has excelled in learning new positions within the food service department she has taken on Warehouse duties with minimal training and has also recently learned
008Le how to place food orders with our vendors which has allowed the director to focus on other areas of importance within the department Sam is GRA greatly appreciated for accomplishments and we want to thank her for all that she does [Applause] off we're all thank you there you all right uh superintendent comments all right um couple things I want to share this evening um couple from uh our work at our study session uh first one being strategic planning um so we knew all along that um this spring regardless of the outcome of the levy we were going to start our strategic planning process um talked with you on uh last Thursday or last week on our study session around strategic planning process and um committee selection and so um one of the things I'll be
009doing is finalizing the application uh what we're kind of thinking as far as timeline is that we'll get the application out to the community families uh members of the community students and uh then we would make selections when we get back from uh spring break so that would give us approximately um maybe around 4 weeks uh to collect applications and then um as a board you guys can select the committee for our strategic planning Pro process and then uh in April we would get started on uh those committee meetings and kind of originally thinking that we would schedule those committee meetings between board meetings so the weeks that we don't have board meetings uh we would start that work and probably meet every other week um so all those weeks between that we don't have
010those board meetings we be meeting for strategic planning and really this is an opportunity for us to um think differently about um what we do why we do it and how we do it um we know uh what things look like moving forward um we know that based on uh conversation with you the more than likely we will not be running a levy again until at least November and so um we know what the the future looks like for us financially and so this is an opportunity for us to um strategically planed how we're going to move forward and then the other thing that that strategic plan does for us is uh when Levy funds re return at some point it creates priorities for how those Levy dollars get spent so it doesn't mean that
011we bring back um exactly the way we cut uh it may look different uh when we bring back and so this planning process is really important for us under normal circumstances it makes even more important under our current circumstances and so um I'll be getting you guys um kind of the final draft of the application that we're going to be asking uh those interested to complete um including students and um I'll be getting that to you here um in the next week or so so we can get it pushed out through our Communications and then um give you an opportunity to review and select after spring break any questions questions or anything you guys want to add from our conversation last week anything I missed then the other uh big initiative that we've been talking
012about is boundary adjustment um never uh popular however um necessary I've been talking about this probably for um at least the last 8 months or so that this is something we're going to have to look at so similar to strategic planning we will do the same process of um putting out applications for those interested it's nice to have a cross-section um from our community uh parents students uh community members um staff from the city um from the county it's nice to have a broad range of people involved and particularly people that have done that work before we're going to have to take a look at primarily uh our ele El boundaries we have some elementary schools that are very full and so we're going to have to take a look at those um the way
013our district is structured unless we we went the route of making adjustments at the middle school more than likely we would just be adjusting the six elementaries and keeping the same feeders into the same middle school and obviously they all go to the same high school so unless uh something comes up during our work of the boundary adjustments that our goal would be um just the elementaries the other thing that um we would be able to wrap into this is walking routes our transportation department needs to update Walking routes to and from school so we would try to wrap that work into this and so um probably not quite the same timeline because this work would go all the way through next year so we would not make any changes in boundaries for the 25
01426 school year it would be for the 26 27 school year so not quite as urgent as far as the timing of this work um but still we want to get going and take next year uh to get the work done but also we need plenty of lead time to communicate to our community and I know this work has been done in the past and so we want to make sure that we're doing a a thorough job with lot of time to communicates particularly to those families that are impacted anything that I missed on that one okay the last thing uh that I want to share um when I was assistant superintendent in t um we found that we didn't have a very good plan for students who um struggled in our system students who
015struggled at Comprehensive High School may have struggled at at the extension school or their alternative school um may have struggled in um GED programs and really couldn't find a pathway forward and so what was happening is those students were just dropping out and leaving and we really didn't have a good plan for what are we doing to help these students and so we put a plan in place and we called every single student and we went back 3 or 4 years and and called every single student and invited them and their family in for a conversation to see if there was a pathway that made sense for them um and I know y has done that in the past it's been a while um but we have pulled up a list and identified 245 students
016going back to 2020 and so we're putting a plan in place to reach out to every one of these families and find out number one um what they done since they've been here maybe they've completed a program somewhere uh of some kind whether that's um degree completion it could be uh a number of things so number one finding out if they've already done that number two if they haven't um would they be willing to come in and we would set up initially we're kind of talking about the idea of maybe one day where we have um a session in the morning one in the middle of the day and one in the evening for them to come in um either by themselves or with their families and then we'd be able to share with them
017all the pathways available to them and see if there's something that they might be interested in um what I found in tum water with some of the students is they didn't realize that they could come back and they didn't realize that there was still a pathway and doors open to them they thought once they left that was it and there was no opportunities for them and and so uh we want to make sure that these students know that there's always a pathway um it may not be in our high school it may not be an our extension program depending upon age but there are still Pathways out there for them to get the GED um a high school diploma uh uh Associates of Arts degree certifications and so uh we think it's well worth the
018time to reach out uh to these 245 students and see if think you will to come back in and um at least allow us an opportunity to share what's out there um so we have started that um student information system crew uh Nike and Kurt have gone through the list and pulled up not only all the students but what was the last communication with them um and we have that documented of of whether we were able to communicate with them or where they said they were going and so um we'll keep you updated on this but we think it's it's worth it even if one comes back and says yeah I want to finish and um many of these go through uh the pandemic um which obviously we lost I think more students during the
019pandemic than we have any other period of time I don't remember the exact year but I know Lisa was here and we did something similar and we brought them in and the GED and the thing I take away they didn't know they could do that and just even connecting them or online or anything like that and we even provided some of them were married some of them had kids and I don't recall the numbers but it was pretty successful yeah so on the um the students that uh need help finan are we able to help them figure out how the how they can uh do that financially we can times connect them with Resources with yeah that's what I mean with resources we can at least um a lot of times connect them with the
020right people that can help them depending upon what they're interested in doing right um we we know enough of the the resources and people out there that we can at least get them connected and hand them off to somebody that we know is going to be able to help them we did that before yeah cuz as long as there's doors open for them so that they don't think that yep yeah and like I said t I found the the biggest um barrier to them coming back was feeling like they couldn't and once he said no there's there's options um and and times when they left they weren't ready but as times passed they' become ready okay okay all right be interesting that's going we'll keep you updated okay um are there any Community comments no
021nobody sign okay all right school board minutes I mooving approve I second any discussion those in favor I I oppos motion carries new business individual contracts I move we approve I second any discussion uh the only thing I'll add here is um as you said at the beginning of the board meeting we often make changes uh to the board packet um majority of the time we're making changes to this section right here and it's often new hires and it's usually because we want them to get paid and not wait a full another month and so often times we're adding uh staff in here that have gotten hired so we can get them on the payroll and we can't do that until you approve it so that's where many of the uh edits come to our
022packet ahead of the board meeting okay those in favor I opposed motion carries acceptance of gifts I move we appr any discussion yes uh we've got uh a couple guests here this evening I'm doing some deliveries while I get over to okay so as we've done in a few of our meetings uh We've recognized some organizations who have provided amazing support for our students in our activities and so one of those organizations is O Fed so if the O fed team wants to come on up uh they started a uh an account where people in the community could deposit money they kicked that off with uh the donation of what they would have paid in Levy taxes uh to start that with and have continued to find different ways to fundra uh I'm going to
023run over and pop up a slide for them so they can talk about it in a moment but um I also learned today that uh they had a $1,000 donation by a local community member that was just added to the account uh we're going to use some of those funds to uh offset the cost of graduation for the senior class and um continue add to that fund that the seniors did so I will invite the team to introduce themselves and I'll get your slides up okay thank you well good evening members of the board superintendent Woods we really appreciate uh having a few minutes tonight just to share with you a little bit of the work we've done here in the last year um but more than anything we just want to thank you for
024your work and uh supporting our local schools uh we know that quality schools mean quality communities and so that means a lot to us as a as a local business so a couple things one thing we started this last um fall um we know that the the schools were going to need a little extra support and so we started what we call our pride of the Prairie campaign and so um we um took I think was mentioned what we would have paid in our um taxes and made that as a contribution um to this fund and then we also set up what we call our 2cent program so every time our customers use their debit card um two cents would go back um to this initiative and so during I think it was the month
025of September the first month of school um we we did that and that raised I think close to $3,000 in of itself as well which we added to the fund um and then also um we we had an initiative every time we opened a new checking account we were going to contribute $25 to that same fund so those were additional funds that we put towards that and then it sounds like we we've had community members um add to them which is great what we hope for so um our whole point with this campaign was really knowing that resources would be useful for maybe programs or activities outside of school that maybe weren't going to be available that hopefully could um and so that was the whole purpose and point um and so the other part
026of this is that we really wanted to develop more a long-term approach as well not just this one time where we'd be supporting the community but how could we do this ongoing um so we set up a new program uh which is our our um Affinity card student debit cards um that will be coming out um here hopefully in the next month or so um and those will support the schools and I've got Casey coor my colleague here and Casey's going to talk a little bit about this program and how it's going to benefit yeah thanks Ryan so that's Ryan bet oh sorry myself I got exited I'm run that's I am our G strategy and marketing officer for OED so thanks we're a little traffic coming in this pretty rough I'm right now we
027actually parked at the ranch and walked the 29 miles or whatever it is down the office here and we beat all the cars that they're probably still not um so theity card program is something as Ryan said that supports our two cent campaign that we began a few years ago and what we've done is partnered with local school districts and uh we came to ym as the first school district we want to partner with and give support to and uh have that Community really rally around we've been in y for a decade now uh for our branch and super excited to continue growing our uh presence in y and we think through these really cool debit cards uh that will help that so anytime someone has an o fed account and uses their debit card
028as Ryan mentioned two cents of every use of these yell and debit cards goes back to the district uh in in a contribution in addition to that because we know it will take some time to get up and running to get the volume going the first 3 years we will take one month of all of our de customer debit card swipes and donate them to the district as well so uh we will continue to support that uh love the opportunity to partner with with young Community Schools and we appreciate all your support So In addition they don't want to speak but kay kay Warren is our y assistant branch manager and Nicole montoy is our y branch manager so those are the two wonderful faces you see in our Branch every day here in y
029so thank you guys and I'll just add um not only has the staff here locally been uh amazing um I've been on Ryan and Casey for a long time um they are both uh very involved in Olympia with uh students and and coaching um but the thing about these two is they don't care what district it is they don't care uh as long as it benefits kids and um they approached me uh with this idea and said we want to be part of a solution in y and we want to help kids and um these are two people that truly just care about kids and they they don't care what their colors are of their school um even though they're bare blue through and through but um but they are truly just about helping kids
030and and this has been pretty cool they didn't have to do they didn't have to come approach us with these ideas and um so I appreciate both of them and how much they've poured into our community can't we get a picture yeah can't see should be shaking my hand all right one two three got enough would like sh all right all those in favor I opposed motion carries wow all right out of District travel I move we approve I second any discussion Terry alluded to uh most of these and she spoke earlier uh we see a lot of FFA on there and Sports Medicine um it's pretty cool that uh our students get these opportunities to go and compete and learn um and any number of students that we have involved is pretty impressive okay
031all those in favor I oppos motion carries uh continuous School Improvement plan y High School this is for approval also know that um you remember last Bo meeting we had all the other schools we're still finalizing y High School and so we're bringing that to you tonight I believe second any discussion okay all those in favor I I oppose motion carries okay policy revisions um we have a first read for information yep and uh Dr Lisa Carol Smith's going to get up and talk about the um may sound familiar um but she'll be able to explain why we uh knew we'd be up here again we just didn't know it would be this quickly um so recently a federal court vacated the 2024 title n roles which just means that they're no longer in effect
032and so as a result all schools Nationwide went back to the 2020 rules and so for Washington um this change primarily uh impacts how we handle the title 9 uh portion of sexual harassment complaints the 2020 rulle set a higher threshold for what qualifies as sexual harassment under federal law and it requires a more formal grievance process however Washington state law defines sexual harassment more expansively than federal law and so this means that our district has to follow both um to ensure compliance and so this is truly the most complex um civil rights policy that we have and um what is nice about the policies that you're looking at is that this particular version of the 2020 RS is one that ran through our legal council um because the the um policy is very complex
033they did some nice things to streamline it that just really make it cleaner and so um really this is back to 2020 but it's a cleaner more streamlined version and then what we're working on behind the scenes is getting all of the procedures set up we actually have them all set up we're then going to input them to our we call it our Guardian case management system um so we're all ready to go so may I answer any questions do you have any questions anybody have any questions okay thank you the other uh policy um is 4210 regulation of dangerous weapons on school premises um this one had not um been really adjusted since 2016 it doesn't change um the laws and there's actually a section in there that is um not required it's certainly
034optional and um having conversations with you guys individually on work packet um one board member recommended we leave out the optional session um which is entirely up to you again it's not a recommendation from wasda to put it in um or not put it in is strictly optional and so tonight being information only um you guys let us know if you want us to include that or not in the uh second reading we got the information on both yeah is there already I mean it's already pretty strict about what's there so it's just kind of yeah Overkill it is and and obviously we have to follow law as it pertains to U we uh in schools on campus um and concealed weapons permits and carrying we we've got to follow all uh state laws on
035that anyways ever lost okay all right okay all right um f assessment update so this is what you've all been waiting for um yes um I I do want to kind of share a little bit with you before we jump into this um I I think um this presentation is probably more relevant than it's ever been um one of the reasons is uh the few weeks leading up to the levy um we got beat up quite a bit in social media around a couple things grad rates and test scores you know why should we give you more money in your school district if your grad rates and test scores aren't um where we think they should be and um you know for some people that is their measure of school Success um we will tell
036you that that is one measure on one day of our success it is not the complete picture of how our students are doing and if you have this conversation with any school district across the state and across the country they will tell you this is one measure we use to determine how we're doing it is not the only measure we use um having said that we can learn a lot from this information and as we move into strategic planning um I recommend that we take a really close look at our assessment data and talk about how do we incorporate this into our strategic plan and our strategies moving forward and dig into why are we getting the results we're getting you know it's down to uh Grassroots level um to instruction and to um preparation
037and what's happening in the classroom what's happening um in preschool leading up to this so I think this is very relevant and I really appreciate Kurt and the amount of time that he has put into this presentation we sat down and went through it um Kurt's always thinking about how can I improve in presenting information and share it in a way that everybody understands and so um I think he's done an excellent job you have a hard copy in front of you with big bold letter all right so um it's always a pleasure members of the school board and WS has come before you and talk about the performance of our students here you know Community Schools um the packet you have in front of you um I think it's about 34 slides long I'll
038not to take more than a half hour to go through this presentation um I could have created a ton more slides but I kind of think okay what's the best way to communicate this in a way that um set the folks that aren't living in data all the time this is what I do I live in data so I try to put it in a format that's easy for you to understand tells and tells a story um we're be looking at several sets of data we're be looking at some different Benchmark assessment data in math and and Ela or Ela English language arts social emotional behavioral and belonging survey data uh we have data on our n9th grade on trct and that's um specifically to the high school and then we also have high school
039contract credit these are all categories that I've shared with you in the past the screens that I'm going to show you look slightly different this year and there's one bull right is realized that I did not put up there and that is uh I wanted to share some Washington School Improvement framework information with you as well so that would be like a fifth bullet point there that we'll get to um s go back once I don't go here quite quite I just want to say a couple of things before we get to that slide so when looking at this data like like superent was saying um this is one or two data points one or two points in time for kids and it's it's not safe to make serious educational decisions on one or two
040data points so what you're going to see like I said one or two data points it doesn't tell the entire story for a group of students or a school it's just one facet of a multifaceted situation um we're going to be looking at averages we're looking a large group size um in terms of this data those averages and large large any end sizes numbers of students hides what we call variability there is a lot of difference between a high and a low and average average is giving you kind of that Middle Point right where we've got performance on the high end and also on the low end so average is kind of hype that a little bit and I've got some information on some of the slides that help speaks that helps us speak to
041that bottom line is you know that variability is created by teachers in the classroom and um we know that the teacher is the greatest influence on what goes on in terms of student achievement um and then we're looking at kind of 10,000 ft view we're not going to be driving down into the really super uh super detailed are in the woods um we're going to see pockets of Excellence we're going to see places where things are going really really well and then we're going to see some places where things maybe aren't went where we'd like them to be um if you look at our Trends I didn't put Trend data in here because it would have added another 10 or 15 slides of the presentation I didn't want to do that to you um but
042looking at trends of the last 3 or four years our data this year isn't significantly different so changes in percentage of kids that are at Benchmark or the percentage of kids that are the growth targets um aren't significantly different in some cases they're a little bit higher and in some cases they're a little bit lower and some cases they're about the same um so just a little bit of context for what you're going to see in terms of the reports okay next um so in the world context this this year is different and um there are some little points here I think that speak to why this year is a little bit different um we've got some larger class sizes that are making it harder for individual teachers to meet the needs of all stud
043students in their classes uh we've got fewer certificated academic intervention staff to support students who struggle with academic content um we've got building administrators that have limited capacity to work as the instructional leader in their classroom du to support staff Cuts such as counselors and assistant principles they're doing a lot more management than they are actually doing the instructional leadership um lack of instructional coaching resources is deeply impacted our ability to support teachers inst structural practices when they're experiencing challenges and we've had have some we have fewer par Educators provide intervention students intervention services to individual or small groups of students all right so let's dig into some of the data here so we're going start at the elementary level with literacy um let me or you kind of yes so I just want to
044say just one thing this isn't whining this is just a fact yes okay thank you yeah exactly simply saying what there is additional our situation we never want to make excuses for our performance these are some things we experiencing unlike we've experienced in the past okay I I'm not saying yeah we're not Ling here we're just there's a reality here that we have we have them with um so here's kind of the format of of the slides for most's presentation on the oring to to what's here on the slide so you know what you're looking at the left hand side where you see the bar the bar chart um you're looking at fall so the bar left is fall data the bar on the right is winter data so most of what we're looking at
045has a grow in Period of time from fall to winter the red in the chart is a percentage of students that are not at Benchmark so when I say the word Benchmark it means we have a Target score that we want kids to be at at a certain period of time that changes between the fall and the winter so the red indicates a percentage of kids that aren't at that the green is the kids the percentage of kids that are at that level or above it so for instance in this chart this is the kindergarten correct letter sounds assessment that all kindergarteners take so in the fall these are kindergar brand spanking new to us just came from home right just showing up in our classrooms in the fall 82% of them were not at
046what we consider our Benchmark level um 18% worth in the winter that second bar it shows that we've now grown that group of kids at Benchmark from 18% to 36% so we have basically doubled the number of kids or percentage kids that are at our Benchmark store so that's how you can interpret the the bar chart underneath the bar chart to the right of the bar chart there's a range of fall of winter change so talk about that variability I wanted to give you a sense that we have pockets where things are going well and maybe some Pockets where things aren't going things aren't going quite as well we like them so the range of fall to Interchange is saying okay so if our change was 18% to 36% that's an 18% % change between
047fall to winter right well we have four schools That Grew From 22 to 43% not that 18 but we also have two schools that only grew 3 to 4% so we got places where things are going really really well and some places where where we're struggling a little bit in terms of growth the the second statistic underneath it is the range of at Benchmark in the winter score so for instance the our average across our district is 36% but we have three schools that were between 52 and 53% at Benchmark not 36 but we also have three schools that were in the range of 16 to 31 so you can see there's a there's variability there we have a wide range of performance between our schools the other metric go back to one more metric
048on these on these slides is in the upper right hand corner so it's percentage of students meeting their fall to winter growth Target so we have set a point growth between fall to Wi verby and student that we like to see them make and so in this particular in kindergarten had 63% of our kids meet their growth meet or receive their growth part all right so now we move on to first grade so the first grade literacy assessment is is non what we call nonsense word fluency or word fluency in this case we had the percentage of kids have Benchmark drop from 60 to 47 now this is actually something that we typically see in a given year is actually this drop as kids are learning to sound words and blend words they get really
049um deliberate about trying to pronounce pronounce things right and the dibles assessment is actually a timed assessment so as they're trying to pronounce and figure out those words they're being very deliberate about it and so it slows their Pace down so the percentage of kids typically in the winter drops that are at Benchmark and we usually see a nice a nice jump in our spring data as they become more fluid and they can and they can sound letters out faster and they can blend sound so that should grow significantly in in the spring um but like the last slide you can see the range of our follow Min changes we have two schools that drop between 33 and 32% and two schools the there that either a negative3 or positive two and that's a huge
050range uh and then we also have a difference in their range of Benchmark as well we did have 55% of our kids meet their fault Target right slide all right so this side looks a little bit different because I'm trying to put more grade levels on um one slide here and so what we're looking at is our second or fourth grade and the oral reading fluency is the assessment we use for them and so the two bars on the far left are second grade fall and second grade winter and then third grade fall third grade winter and fourth grade fall and fourth grade winter so pretty consistent across not I a lot of variability not there some growth or some in the case of like second grade Splat third grade slight slight dip in the
051percent kids at Benchmark and then in fourth grade a nice growth from 52 to 61 um in terms of kids hitting their targets uh second grade had 56 third grade had 55 fourth grade had 82% of their k our kids hit their growth Target uh for all influence ex and this and I apologize for all the numbers on here I just couldn't think of another way to put this together for you but it's that same statistic so I put the graves on the far side second grade third grade fourth grade the next two columns are the range of fall to Interchange for second grade third grade fourth grade so in second grade um we had a -12 to a posi 6% change in terms of of schools in third grade it was1 to -1 and
052fourth grade was pos3 to pos3 so as you look over this slide you can see there's a lot of variability in the performance between our schools all right Terry all right moving on to fifth grade literacy uh this is the a assessment um which is a computer based assessment that's adaptive um so as kids take the tests it changes and ask some questions based on man they answer based on the questions they answer correctly and those that they answer incorrectly and so right now we have about 58% in the fall and that didn't change much um to the winter um our range of change for schools from 1% to 5% growth two schools -4 to -12 um and things are a little little tighter in terms of range of kids at Benchmark three schools 49
053to 55 and three schools 60 to 61 and we had about 47% of our kids meet their girls Target so that's literacy so now we're going to move to math switching back to kindergarten kindergarten does number sequencing is the assessment that that we give to them or one of the assessments we give to them it happens to be the skill that teachers are most focusing on early in the school year and so fall to winter we went from 67% of our kids at Benchmark to 72 tell that's a nice that's a nice number um we have 55% of our kids hitting their growth Target and just wanted to call out the range our range of at Benchmark we have a couple of school two schools one at 86 and one at 90 90% of the
054kids at the school hit uh or at Benchmark for number sequence andart for schools we had between 58 and 76 and in all of our data sets this is probably the most promising data set that we have first grade um we had 68 % of kids at Benchmark in the fall and that fell slightly to 60% in the winter though we did have 70% of our kids hit their growth Target that could be those kids that that are not at not at Benchmark making the growth we need them to make but that growth or starting point is down here and our f mark scores way up here they're making the growth we want to make it just doesn't quite get them a good part um and then you can see we've got again quite a
055lot of variability in um our changes from fall to winter any were from 3% to19 um and we also have quite a gril our percentage of kids have Benchmark um and then just like in the literacy uh the literacy section where we get grades 2 through four for or for or fluency this is a math assessment that we give it's adaptive that we give to Second through fifth grade so second grade is on the far side Fallen winter third grade Fallen winter fourth grade Fallen winter fifth grade Fallen winter um second grade we had a nice growth from 56 to 60% at Benchmark a nice 10% growth um but the trend that we see from third grade fourth grade and fifth grade flat from fall to winter but seeing that green bar shrink each year
056moving forward is not a positive thing that's not what we want that's not what we want to see next slide and here are the percentage of kids that are eting their gr each grade level so in second grade 64% thirdd grade 51 fourth grade 40 and fifth grade 53 one more slide here and then here's that trying to give you all those numbers for each and gr each grade level again it just emphasizes that we've got a lot of variability between schools and grade levels you have some schools where things are going really well then some schools where we're and it's not consistent on any one school we can't say that any one school is always down here it bounces around if you were to look at I were to create a grid every single
057school and every sing single assessment what it's all all all right SL all right moving on to secondary so um secondary gives the a read assessment and the a maath assessment which is similar to what we do at elementary level um so at um secondary here this is Middle School um we had 61% um meet standard in the fall and that drops SL to 57 um and then the range of change um I put down and broke it out by grade level for you there's not a whole lot of variability between both middle schools usually within about 5% of each other either way um but we had 43% of our kids need their their semester growth Target next and then this is the high school um and so we went from 65% of students at
058Benchmark to 61% um one of the things that concerning is we only had 29% of our kids that de to high school in 9th and 10th grade meet the growth Target for us we do have sl% that are at standard butr 49% at that and then for math um we had 57% at hmark in the fall and that dropped slightly to 53 we had 47% of our kids um me uh their growth Target um um and then um we've got some you def follow change again not not huge differences between R2 middle schools next slide 9 10 high school so we had 55% of kids at Benchmark in a math and 47% so a slight drop um in percentage of kids at Benchmark uh this drop wasn't as as large as last year last year
059drop was like 14% between col was not as bad as as as last year's was we had 42% of our kids um meet meet standard or meet their growth Target that's the academic data so that's that's math and English language arts so now we're going to move over into um our social devotional learning surveys we have two surveys that we do one is called the Sabers assessment and this is a student completed survey that we do three times a year so following spring and that basically gr students um in the social academic emotional Behavior Uh domains this is a that's a student completed survey so students actually do this online and then we have What's called the Desa um which is a teacher completed survey and they do that twice years when they do that
060in the fall and then they do it again in the spring and that's a Elementary Middle School only assessment so next slide so to or you to this these charts the red color is um the percentage of students that would be considered at risk so the way that we responded to the questions would say hey this student is going to need some these students are going to need some help um The yellow section are kids that would be Val valued as some risk and then green is low risk obviously we want to see very low red percentages and very high green percentages and so from fall to winter um at our Elementary grades grades 2 through five pretty good low numbers 5% to 3% um and also the same thing at our middle schools very
061low red percentages and those are very very consistent with what we've seen in the past the Desa assessment so this is the teacher the teacher completed survey because we do this just fall and then again in Spring I don't have a winter data point put in there to show growth so what I did is I grabbed our fall data from 2223 and then 23 and 24 and then this school year so you can get a sense of where kids were in previous Falls and so at the elementary level it's almost identical almost no change between parts that are are coming in in the fall and then in middle school we actually have seen a really nice bump of the kids we call it's an area of strength the deser rates things different it doesn't put
062a like a high risk and a low risk category we call it an area strength typical performance um and then a need for instruction to be considered kind that highrisk categories Middle School's got very low percentages there and a nice pop in the in the U area of strength basically what that is saying the kids are feeling pretty good about being in school when all right and then we have the belonging survey our student belonging survey uh we give this two times a year since student completed survey it measures a student sense of belonging across four different domains um the data populates in in a dashboard that allows um building administrators to disaggregate their data really easily um so next slide Terry so this is what their dashboard looks like Terry can just one click
063there you go so the domains um are listed across the bottom of this dashboard so the domains are feeling appreciated feeling accepted feeling like they're being treated fairly and then feeling validated so those are the four domains that are evaluated here and then students respond um to questions that fall into those four domains so one more clip here just one so in three of those four domains we look at the trend over time and so we've been giving this survey since the fall of 22 so each Administration is on there in three of those four categories or three of those four domains we're seeing an increase in the percentages of students that are feeling like yes I feel validated I feel accepted I feel appreciated and then truly fairly we're sitting at in the '90s
064that's a pretty good number although we love to see that go higher we let 90% of those kids will be treat fa next slide ter and then one other element the belong then polls and we're looking for the percentage of kids that um indicated that they felt they belong in at least three of those four pillars so the majority of those pillars sense an overall sense and we've got we've gone from 80% to 84% kids and this is all kids across the district from grades contr all right so moving out of our seal data into some high school specific data so the First Data that we're going to look at is going to be ninth grade on track so ninth grade on track basically is a measure of students a percentage of students that pass
065all of their courses that are nth graders so this is specifically just looking at ninth graders and this is one of the measures that's used in the Washington School Improvement framework for schools I'll go over that here in a little bit this is one of the measures for the high school so what this is saying basically is that for semester 1 of this school year 65% of our ninth graders passed all their courses 35% of our nth graders failed at least one course that compared to last year last year's number was 75% of our nth graders pass all the first so we had a draw of about 10% um in% kids um that passed courses now this number can't really go much higher than that because we have semester two now to Counting here so
066we're hoping that that 65% that pass continues to pass all their courses if any of them fail and that can cut it that 60% 65% drop that number we don't want that to happen um the other statistic around credits at high school and is also one of the washingt school Improvement framework measures is what we called High School on traff cation um and so this is just a total credits it doesn't measure the but we call B fck it's the subjects that credits are supposed to go in in order to graduate it's just number of credits so at this point in time to be graduating on time my 12th grader or a senior should have 21 credits or more an 11th grader should have 15 credits or more a 10th grader should have nine credits
067or more and a nth grader should have three credits or more and I'm going to break I'm going to show you a breakdown here of kids that at that students that are at that level and then those that are within one credit those that are within two credit of those totals and those a percentage of kits that are um more than two credits away from what our Target is for that right now all right next slide there so the bars the bar chart on the left hand side is the current year so semester 1 school year 2425 the bar chart on the right hand side here um is last scho so you can get a sense of where where we are um so 12th grade so I'm I'm going to walk over here so 12th
068grade here 12th grade here so you get a sense of how you can compare the two so like our seniors last year's seniors at this point in time 89% of them were where we wanted them to be in terms of number of credits this year we we're at 80 11th grade were at 80 we down to 73 at 10th grade we were at 84 we're now at 73 and in 9th grade we're at 91 and now we're at 81 so we're roughly sitting anywhere between 7 to 11% lower than we were last year now there's some things that are that are contributing to this number one is we have almost zero ability to run credit recovery at the high school right now we had the ability to do that last school year so without the
069ability to do that then those students that are that are failing in class or failed in class going to have a hard time making those up that's really potentially Happ having an impact on those numbers all right so that's high school specific data so I'm going to transition into the Washington School Improvement framework and so this is the framework is Washington State's way of identifying schools in Need for improving um basically what it does is it evaluates the performance of students on the following measures so smarter Balan assessment Ela and math proficiency and growth so both of those are factors um multilingual students proficiency there's a separate assessment that we give to our multilingual uh multilingual students it's a state level assessment uh regular attendance at the high school level there are three specific measures
070one is the ninth grade on track that I was talking about and there's graduation rates and then there's also dual credit enrollment so students that enroll in courses that gave High School Credit as well as college credit all of those measures then are applied to different student groups and the student groups are listed here so the first group is all students they think all students put them all together they measure all those different assessments up there for all students then they also Break It Out by every individual race and ethnicity and using the seven Federal categories for that and then it breaks out our multilingual Learners and our students in special education and then students that are in low income status right now so when you take all of that and put it all together
071and I'll show you kind of how that works for just a second um based on how those scores come out a a school is placed in a an improvement status level and so at here in yel we've got schools in three different status one is what called foundational which is the highest which is actually the lowest level of of support you would get from the that's where we want schools to be we want them to be with called foundational subs and we've got laus McKenna mil Pond Southworth Regine G High School all living in in the foundational level they not a school identified for improvement so people are saying kids in y aren't learning we have plenty of schools where schools are not in Improvement um we do have some schools um that are in
072what's called tier three in tier three so we got for Stevens in tier three and prairie in tier three and tier three would be the highest level of support from from this state if you're a tier three School you receive Grant funds to help you with your school Improvement plan processes so Prairie and Fort Stevens um both receive some additional support y Middle School is sitting there at tier one targeted 1 and two tier one is the next level from Foundation goes to tier one targeted one two means they have one or two student groups in that list from before that are performing this space threshold I'll show you what that looks like here in just a second so that's the Middle School the extension school is in tier three because they are a secondary
073school and high school they actually are in tier three because of their graduation rate we have at least a 67% graduation rate to get out of that tier and know why yes it's working on that so all right so how does all this come about so how is a school identified for improvement so each measure or each metric so I have an example of a table there that says Ela proficiency so that's a smarter balance assessment the left hand side is the percent Med standard they take all your kids put them all together come up with an average and it's an average not of just one year it's an average of your previous three school years so no one year can really sink you but at the same time if you have a year where
074you struggle at the stick with for 3 years um so a desal score is assigned to us a measure based on how what percentage of kids met standard that's that's an example there's a separate table for every single one of those measures and so each of measures are Smarter Balance Ela proficiency and growth Smarter Balance math proficiency and growth MultiLing proficiency regular attendance nth grade on traff graduation rate dual credit enrollment so there is a separate table for every single one of those all right so next slide Terry and when you put it all together this is what it looks like it's very complicated um on the left hand side are all the different measures I was talking about right so proficiency on Smart Balance assessment graduation rate e progress across the top are all
075the student groups that are measured so that an individual score is assigned to every single student Group which is pretty comp which is pretty complicated and it's a threeyear average it's not just a one-ear outage so trying to do all this math in your head is almost impossible uh so this the state takes a long time to do all this calculations so this is what a grid looks like for a specific school now if you see a blank up there that means either a that assessment doesn't apply to that school or B there's not enough students in that group to be able to report on that because you've got to hit a certain number of students in order to report to make it valid right so that's what the that's a detailed display for every
076single school all right next slide so what they do is they take that and they and they scrunch that down or smash that all down into an individual death style score for each student group for a school and so this is an example of a school and so a desl score for each like the all students group if you take all those measures and combine them all together for just the students and the all students group this school has a desal rating of 5.7 which fits you know on a scale of 1 to 10 somewhere right in middle right there are two horizontal lines that are drawn on here those are the states thresholds for identifying a school for improvement if a student group Falls below one of those lines then that becomes a a
077I don't say a de against you but as a school that's saying hey look you know have one Group performing below the threshold if you get two groups now you're two groups below you get three groups now that's going to drop you down to ti so the more groups you have that fall below those those thresholds the farther down the tier support structure you go so the idea is to keep all of your Des out scores above that threshold line because as soon as you drop below then you become a school in phical Improvement and you get tier so our goal is to keep all of our schools above that threshold line all right next slide all right so the last these last two slides will show you um kind of the trend for each
078School in the all students category so there's the all students category then there's all the race and ethnicity categories then there's multilingual Learners and special education and low income this is just the all students category which isting all kids together it's kind of called the composite Des out for Trend over time so the very first run of this was done back in 2019 and then the next run was done in 2022 and then 2023 and 2024 you notice there's a gap between 2019 and 202 to that was Co and that messed up the states assessment cycle and so there were some years in there when they didn't do all of the calculations so this is showing you the elementary trends for the all students category over time and looking at this clearly we got several
079schools that have an upward Trend and some schools with some downward Trends and then next slide Terry and this is what it looks like for our secondary schools uh M FAL schools are kind of flat to slightly improved and Y high school right now is currently on my downward trajectory all right thanks ter just through a lot of information I do want do want to I do want to say is if you look across our data what we see don't get order you hav numbered by page I did not number the page sry my Improvement feedb um if you really look at the data there's a lot of we have 40 to 60% of our kids that are where we want them to be on anyone measure but that also means we've got 40 to
08060 kids depending on the measure that aren't where we want them to be and that's something that we're that we're really concerned about and you know superintendent's talking about using this assessment data inform strategic planning super important that we start taking a much deeper dive into the performance of our students we have places where things are going really really really well how do we take that and multiply that across our school district we got to figure out how how to do a better job in that I think one of the things there's so much here I mean it's it's so simple isn't it you know so when people start making assumptions about our data without context and without all the information um majority of the time they're going to come to a conclusion that is
081not accurate this gives you a picture of how complex this is and how many data points we look at and our entire assessment Department is doing Department that is doing this work um most people have no idea what goes into this and so when people go out on social media and make claims about our district and how we're doing many times they have no idea what they're talking about because the number of data points that we look at and this isn't even all of it this is just what gets reported scratch so this isn't even all of it and so one of the things that we're going to do