001um and make a motion to approve the agenda second all right all in favor introduce you first all right I'm thrilled to call to the podium this Courtney Simon she is going to introduce the dyslexia task force presentation and then we will have the presenters come and share their findings good afternoon esteemed board members superintendent Dr Furman City schools of Decatur staff family and Community friends my name is Courtney Simon and I provide instructional support for lcsd K-12 learning community I have the privilege to represent and present an intelligent insightful resourceful group of CSD stakeholders that formulated and fueled the first city schools of Decatur dyslexia task force according to the international dyslexia Association the definition of Dyslexia is a specific learning disability that is neurobiological in origin it is it is categorized by difficulties
002with accurate and or fluid word recognition and by poor spelling and decoding abilities these difficult difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of the effective classroom instructions secondary consequences may include problems in reading comprehension and reduce the reading experience that we can impede growth of vocabulary and background knowledge as of May 2019 Governor Kemp signed Senate Bill 48 into law sb48 provides for identification of and support of students in pre-kindergarten through second grade with dyslexia the city schools of Decatur was selected to be one out of seven districts selected to participate in the Pilot in 2019-20. we are now in our third and final year of implementation in 2024-25 Statewide dyslexia screening will be a mandate yesterday
003the city schools of Decatur had the honor of hosting the Griffin Spalding County schools and Clayton County School District mtss and literacy instructional leaders yesterday for the first time during our CSD dyslexia collaboration it was very well received but our practices will continue to evolve for the good of our students and teachers in the fall of 2022 in response to the city schools of Decatur stakeholders in need for a deeper understanding of cfc's progress as a Georgia dyslexia pilot District what it means for a student to be identified with characteristics of dyslexia how CSC supports students with characteristics of Dyslexia dyslexia and struggling students how can CSD improve our dyslexia screening process to align with the intent outlined in sb48 and what information and resources do parents need if they have concerns with their child's
004ability to read the superintendent with all these requests called for a dyslexia task force to be formed the district member criteria included CSC staff who can be decision makers have expertise in the area of effective instruction ncss and fed eligibility requirements the community parent criteria included members of the community with knowledge of Dyslexia and or a personal experience with a child exhibiting characteristics of dyslexia the tax form Task Force member Jennifer Lindstrom the doe dyslexia Statewide coordinator questions were intended Courtney Simon director of ela social studies Dr Gail Hardwick District Reading Coach Dr Carla zissa District Reading Coach Mr Benjamin Benjamin nabel coordinator of Section 5 in school psychology Dr Holly brookens principal of Glenwood Elementary School Miss Christine Knox principal of Westchester Elementary School Mr Frank d filipio special education coordinator within Erp teacher
005at the time Elementary School Miss Brooke Reynolds a third grade teacher at The Talley Street Upper Elementary School Miss Laura Bowman one of our CSC parents Miss Laurie Garrett another CSD parent Miss Megan swingle a CSD parent Miss Perry Patty fournwald a CSD parent and Sarah Wyman a CSC parent we met before sessions officially we broke up into three work groups which we we will address today and we met throughout the year in between our formalized meetings and the task force roles myself and Dr Brookins were the facilitators Miss Garrett was our secretary Ms Jemison was our time keeper our open circle facilitator with Mr Naval and the board reporters who will present to you our findings today will be Ben Gail Carla and Patty thank you the purpose of the CSC dyslexia task force
006mission this is based on a charter that we established at the very beginning of our report CSC in building an informed and educated School community that proactively identifies struggling readers and delivers sustainable Equitable and proven effective reading instructions for all students including those who are identified as having characteristics of Dyslexia and or struggling readers to become skilled lifelong next please the first war group is titled the deflected task force screening process afternoon good afternoon thank you this is Simon for an amazing introduction that was great um my name is Ben knable this is Gail Hardwick um and we were happy to be a part of this work group looking at the task force screening process I think we are both humbled to be a part of this group there are many many very knowledgeable people
007on this group um we put all our minds together to come up with some best Solutions I was very humbled but sometimes I feel like I'm the best representative representative for this group because I say my last name is the dyslexia screener if you say my last name correctly that means you do have dyslexia so um you don't have dyslexia because you said neighborhood kind of start with that so what we're going to do first is we're just going to go over our current screening process everybody's kind of aware of what we're doing right now to look for dyslexia so our current Universal screening procedures require different assessments at different grade levels which impacts the ability to effectively assess all areas of State Building math isn't the map Reading growth that we give is not
008specific enough to measure all areas of State Bill 48 so our foundational reading skills are only one in of the five components of literacy assessed by map proofreading and if we look at this chart right here what we'll notice is kindergarten's first and second grade we have the map Reading growth as well as acadians so we have that in K1 and 2. however it changes in third grade because we have map Reading as well but we don't have a Cadance in third grade so the universal screener is 80's web okay so it's different for both of those and with our screening process if students this is the way it is now right so with students who score below the 20th percentile in math reading and they score below Benchmark in Acadian depending on what time
009of year it is that's when the students then go to get the KT ktea3 and they're assessed with that so this is where we are right now these are our upgrading procedures right now clarifying question when we say map Reading here we don't mean map reading fluency we're meeting we can grow that is what the students are taking right now yes all right so uh we're going to be going on over a lot of different vocabulary language different assessments I know that's a lot of information so I think you all have a packet you can familiar yourself with moving forward if you have any questions go ahead and stop us because sometimes we get going and we feel like everybody knows what we're talking about and their acronyms and different concepts um so just stop
010us if you need more help um what we really try to do is model our screening process off the Mandate of State rule 48. we were lucky because we already had a team that went through State Bill 48 and tried to come up with our selves and we were mandated to look at were these um six areas we want to uh we have to have a screening process that looks at pharmacological and phonemic awareness sound symbol recognition able to link the sound to alphabetic knowledge decoding skills rapid naming how quickly you're able to identify learn literacy information or any learned information for that matter and then encoding skills which is basically spelling so that's what state though 48 is mandating for us to look at and so to the question we just had we did
011look at math we wanted to see if math was really focused on these areas and what we found was is that I'm not going to go into this in too much depth when we looked at map growth it had some of the foundational pieces but it didn't look specifically at those six areas the sb48 really wants us to look at more closely and so that's one of the findings as we're moving through this group that helps us inform some of our decision making and then we also looked at Acadian so that was our other measure and what we found was acadians did look a little more closely in some of these areas but we didn't use it and serve we had to switch to Aims web in third grade and we also needed to look
012a little bit closer to set pieces like rapid automated naming which is how quickly you can name numbers and letters which you see isn't there so that's something else we found about acadians we're currently using um this is Ames web and so what we see with Ames web when we switch to third grade we were able to get an oral reading fluid then you don't have the other areas as close so again I think the main point is is we're kind of looking at different measures to look at different concepts across different grade levels which could um give us different results for them okay so in terms of our findings we did notice that the like we said the current screening procedures require different assessments at different grade levels and attempt to meet all areas
013of the screening mandate even within that attempt we were still missing certain pieces like we talked about the map growth measure of not looking at rapid automated naming and really not looking at the foundational skills that are brand new or level if we're looking at K2 we really want to be looking um closely at those graphene phoneme phonological awareness pieces um we also found that students must score below Benchmark on two Universal screeners before we get to qualified kta 3 dyslexia screener so the Senate Bill 48 mandate that we have a dyslexia screener after we find kids that are at risk and what we're saying is is that we have to have two measures of universal screening before we even get to that dyslexia screener our two measures we weren't confident that we're looking at
014all areas of State go 48 so we had to reevaluate okay how can we fill in these pieces um and then finally our our assessment on map growth reading is not effectively measure all of the foundational reading skills that is stated in central 48 we already talked about Uh current and continuing on with those findings um ordering fluency is not a universally screened for all students unless they score below the cutoff risk of macro 3D so we get to third grade we weren't even looking at kids in ordering fluency unless they met the cutoff score for map which you've already established it Matt maybe doesn't look at every area so that was another hole for us that we could be missing children because if they aren't scoring low enough in math we're then we're not
015we're not even getting a chance to look at their order um we already talked about math and then uh this is another piece we had to really examine closely is that we could be missing some students because our Universal screening cutoff um for being below Benchmark was 20th percentile um so you had to be below the 20th percentile to meet that cut off whereas we do have high achieving students that could have dyslexia that could be scoring above the 28th percentile if they're not below the 20 percentile then they wouldn't screen forward for us to look at on the kta 3 measurement so we we had to really think about you know these these cutoff scores are they appropriate and not only does the 20th percentile go for maps we have to have another screener
016on top of that so you have to be below 20 percentile map and you have to screen again low on another screener before we get to the kitchen so that could really some of our higher achieving students have had early intervention they may not be getting that cut off at 20 percent though earlier grades um okay so these are sort of our recommendations coming from that is that we really need to find a universal screener that comprehensively meets all areas of sp48 which is tricky we haven't had one we haven't had a recommendation from the state and we're still waiting on that so we do have to look and do our own research about these screeners that are out there that can look at every area granularly uh we also we believe that students not
017need do not need to have a below Benchmark score on both Universal screeners to qualify for the the dyslexia screener text so for example if you're low on one that you're above grade level uh Benchmark on the other perhaps we can still go forward with the um dyslexia screener the current uh we also looked at a map reading fluency and they have a dyslexia screener in their testing and that could be a sustainable add-on for Universal screener and that screener goes uh up to K8 so the dyslexia screeners K3 which would still be within the Mandate the state state Bill 48 but we also want to think about after third grade what are we doing for our student right kids don't magically not become dyslexic after third grade although the state bill says up to
018third grade best practices would be for us to continually look for children who may show signs so if we were to switch to something like fluency we could get higher than the third grade as well uh the next piece we also considered was looking at our multi-tier system of support as a way of also looking at a screener we just have these two cut-off scores we're looking at we have children who are receiving intervention they're in tier two they're in tier three they may not be showing progress however they may have met that Benchmark school and they didn't get screened so we need to Loop in and layer in perhaps another measure another Benchmark or another point of decision making after six to eight weeks and say hey maybe this child does have dyslexia that's
019why they're progressing at a slower rate or that's why they need tier three so we also want to make sure that we're considering the response to intervention when we're screening for dyslexia um that's kind of what I said down here response intervention and we really want to focus on um the progress monitoring and that specific skill area and really timely transition between tiers because it isn't just about the dyslexic diagnosis or the characteristics of Dyslexia it's about the skills they're building so for screening in these six different areas and we really want to make sure when we're in this multi-tier system of support and we're monitoring progress in the skill areas we're making timely decisions because if you're not intervening and you're not making decisions then um the child isn't going to benefit we want
020to make sure that's really a piece of this along with this reading um when you mentioned that we have to we don't currently have a universal screen or we're going to need to do our own research some stage we've done our own research on them screener is that you're proposing that as a potential Universal screener that needs all those requirements yeah that was the recommendation from our work groups we went and looked at it we looked at what it looks at we looked at the grade levels whether it meets the sp48 mandates and we found that it's a good screener that can meet all those areas okay specifically with the rapid naming section so rapid naming is how quickly kids can um say letters or numbers or pictures and this has a component to where
021you know a child will wear earphones and they'll read into the earphones and they'll actually read off of the screen which has been cumbersome for us because that's a that's an individually administered piece you have to sit and monitor the child so that particular test will provide um more sustainability for us to screen large amounts of children and would that be a would they continue to do math growth continue to do acadians but you just wouldn't use those as a screening for dyslexia and there would be an additional map uh reading fluency dyslexia that they would take that would happen in terms of operationalizing and however I do and then well I don't mean if I'm jumping right here that's what we're getting right here when we talk about what you just asked um so
022for K3 these are the recommendations what we recommend right here is for to continue with acadians beginning middle and end of the year for all students like a 10-minute assessment um we still that's very valid and then if we did the math reading fluency to sexiest brainer that's what you're talking about it would be once per term um and it's like a 20-minute assessment so you know just like Ben said like it was via the headphone for the younger ones it would be kind of like that um and then further screening with the kta 3. as well now with the one question I think you were asking is would they still do map Reading growth I think that was your question and um and the reason we don't know yet because that's part of the
023universal screening that we have to do just for overall so there's this is this is universal screening just for dyslexia there's other Universal careers we have to administer at least twice a year for other mtss we will say that we that we bounced that idea around because there are other components that map growth gives us specifically gifted hosting right so we don't want to throw the baby out the bath water for a reason but um that might not be appropriate until the owner grades if we have a screener that goes to K3 that looks at more of the grains or skills of reading and then after third grade if you look at the more broader sense of language arts pieces in in the map test that might be an approach but we have to look
024closer at that that once per year for the reading fluency is there a recommended window within the year where they could be different you're doing it at the very beginning versus the end let's return that's what I mean I'm sorry okay so yeah I mean you know that's a good question I can get an exact answer for you but what I can tell you is the map is um a test that adjusts to the skill level so if you were to give it to the beginning of the year it's going to adjust to what it expects a child to know at the beginning of first grade versus what to expect a child so it should catch in theory that um progress to us right and nwea does provide guidance on how what time of year
025you know and that's why we have those windows it'll say like this is the testing window this time of year and so that's the nwea guidance and one other thing I will say is that these These screeners are kind of new like the kta 3 screener you know with this dyslexia legislation has come out um there's been a lot of new screeners that come out that don't really have a lot of the same research behind them the kta has quite some research behind it because it's been around for a while but what's nice is if you have two qualified dyslexia screeners because you have the map reading fluency dyslexia screener and the kta you're less susceptible to false positives because then you have two measures looking specifically at dyslexia rather than two measures that are
026broad measures of reading and then one measure looking at this you have kids you may have not been to school or don't have the same schooling or move in or those sorts of pieces that could impact um Universal screenings like acadians or map because they're more unstructural based rather than we also talked about remember we said the map reading fluency goes up to the right place so we were thinking as you know this is recommended that maybe we give it to everybody up through eighth grade and that's still that 10-minute assessment so that we can catch those students that may not have these assessments assessment you know they might just come to our district or something like that so this is just a table of the recommended process to be kind of already talked through
027it but you know we do have K3 we're going to do a recommendation of the acadians because that's still looking at those granular skills those phonological awareness skills the adding the math dyslexia screeners you get a fluency score the rapid automated naming um and then we also want to add in the layered mtss screener where If you're receiving tier two or tier three support for six to eight weeks looking at the progress monitoring and if you're not making progress use that as also a reason to go forward in the dislike what are the benchmarks on the right side so it says the low Benchmark this Benchmark protest itself or it's Benchmark something else so let's just focus on like the second box ktes yeah remain below the Benchmark f68 specific support what's the Benchmark that
028there below to continue sure so typically if we're doing tier two or tier three we're progress monitoring on a curriculum-based measurement that has Norms associated with it so there should be a benchmark like by the middle of the school year you should be reading like 20 words per minute or something like that or you're able to identify 30 correct letter sounds so if you're below that Benchmark on that specific skill then we'd recommend maybe doing the dyslexia oh synthetic awareness Benchmark is created as a result and then we continue to Monitor and the students don't achieve those benchmarks we continue with interviews that's that's cool that's just a recommendation uh that status quo is a continuous intervention the recommendation is to do the screener to see if dyslexic characteristics of Dyslexia could be could be
029there because remember right now we're using the map scores and the acadians and when you have kids in kindergarten and first grade I would say the math specificity of identifying kids are well below grade level isn't quite as specific because it's a large National sample right so you know you to get below the 20 percentile as a first grader um you you might you know you might miss kids to have the skills at the 40th percentile but they might need intervention the recommendation is not how we respond but it's one of either and then so one of either with with the screeners and then also with the mtsf add the ktea as a possibility and I think that's something we've heard from feedback too from parents is that like okay my child didn't qualify for
030the dyslexia screener I want them screened is there another option for it and we didn't really have anything so this would be another pathway of just the universal are you deciding which kids qualify for this monitoring period which one of the questions yeah so they typically are caught through our Universal screeners they just don't have to be caught by both but they qualify for one by both there are cases where you get caught for intervention you're in intervention but then you never get screened so this would take care of that piece and if there's trends of saying don't capture posting would you see that Trend and then say okay that would be the theory with this so that's the idea with this and I think the other piece about this is this is for kids
031on all grade levels we're not saying it's just K3 so this would be an option then for our upper elementary kids too that um that you know we could maybe look at the kta 3 through mtss which is which is above the state mandate right the statement is K3 this is helping us look at kids even above that yeah I did not I read that as just cases that is correct that's what we wanted to give them the screener at um is there anything else above that one particular um mandate that we're doing more specifications um part of the process I'm not sure if I understand your question is there anything like above and beyond that we found in in you being in the past group from the research that we're doing above what them
032ending is asking all right um stretching it Beyond third grade in some of our other passwords yeah yeah I think you'll probably get that from the other folks and I think that you know everybody's kind of doing something different in the pilot um they're not everybody's doing the amount of screening that we're doing so we're really trying to catch kids in many different ways um I think that's been interesting about the pilot is looking at other school districts uh some of them are doing things different than us and um I think from what we've heard we're doing you know some of the best work [Music] s yeah we didn't have to do two screen rooms try to catch the students like you said at the granular level but then also like a wider concept um
033also so that's definitely something we're doing above yeah and that's your screener really came from I I know because you have to have both right now but the two screener really came from the fact of math at a younger age we want to make sure we weren't missing people that's right you know big Cadence was added in because it's a little more focused it's more specific granular but then we even found even with having two screeners there could be still that aren't scoring low enough [Music] that I'm doing in these into these new recommendations do you have a list um from some of the meetings that we've gone to with the pilot districts and it'll it lists I I don't have that on top of my mind what exactly everyone's doing no one is doing
034um I can say for certain that no one is doing as much as we're doing um however I can't just off the top of my head recall exactly what what is included in your package from the state department of education is a two-year implementation of all seven schools that participated in the pilot yes ma'am it's a dark blue document also in your folder the copy of this um live presentation as well as a glossary so I'm hoping those students will be able to issue it each year we are mandated to submit um a profile and we do have a district profile that summarizes all the practices for each pilot it's not public spacing at this point but when it becomes publication we will share it with the board good question I think I certainly appreciate
035that when we live in the state of Georgia right now I'm originally been a Georgia pilot for them but do we are we looking at other states and school systems like Best in Class does it exceptionally well how do they screen I mean yes it really started out task force then did the Georgia Department of Education started a task force okay so they're Gathering all these findings and then they're having monthly meetings with us where they share what we're doing in addition to the research that they're doing in neighboring states and Nationwide past meetings every month with Dr Lindstrom it's a work I mean there's a lot of uh right so I know a lot of states are just getting onto this as well so I'm going to Texas has been doing it for a
036while so we've been looking at them as well one last thing I want to tell you all was that um you know all the children we do identify for this Lexia screener most of them have been identified for tier 3 support so uh we're doing that and we're looking for identical characters dyslexia um the plan we have in place is scooping them up early so I think really what our next job is to scoop up the ones that aren't being scooped up already to our use I was gonna you don't know the number of the kids that we have that in both and so did moved to like finances for about 10 excuse me who maybe were identified on that but nailed acadians and so we're denied an additional screening or intervention yeah we know
037the number of those students I don't have at the top of my head we looked at it and it wasn't too high um yeah there were a couple and some of them were like you know and we only tested 14 23 to 24 kids this year that's including the kids who tested and got screening consent for thank you hi everybody I'm Carla Zizek I am a district reading coach for the and I work primarily with the Pre-K to second grade buildings um it has been such a pleasure to be on the dyslexia task force with um some really amazing people who are out there doing awesome work so it was it was really exciting to see the level of support that we have from our community um to really move the needle for kids and
038help them become lifelong readers and that's like my it's so exciting and fun um and I think we have really amazing dialogue and conversation I love that that's that's really um my jam so my focus group and some of my other friends are here just raise your hand if you're the teacher learning work group well so our our role um goal was to look at the professional learning that we currently have in place here in CSD and think about what we want to add and change and really you know analyze what's going on and so one of my favorite outcomes of this is really kind of categorizing the different professional learning that we want to have and or currently have into these two different ways of thinking about it professional learning that focuses on structured
039literacy foundational knowledge so that's like what the teacher needs to know and understand about the theory about the science of reading about how it all works how the reading brain works all of these things that is this and then on the right this is the like implementation of a particular program curriculum instructional framework so we kind of split it up into these two different ways and thought about like well what do they what who has to have what and how much and to what extent because we have a lot of different categories of teachers and a lot of different types of professional learning and we want to make sure that we're being as efficient and effective as possible and that people are really getting what they need to help kids and um I did want
040to just point out that you have a glossary because all of these things I know it's alphabet soup um and I will touch on each of them a little bit but your glossary does explain a little bit of what they are our key takeaway is the Task Force work group was that if we want to give students diagnostic explicit systematic and cumulative reading instructions our professional learning really has to be the same right we have to really be diagnostic explicit systematic and cumulative with the adults in the building and so that's what our goal really is okay so just a little bit about what these differences the best skill science the reading course that is an online asynchronous course in the science of reading recommended To Us by the skin School it was rolled out
041this year it was required for teachers um and there were touch points along the way with instructional coaches this was really powerful we're going to continue to offer that to all new people and then um hopefully well I'll get to that in the next slide also another foundational knowledge piece is the Georgia PSC offers the dyslexia endorsement we have many teachers who have been interested and enrolled in that 70 70 hour our District offers that you know teachers just give up their time to participate in that that's really helpful for foundational knowledge and then letters so letters is a very involved PL program it's two-year commitment and it has four full in-person days and then basically like you know the equivalent of maybe two Master's level courses a year and then there's exams that you
042take so letters is really the gold standard of the pl that we are wanting some categories of our teachers to have okay and then this side here is our specific programs and curriculums we have we are El we are ID schools there's professional learning there that does relate to literacy instruction absolutely and then we have American reading company that's our core reading program the knowledge building reading and writing whole group and small group instruction in the classroom we have our coaches that come and visit us all year um once a month and professional learning around that and then foundations foundations is our core phonics program it's 30 minutes every single day it is extremely um it takes a lot of skill to do foundations well and that's something that we're you know a growth area
043I think for us but we have been implementing foundations for years and still need to do it a little bit better on a job um and then this other this Wilson Reading system right here this is something we're adding in Wilson Reading system is made by the same people expectations Barbara Wilson and her company and that's going to be PL for special education and tier three intervention teachers for second through 12th grade students this is a powerful program for kids who have maybe been success to remediation like they're really more complicated students who they got some tier two they got some tier three and then they're aging up so I think this is going to be a great help for our secondary teachers and then acadiance you heard about acadians we have data we have
044to learn how to use it really effectively at the classroom level so that's another PL goal so if all of these things were in place that would be amazing and so some are and some aren't so now I'm going to show you a little bit about yes do the teachers have to pay out a packet for any of these specialist development I was going to actually specifically the slide to endorsement um I think they can choose to do it at like a private institution and pay for it but the Georgia psc-1 and like Metro Visa offers it and they're free yeah but I think if you like maybe wanted to do it at UGA or something you might have to pay for it but I bet you there's actually I've heard that there is grant
045money for that so you would just apply like if you want to say if you're not going to get into it I'm interested now which of these do we have Financial or other incentives to do now Ah that's a great question um so right now are there Financial incentives for any of these notes they're not for a teacher no um did you get a stipend for Wilson Reading system it's their daily rate so they're doing three days this summer so they get their daily rate for those three days um the rest so I mean oh gee some people view as a financial benefit if they choose to tutor privately but that they're not interested I mean that's not why was your question whether they get paid to take the classes or whether there is some
046Bowery or compensation bonus if they have already gotten a certification they don't have to pay to take them they're all free yeah having some special education qualifications does increase your salary but none of these qualify for that so can we get an estimated budget impact if we were to ensure teachers were minimally paid for taking the actual classes if they put 70 hours into OG they get paid for those 70 hours yeah um so I think for instance um in other districts where people have completed letters training they get say a 2500 bonus one time you know for the two full years like they get halfway they get like whatever half of it after the first year and the other half and you have to pass it down that's something like in North Carolina they
047did a whole state that's high that's big bucks and some of that too is covid money right which is that's where all those stipends and training and things came up from that's all covered money that we don't necessarily currently have there there's really my two questions right there's one that's like incentive compensation which is what you're describing right there I'm actually asking even more basically if they're spending 20 hours of term to learn some of this stuff that should not be 20 hours on their time what what is it or can we what is the number if we were to pay for that 20 hours or whatever so so I think that's a great question like say you wanted to give them their hourly rate um and it's something that came up and it's just
048kind of going off our script a little bit and it came up a lot in our task force is that something that teachers want is they want time to do the things except the problem is say we gave you a sub and then you left and you did your work on your letters and then you know then you went back then that means your kids didn't get you the teacher that day and so you know right now they get four days of the year that they can come out and do their you know in-person letters training but if it was like okay so you worked on your OG training for 70 hours so you get 70 hours of light classroom release time or something like that and that's not really I mean that's that's a
049hard decision to make I think like it benefits you know I don't I don't want to make that decision about it stubs come and when they don't but I definitely think that you know teachers like to have Subs they like to have the time in the work day and not outside of hours um but then there's you know a trade-off with that what can I introduced please and work next but that type of monetary question um actually we're excited to present to you all today so we can share our findings and recommendations and so you can in turn share recommendations and I know that we're in a season of change so we also have to represent this presentation based on the recommendations and our departments would have to speak to whoever's over that decision regarding
050the budget increases or decreases and how we would move forward so the district instructional coaches really didn't speak to anything monetarily today edible to respect that has some of the financials honors if you did do research together the cost of the courses and it's in there it's not part of our presentation today but you do have that information right like the slides that we're not just yeah but we'll keep it moving let's let Courtney thinks round it up okay um so another thing is this is like our goal this is what we wish was happening being here in Decatur and so like that's a hundred percent of our teachers would have basic structured literacy foundational knowledge and they would all have her different basis and assessments professional learning right and then you can kind of
051see it changes based on the role like for instance do all K-12 EIT teachers need all of these things yes they need these um but you know Tara's could often and then right here this Advanced that sort of like the OG 70 hour the letters these are the things are Advanced or like it's more of an opt-in but there are some Basics that we want everyone to have um and then this word column it's really crucial because not only do they need to have the learning but then they have to have to do it you demonstrate you have to do that you were just taught how to so this 85 is like a um a realistic percentage of how people would actually be you know like say you have a new teacher she she or
052he has the training but they're just still learning how to do it so that might not always be at 100 people are learning things so that's what this is about this is what we want okay keep that in your mind and then right here you know where we are so there's still more red on here um I think one of the things we did discover is how proud we should be of our work with the health science and reading course that was actually a lot of learning that people did in their buildings um teachers said had really raved reviews about that they they learned so much more about the scientific readings than they than they knew going into it even people who were reading Specialists and had done OD they still really enjoyed this course
053and it was a good bit of work we even had 13 parents do it they didn't have to they didn't get compensated to do it but they just chose to which is really awesome our K5 Paras are so invested in helping kids read and and they do end up working with students as smokers all the time that was exciting um next is fundations the second column so as I mentioned that's our core phonics program 82 percent of our dentist teachers participated in a launch Workshop that's a full day training on your grade level that happened but we still have new people who have joined us since that happened so they'll be being on boarded and now um I am a facilitator Phil pulsma at Glenwood as a facilitator Emilia Kopp is an intervention person and
054Gales becoming a facilitator for third grade and just words and so now we'll be able to do that PL in-house we don't have to pay for these individual people to go into the fundations launch Workshop so that's awesome and then you can see eipn special ed the numbers are a little bit lower there and so that's another area of growth for us we found that like oh wait they they have to be brought in so that they know what's happening in the Gen Ed classroom with phonics instruction Al coaches have it our principles attended the literacy leadership that we foundations came here this school year over the year and we had principals involved in that which was um really helpful for them to understand what's going on that and then the Third District reading pitches
055workshop and then here we have letters and so it's as I said at the two-year cohort very few of our gen Ed teachers have participated in letters training um two percent so we would really like to move that number however this is a advanced structured literacy PL Astic so this is more where we want to see this happening over here in the EIP special ed and instructional coaches these are the people who are really working with students who might need additional support and Remediation so while we would it's a lot love to have for dinner teachers like our real first priority are the people who are working with struggling readers and this summer we have our school leaders like the principals and opening in all of our districts leaders hitting in letters for us it'll
056win very exciting um they also just as a side note are participating in an OG course for admin as well this summer so that's great news and you can see here too we have more of our teachers than as teachers who have been a d 34 um again offering summer OG services with schools and done and so like they have some seats for our teachers of their OG training and we kind of like flip-flop seats so that we can share the cost of the OT courses um and again which is so nice um and then you can see here too EIT special ed instructional coaches these are areas of growth for us any questions about that I'm surprised that the OG numbers are so much higher than the letter so that's just because oh geez
057I mean there's probably a lot of different reasons people do like to pursue OG because of the digital income Source you might have and tutoring students privately and um I don't know that that's necessarily the case for letters although it certainly does work in a tutoring setting but OG is really designed for math so maybe that's why I don't know why else I was just going to say that letters is more of a professional learning yeah and OG is more of a method of what I'm going to do so for a teacher who's choosing both they're going to say well letters is a two-year commitment okay and then not only am I going to go to those classes uh four times a year I also have 60 to 80 hours outside of the classroom that
058I have to do work it's like like Carlos said it's like two massive classes yeah like college classes I'm I'm a district facilitator for letters this year and so that training I'm offering to teachers and then for OG is different OG isn't something that I district is mandating OG is not something that we are standing behind it's saying there's nothing we're not standing behind it but we write grants for that right yeah with letters it's different so that's the difference okay actually so Gail is a one through four letters facilitator and is becoming a 5-8 facilitator and then by the end of this year I'll be a one through four facilitator so that's immensely helpful in terms of cost do these things in house there's still fees associated with using the materials and the training
059that we have to do then it certainly less expensive than having letters people come here and do that please mentioned that those are areas of growth so if you might have this in the next slides if you have suggestions on how much phase two so this is our rollout so um I think our first priority when we looked at those red areas is really to get foundation's implementation with Fidelity in every classroom case reads so that means that one we should have 100 of our teachers having the launch workshop for the grade that they are teaching right we've had great changes new people and so on and then two as I mentioned before foundations requires a good deal of skill and practice the things you learned in OG the foundations of space energy principles and
060it's all connected with letters and science of reading they all go together and so you really have to have a deep understanding of all of those different theories and research and all of the good stuff to do foundations well and so our plan this year as part of our professional learning is to really um increase the amount of study groups that we have for fundations modeling Glenwood has become a foundation site school that was part of my facilitator trading this is then we'll be actually going to Glenwood and seeing model classes there and just really diving in and really making sure that our foundation construction is awesome and amazing second letters for leaders I did mention that they are doing that this summer so that's very exciting and then the the third bullet point I
061think was one of my most exciting takeaways from America's Lexia task force is to have all the instructional coaches take the letters one through four this year and then situate this year um because when they have that understanding it will help them in all of their coaching with you okay and then I did mention Wilson's reading system grades 2 through 12 EIP teachers and special education teachers will be offered that course this summer they do get their daily rates it's Elizabeth the big ask of those teachers for their last three days of summer so we're hopeful that people will participate um and then last so the same people who've been offered Wilson Reading system ESPN special ed those are this same group and they do really need a high level of advanced knowledge um and
062so we want them to to participate in letters reading but we thought maybe not the same year as you do your Wilson Reading system maybe wait a year so those are our big rollout recommendations you know the same concerns that you've had about teacher time and seconds and things like that are same ones we did too but um fortunately we have so many Educators who have chosen to pursue these different professional learning experiences just on their own at a plus and excitement and enthusiasm for literacy and so um I am very hopeful is there any questions about this yeah I think I know you did this really but the lettuce training I'm looking for instance for first through eighth grade letters is K-12 it's really just like background so will wait did you say Wilson
063remix sound better yeah letters is all like how literacy happens for humans that works for everybody what were you saying again about the instructional coaches doing three k three and then five eight training of oh those are the modules of letters got it okay one through four is the first year and five through eight is the second year I got cookies it's what I'm hearing here is why we're in the bed here is some of it is budget of beloved times and figuring out a way to do this that feeds into my second not that it's not meaningful but it is and then the second question is um triage you have to triage things would be considered offering some of these disappears because as you mentioned they are doing well so that's a great question
064we currently do host Gale and hosts the um para literacy training and she does that once a month and we cover different topics like foundations it's a little more like high level overview um but you know because of the way they're paid and their time asking them to do like full days is tricky um but they were willing to come for these little 45 minute after school days um that we did that Gail does virtually we're definitely willing to come so you know they might it might they might be in the car listening to it or walking their dog once they get home but for the most part um the pairs were very happy to participate in the um literacy training so we talked about art you know because now Arc is going to be
065in our district and you're going to have these students in your classroom what do I do with you right what do small group look like what does writing look like with me working with you you talk Foundation we talked about um reading one-on-one or writing one conferences just things that have to do with the ELA classes and within those meetings we had at least one or two pairs that were so excited and you saw that um one of them finished this letter straight I mean that's amazing you did that because he wanted to and it was so much fun talking to her and helping her you know move professionally um just out of the love of children so yeah and you know I do think what is super powerful for Paras is to have a
066cooperating teacher who is a model of excellence and so then you know it's easy for a teacher who is really confident and understands what they're doing say like okay you're going to do this part I'm going to do this part you know and um making sure that that teacher is really an expert it's not ready though right yeah so you say roll out let's go so adding the instructional coaches okay so that's new that's new this week was like happening at the same time as the dyslexia task force essentially so like to be honestly you let this happen worse yeah like as I was on this group and we were all sort of in conversations about what do we want to have for the summer and for next year and we we saw these ideas
067and we're like yeah this this aligns with what the work is that's happening in our district this is great supports what we want to do and so we're heading in this direction and task force had very similar recommendations and so it perfect I did I do think this one though about the instructional search of 100 of them having letters that's a great addition yeah because I was just reviewing the mid-year stuff right that's how much worked for what I was December so it was just looking pretty good personal coaches and then a general theme and we've got to incentivize this happening quicker yeah and also this I think so I don't know if the Wilson Reading system was last Friday as of last Friday letters for principles was just approved that we have to agree
068a box and same thing with um the Wilson Reading system and we're still recruiting people so so they're new mesh but also very organically out of what's been in the work and the Wilson Reading and training is one of the budget reflects that came to the budget for 2024. so once that was attentively approved by the board at the last meeting we're able to move to school yes and I actually thank you tentatively um questions as well or is that also kind of news we have been teaching foundations for many years in our district I'm kind of fortunate in 2014 and just this year we're establishing a foundation a foundation site demonstration site school that's the proper award for it and that's new so we can train our own trainers and that's what Carla mentioned
069she the instructional coach um from Glenwood is participating in that certification as well as an EIP teacher and they're almost done with their year one training which is so I'm actually an congratulations with the support of Wilson Reading so when we say we want everybody to do this to an 85 you can cross the system we want to see it 85 percent tracking what percentage we're at now or that's going to be will be so that's really what we focus on that will be what my my um so we're doing it Fidelity which is my hope it's not my host that's my goal and so I think um it will take um but we have a really strong plan of what those PL sessions are going to look like and how we're going to use
070our site school and how dill and Amelia and I are going to do these launch workshops and so I think it will be very successful with with a lot of support from our principles too you know because we have so many skilled teachers um and it's it's kind of a matter of help all the amazing science I I love to hear the fox from the rest of the board but I do I do think that metric in particular the fact that it's actually being used in the classroom I'd love to see that pop up to one of the dashboards that we do as a part of the Strategic I know we really love that dashboard but I would that just feels like something that is yeah also there's the um District Reading Coach for third
071through fifth grade Gale is getting training and Foundations as well and the instructional approaches from the three five schools are getting training next year thank you thank you thank you um all right well the good news is you're on the downhill slide you've done all the heavy lifting already um I'm Patty Nation Cornwall um and first Dr Furman thank you for hearing the parent concerns and inviting us to be part of this task force and we really appreciate it we appreciate being part of the work and hopefully part of the solution to make um literacy better um than we are today um in the future so um and I want to thank Courtney who was our very able um and wonderful work group leader um and then Laura and Sarah and I provided the parents
072input so am I supposed to advance these slides today okay so our recommendations are are primarily around improving um the amount of information getting more information making it more intuitive and easy to find and more accessible so the major focus is on revamping the dyslexia resources and the web page on the CSD website um this is kind of a mock-up it's modeled after this Department of Education website with lots of buttons and links to make things easy to find so our primary there we go our primary um recommendation is to relocate this from where it is today it's under mtss and most people are not going to think to look under mtss for reading or dyslexia resources right even though those two things are very tightly coupled um so we suggest moving it to English
073language arts it's under the teaching Department it's where people would expect to find something about reading um and then we want um to include things about General struggling Reader information what is dyslexia what is not what are indicators based on age and grade some of those quick links to internal things like mtss um as well as maybe our pilot results and information from those types of things and then external sources so the state bill um the Senate Bill 48 um decoding dyslexia Georgia Ida the dyslexia handbook that the state has put together um and we want to use kind of more Graphics whenever we can Than Words um because as you guys had all those questions and listened to what then um and folks presented about the screeners that's the complicated process at least it
074seems like it right that have some flow charts and make it simple and easy to understand of when to expect this happens or that happens and where do you go from there so providing those Graphics instead of a bunch of pages of words that you have to scroll down and then links to other areas and then the other big piece is um frequently asked questions and much to Courtney's dismay probably the three of us brought to the table about seven pages of single spaced questions that we were proposing be included in the frequently asked questions um we understand that's a heavy list of actually a lot of those things I think we have answers for already they're just spread out all over the website and they're not accessible and easy to find so Gathering all
075that information putting it into a document that's structured in a way that's easy to get to so using links into big categories like General literacy dyslexia the screeners struggling readers where might I find this information about mtss or external evaluations um and so that you can jump into that document kind of right in that area and find what you want so that's kind of what we want to do and then obviously doing all that fabulous work we need to communicate that out so we are hoping um I understand that there's a resource available to do some website work so we're hoping that it could get launched this summer so launch that in July before school starts um and then August September um you have a couple of opportunities at curriculum nights to talk about this
076um that's when the beginning of your screeners would be happening so Communications to parents about that October is dyslexia awareness month so activities for that and then use that as a launch pad to encourage all principles not just K3 or K5 to talk about struggling readers in dyslexia and take um a coffee chat time to do that sometime through the rest of the year and then mid-year November actually all of these bullet points on the bottom are kind of associated with when the screeners might be happening and it's opportunities to connect with parents and talk about that and explain the results um February is dyslexia month um the dyslexia day at the state capitol Courtney went this year and you can meet legislators and other Advocates and get your picture taken on steps um but
077it's a lot of great information there as well and then kind of wrapping up in May with an opportunity to talk um at k-day for incoming parents it would be huge um obviously the end of year screeners and then going into summer with a summer reading list and information about resources for that for summer so um a lot less involved than the other two areas but equally as important um any questions jump back to the first page um one thing that really the one more yeah I'm there we go okay one thing that really jumped out at me and I and I want to make sure we don't recite them it is that advocacy information I think um it's been a little while since I've engaged with it but everything now just like like the
078forms are necessary or what phone numbers there are it's not really the what it's that the house like like here's what needs to happen now here's the forms that have to be filled out here's what the doctors asked here is what the the assessments have to say like that spelling it out in a way that it but y'all advocating for this for so long and I suspected you've gotten more about it than most parents will will know it's really laying that out in kind of a process that a parent can follow I think would be incredibly powerful and and I'm not suspecting y'all are thinking about it this way but just what would you refunded when you started the process yeah right and I think that'll be hugely beneficial for parents thank you well um
079I just want to again um ask everyone to think that dyslexia task force members they did such a wonderful job on taking a very unbiased look at what we have in place what we need to improve to make sure that we are supporting our students that are struggling readers to make sure that we are going to meet that goal of every student being a skilled reader by the end of third grade so the next step is um you know the school-based staff will take a look at all of these recommendations prepare an executive summary that will be presented to the board at the May 9th board meeting with the recommendations that we think are tenable for the for the upcoming year and kind of a calendar out of what is coming next based on what
080we've heard so um it is it's great it's good information and now it's okay how do we Implement those recommendations and make sure it aligns with the active view of reading that we use in City Schools again I just want to thank the team for their work it brought four things that we didn't think were going to be issues and let us see that they are so that we can improve our work as a school system can we just acknowledge the other team members who are in the audience yeah um our next presentation is Ohio River South um they are here to present a summary of the legislative session like Jump Right In just jump right in there okay um so we outlined uh about six different bills that kind of were on the top
081of the agenda now mind you somewhere between 30 to 40 percent of all of the bills dropped every year in the legislature touch education in some ways you perform so we have a tracking sheet total combined that definitely has much not the most interested in because they've affected your school systems the most okay yeah I've met you virtually but yes I know I actually Howard said this too we put our personal slide at the bottom of the list so um I should have bumped it back up next time but uh so Howard had to step out to take a call he's our CEO and founder Howard Franklin um Jennifer LaRosa I leave the team at the state capitol and I'm Jay Myers DJ was a huge right hand to a lot of your issues and
082walking some of his two different legislative meetings for those of you that did come up to the Capitol this year so uh what's next after session ends immediately after we have 40 business days unlike our legislative days the governor has time to veto sign or not do anything and it automatically becomes law uh where we stand right now um typically he doesn't really sign anything unless a group asks him to to become a very ceremonial otherwise he'll just let it pass through and become law uh veto is much more what gets attention so right now as of right now HB 319 which would have required all the University Systems in Georgia to um get approval from the legislature to increase their tuition with vetoes now we do know that there are rising costs and tuitions
083each year for that matter and then uh with host scholarship being a pretty large bucket of money that's being utilized and that's being depleted we're trying to find a new funding mechanism do these things have anything to do with each other [Music] um but we do know I think the governor really wanted to give the universities a chance to uh and so he did veto that one that one so get into the legislation we did the ones that passed first and the first two on the list were very excited about uh which were your pieces of the person was basically reinforcement changing the lines to match the new state lines after the reinforcement Statewide and it passed both Chambers no questions asked the next one is the senior homestead exemption which we did get a
084five-year extension on that piece of legislation uh and you see the details here with the 200 000 assessment value the age range and then not 60 to 62 000. and we have um questions we can ask you this is an interesting one it did get a lot of attention um and I would I have talked to many legs later since then with the time to have some discussions and other charter school systems and lawyers that help those systems just to be sure what this would and would not do and I have been told uh repeatedly that with the resources that we share with the State Board of Education they wanted to create a department if you will that catered to Charter School System issues specifically so it is not another layer of bureaucracy but supposed
085to be a go-to resource that's a little bit more direct for the things that you guys have spare time frame for that commission being up and run remember that's a great question Dave so what this bill actually was yes good point we've actually we we asked two different legislators one of them being the champion of this bill and he was like I don't know so um yeah I'll look and I'll look at it through do you want to just look that up still a little bit see if it has a thing uh so that's a pretty easy one to answer yeah what what their actual charger it's my you don't have to do it now but if there is it might be on the website which would be an easy one to find okay so
086this one looks similar to another build we really didn't like but it uh this is already a lot it has some tweaks to that law that really weren't very large the chunk of the newness to this particular measure was uh creating some boundaries around the tuition amount that could be charged when a student was completely virtual so it didn't pass it stayed it got tabled in the Senate and had it not it would not have had enough time to even make it through the house process when it finally got there this bill also uh rewind a bit what happens next year is also a question we should have discussed which is all bills are live it's the beginning of the biennial I'm sure you guys already know most of this but anything that did not
087pass this year is exactly where it was now next year it'll be in the chamber that it currently is so if it's past the house it'll be in the senate committee it was assigned to and vice versa if it didn't even make it out of its original chamber it'll just be back in back so this bill is important for a few reasons one the champion of the bill the main signer is the governor's floor leader so this is a governor initiative the fact that it didn't pass is interesting and um so we should see this one pop back up next year because most of the governor's stuff does eventually that so we'll keep an eye out for that one but it'll just go back to the Senate education committee for now this one we noticed
088the governor's initiative to increase teacher pay um I think that this one was somewhat of a way to at least get some attention for teachers that had a little bit more education in some way share performance than some others perhaps so if it's specifically required a bachelor's degree for that increase but it did not have either it didn't even make that a specifically there we go thanks uh and then the last one I think that I was live texting some of you through the night when this one passed pretty late in the evening or did not pass pretty late in the evening I will say that the language did change from the Senate to the house or the house increased to 6 to 6500 um for the QBE formula a few things that would happen
089let's say this comes up again next year for instance um a few things that would have to happen if this bill ever passed completely QBE had to be funded fully which they did pass this year they have to the people legislators that want this have to Lobby the appropriation process so that other legislators that have control over the state funding to create this bucket of money for this to happen you have uh in another thing that changed from Senate to house is a school cannot have children removed per se unless they were on the list for two years consecutively not the first year so there were some changes uh to the better although not with this bill is fabulous um in this the house and so we we did get some feedback and you know
090the governor was in the paper supporting this initiative and it came up the very next day to be voted on which happened to be the last day of session we thought it was going to be a different uh both we were a little bit concerned about that so to see this result and so closely um there was there was an emotional reaction in the chamber if you were watching so we will keep an eye out for it next year I think that we've been given an opportunity to discuss that and they change this whole conversation uh because then if we do change that funding mechanism that hasn't been changed in I think 40 years or so then will they want to completely fund it for this to even trigger so we're going to have a
091lot of conversations around that in the off season with um Todd Jones who is uh was education Appropriations chairman and very involved in the health side of the this measure um so some of the things we mentioned but we'll uh kind of go over to you in summer and fall uh is really Foster those relationships with our delegation we have new delegation members we have uh changes in leadership and the board and at the school level and or system level and I think it's a good idea that we have some conversations with them multiple of them have approached us to come tour the schools read books for the kids and be engaged a little bit more in the different systems so we might want to reach out to them or come here and be a
092part of some of your reward conversations so reach out to them and give them that opportunity we have shared the board meeting scheduled so they can come whenever um and some other things is have those PBE conversations formula uh formula conversations with some stakeholders and then um you guys are one of the top systems in the state um we should be a voice of information um in practice for some of the other school systems and any way shape or forms that they might need and so there's some areas and topics and places that I think that we can fit you guys into those conversations too that we would like to do what would be great is is to help us put together put together everybody called me right now and asked me to give them
093a primer on the QV formula update that I feel like it's not good but and you know I mean it would be helpful to have and James I think you're pretty Savvy about it it would be helpful to have kind of a clear policy position that they used to around some of these cool issues I think that's more for us than it is for them largely uh Jennifer did do me a favor of suggesting a sit down with Todd Jones who loves the appropriation educator and a big component of vouchers and someone who seems reasonable though I disagree with almost everything he's probably a Braves fan too or something like that maybe all we have in common um but it was a great conversation and he did say that they were up for revisiting the
094QBE kind of wanted to put up he suggested a stakeholder group that is a personal reference to like Governor's legislative person Senator parents name what came up something like that and just kind of start that conversation that is that's the entirety of where we got other than I was shocked at how willing people was to visit if we wanted to come up to speed on some of these corporations what would be the best way all right Dr Furman is probably the one who's most oftenly spoke compassionate about how the QBE formula for several different areas is grossly underfunded um she sent me it must have been two years ago the literature on like subs or whatever it's like yeah but I think it's like 20 a day I mean it is Nurses I think they're
095like twenty thousand dollars and I think that's the best way to attack the QBE formula is Define one area like hey let's raise the not the funding we get for bus drivers let's raise the funding that you're allotting I was a bill this year to nurses so that that I think is the most ways that start addressing they're not going to do a whole you know reboot of the QBE formula I think anytime soon but I think finding particular things that are pain points for Schools transportation nurses counselors was one that they did address this year um in a little bit but I think that to me that's the way to and then gather support with fellow districts and neighbors and say hey let's all go down and make this a unified effort like this
096year we need more money for transportation I think that's the way to do it one thing I do want to say uh raise your attention is I found out that they are trying to remove the requirement for Teacher certification of a Dei course so everyone going through teacher training programs your programs is required to take a diversity equity and inclusion course as part of their course requirements the PSD is trying to get that very quietly taken out of teacher prep programs and I think that I think they're having some hearings out try to see if I can find compilation either tomorrow or sometime later this week but I think that is another way they're trying to undermine Equity work in our state by quietly removing those things from our teacher prep programs so I'll send
097you that info because I think that's something if we can get you know a voice absolutely uh so the answers who win the charter commission is not in the legislation itself so find that out um any other questions about any legislation we've mentioned today the process well that's who we are and just just so you know I mean this isn't the only this is the part of the legislative team we actually had six or seven people from our team down there here's some of us uh actually this is the whole team right now um our firm does a ton of different things just to give you a little bit of a idea um we do like DJ said he does campaigns and advocacy so we do advocacy campaigns for different groups we do um School
098Board state level local level campaigns for different folks individuals different which were swapped and anything else so this is the whole team if there's ever any need anywhere else we're here to help you uh but just so you know we'll keep our tracking system stays in place annually so everything that we have right now will stay just as it is until we move into next year and we start picking up new items and those will start well we really I know I appreciated having you guys it truly was a pleasure and um yes it was an experience I won't forget and I look forward to continuing the good work we certainly put some sweat and tears into this year so um we'll be in touch okay unless you want to hear directors and it's up
099to you so they just want to give me the screener data now publicly is that what you want to do Megan yeah absolutely so I'll make it really quick sorry James are you okay with that yeah that's fine Megan swing a lot of us on the screening working groups with these fabulous people you're just answering the question how many kids would the doing the screen you had a great question about how many kids we might potentially be missing based on map growth and acadians having that requirement be and that they needed to be below a certain Benchmark on both yeah and so Dr beam had shared some data with us this is for the 2021-22 school year because that was the full complete year that we had now these are the numbers of children who
100were screened because they were below Benchmark on both so they did receive the ktea okay in all of kindergarten three students in all of first grade nine students in all of second grade 25 students in all of third grade two students this is the percentage of students who are below benchmarks on acadians at the end of the year kindergarten 28 of our kindergartners or below benchmarks you gave me raw numbers on the first one this is the data that Chris Dr Beaman shared with us in that format so I apologize that I don't have three is a very low yeah two I mean given that we have a couple hundred kindergartners you would expect I think I actually do have it broken down in the percentages if you want me to find it on um
101but 20 th Traders at the end of the year yeah and 20 of our second graders we're below Benchmark on the end of the year for Cadence now we don't have percentages for third graders because they don't take acadians in third grade which is why all of this data helped inform our recommendations that we should have on these two screeners and not require it to be both and also that map growth that growth as a reading screener it may have other fine qualities for National norms and percent Health but only one out of five sections on map growth is looking at those foundational reading skills that are predictive of future reading struggles and so therefore as Ben pointed out you may have children who are above that 20th percentile on that but below Benchmark on
102acadians therefore they're not getting further screening and that's a typical Direction like the acadians would be low map would be high the typical direction is the kids going to be caught by acadians because that is looking at those essential early literacy skill s and they are going to be above 20 percent high on that okay okay part of our informed our recommendations for going with a better screener instead of map growth as a dyslexia screener using that breeding fluency dyslexia screener because it does look at those vital early literacy skills that are predictive of later success or failure and I'll let you know that to you all as well since so you can look at it because I know it's hard to just thank you I appreciate it so just a quick back this should
103be about 300 second graders is that right no a lot more about that uh 300 total seconds yeah [Music] okay [Music] um it's like three how many second graders are there in the system and I know how many numbers these numbers are basically in order to make any questions yeah so what I did hear was that although there are some deficiencies or some holes with math and every test has in deficiency if if we used if we were to say map is no good and not do it then we would be also throwing away some of the other things other than other than dyslexic learning that it does track over time right so that's what I'm just going to the trade-off yes right yeah and when you see a map for more than just things
104right exactly math for because that's why sometimes when we have this conversation in maths have something under Fire and it has although it clearly has some whole suspicions stays for what it's good at it's no longer a dyslexia screener macro does what it does math reading and fluency becomes our new additional screener along with acadians for what we are looking at in terms of Dyslexia that was what I am already doing but we don't do the map dyslexia map has a separated those three so there's Maps readings and there's Maps dyslexia and then there's the keys so now so to make it a systems [Music] speaking of all three well and we're also evaluating is there a better assessment than that um so we we are looking at a better assessment that math takes a
105long time so we're looking at evaluating Star as an alternative for map Universal screener it's a shorter assessment it's we can give it K-12 so we are looking at changing what we've used for Universal screeners um the data is a little easier for our teachers to use so we may not be using that just because it might be time to change our Universal screeners but the dyslexia screener that would be an addition to whatever regular Universal screeners we use and we have the universe this is a requirement from the state we have the universally screen students on reading and math um twice a year or three times a year twice a year at least twice a year we do it three but I think the requirements twice so that's a separate that's a completely separate
106thing and now dyslexia the Senate bill is that Bill is saying we have to now screen in addition to that dyslexia so if we added that one of the kids like if you were a first grader would you take that the same day calendar it out to help with the Institute the reading fluency instead of could do one or the other right you could do the reading fluency so you're screening for granular skills rather than the large comprehension skills or you could do that but you want to keep the map growth for third and up because talk about these other squares that's pretty con that's what your mouse plans as well right so you want to make sure you have it that accept so so k 2 is reading and fluency and Acadian free enough
107we're going to keep map growth but might use star and we will still have map Reading and fluency and acadians and select the experience map growth or star is one of the more universal screen well that's their recommendation and that's what that's what it is that the current star of the University not for Universal what we do with the high school the high school switch from map to Star because it was better instructionally for them and was able to do gate 9 through 12. yeah they changed this year's first star at the high school um I thought we they use star for mtss and the data and my question because I think it's important one is currently you have to be below Benchmark on both to get additional identified 25 second graders when if we
108made this change to four and I think that that would have been about second graders and those numbers like what did you find right right we have to look at the data that for the most part they're the range so we'd have to book you know there's different score or so it could be anywhere from like 90 to 7. risk so yeah I guess my question would be when you change that metric to four and I'm not saying that I'm opposed to that I think it's reasonable let's change that support then you add a larger group that went into that screening pool that kta and then then what so then did you find well gosh you know we actually caught 100 kids that we were missing instead of you know 25 or the new items
109actually the same because then you know if you're talking about adding um the time and that's if that question makes sense and we can review that as part of our kind of final team it is two tests you have to have to read the policy then you have to addition s it would be two more yeah for this evening excellent any other questions all right we are adjourned