001Heat. Heat. Number one. Heat. Heat. N. Heat. Heat. Hey, heat. Hey, heat. Heat. Heat. N. Heat. I can't. this didn't work out the way she >> and I saw her last night. So when I see her next Thursday because she mentioned to me, she goes, "I think I'd like to read school this year." >> Oh, good. Well, she could probably just be >> so she doesn't have to run. >> Perfect. Well, I think this whole board is amazing. No, I think >> Okay. >> Can I just >> Would you guys put your mics on? >> Yep, they're on. Okay. um >> the teachers. >> I'm going to call the order the special workshop on Friday, January 9th, 2026 at 9:20 >> 1 a.m. >> Roll call. President Melinda Sabraski, >> Charlene Dia is here, >>
002Fred Rushton here, >> Barb Zarziki here. Okay, this is a special board meeting to talk about uh Arizona uh standards, benchmarks, proficiencies, something that I have been harping on for a long time. So, I'm looking forward to a lot of good information on this. So, we need to ask lots of good questions today. Okay, >> we do our best. >> All right, so Dr. Stewart, I guess you're on. >> I'm on. Good morning. >> Good morning. >> Um, so, uh, I knew all of the things that I wanted to be part of this, but I couldn't think of a title. U, so yesterday I spent way too much time trying to figure out what to make as a title that really uh, fits all of the things that we're trying to do today. And so
003really what we're looking at is benchmark assessments behind the scenes. And um uh so um you can see the the six kind of uh items on our agenda for this today. And uh let's see which button do I push? This one. >> Oh, it's not on. Technology is great until it isn't right. Okay. All right. So, first we're going to talk about the purpose of today's uh workshop. And uh I want to tell you uh that it's not about smok and mirrors and it's not about excuses. Uh but really this is our objective for today. At least it's my objective for today and I hope that it uh by the end that um uh you will feel that it's been worthwhile. So, it's to establish a more uniform understanding of how benchmark assessments provide diagnostic
004data for effective teaching of Arizona standards to correct to the correct depth of knowledge for students to demonstrate proficiency for success. >> So, you notice the things that are um bold, those are our uh those are our agenda items for today. And um so uh uh we want uh to focus on this idea of a more uniform understanding and I've shared with you an item that um I'm going to go in uh share later as well but um taxonomy of educational objectives. So the thing about learning is we start with retrieval, you know, memorization, that kind of thing. We move to comprehension, understanding it, uh analysis, uh what can we do with it, and then knowledge utilization. What can we really do with what we've learned? And so today we really want to focus on
005comprehension. when we present data to you about the assessments, the benchmark assessments or any data that we present to you, uh is frequently just at the retrieval level. And um and so I I've kind of uh realized over the last couple of months that um when that sometimes it seems that I'm on I'm talking this about these things and and you all are here. So it's like a railroad track. we're going parallel, but we're not really on the same we're not same on the same track. And so, uh, to me, I thought, okay, let's see if we can at least get us all where we're on the same track when we present data so that uh, you're thinking about it the same way we expect our teachers to think about it. So, that's kind of
006where I want us to go today. So, how to get there? Well, the benchmark assessments um and that because that's really the basis for uh us talking about data. So, um to establish a more uniform understanding of how benchmark assessments provide diagnostic data, etc. So, I'm going to invite you to Miss Verley's classroom down here in the front. Please, if you would move down to uh one of the laptops and um uh James is going to log you all in and Miss Verley is going to uh um uh administer assessments to you as her students. So, if you all would move down there, I'd appreciate it. >> As we are going to need any of this here, probably not. >> Nope. Don't need any of those things. Okay. >> Coffee is okay, though, right? >>
007Oh, coffee is fine. >> Yeah. Got to have coffee. >> Got to have coffee. Go ahead. I didn't realize you were going to be in a little sleep. Are you right-handed or what? >> Okay. Well, you're going to do the best you can do. >> I will do my best. >> I knew you would do that. >> I will try. >> Okay. So this is Miss Roy's classroom. So I'm going to end up going back and sitting down. So what you are going to do today is you are going to experience benchmark testing. Okay. You're going to do some some math for about 30 minutes and then wherever you are at that point, you're just going to stop and then we're going to do some ELA for 30 minutes. Um so you can experience what
008kids do. And uh this is not done to insult anybody's intelligence or anything. It's just to give you, you know, a real firsthand idea of what the kids face when they're doing it. Now, I'm not telling you what grade level this is. So, that'll be part of our discussion after is you go, oh, what grade level is this? Okay. So, Diana is going to introduce you how to do this. She's your teacher for the next hour. So on the page next to you, there's a little cutout that looks just like the screen in front of you. And so that's going to be your login information so you can match it. You can see there's a student ID number because we are actually using you're logging in as a real student, but the data is not
009going to go any further than that. So go ahead and put in the student ID number on the first line. We do math first. >> Yes. And then you'll notice under that we have where it's asking for the access code. >> Does it do better on the paper sometimes? Yeah, there's extra paper here if you need one to put the mouse on. I want to write on later. >> This is actually what the students would be doing. >> Yes, this is exactly what the students do. It's the exact login screen they have and they put in the same information. The only difference between your testing session today and the students when we give them the test, we do have a locked browser. So, they can't open anything else except for what is in front of
010them. But since you're not on Chromebooks and we just have Windows computers, we don't have the locked browser running for you today. That doesn't mean you can go off go on another screen. >> You can't go Google something, come back and answer a question. So once you put that information in, go ahead and start testing. >> Oh, good. Start. So I'm going to increase stuff bigger. He needs stuff bigger on his screen. >> Should we go ahead and begin the test? >> Yes, go ahead and begin. >> I got to go get my glasses. I can't. I got special glasses for computers. pencil sharpeners. >> Yes. Thank you for your pizza. Pencil sharpeners in case you need them. I was just trying to figure out how to get to the next question. Okay. Diane, I'm
011having problems navigating. Tell I like it. Let's just click some. >> Okay. And then I can do it for you. Thank you. just for what um Dr. Stewart once done. If you've reached question 11 and finished question 11, if you could skip to number 23, 23, four, and five. >> So 23, 24, and 25. Make sure you also do those three. >> Skip 23. >> No, go to 23, 24, and 25. >> When did you get to 11? >> After you finished 11. >> And then if you do those three and there's still time, then you can go do you >> go back to where you >> Yeah. Okay. Gotcha. Thank you. I did. Awesome. Everyone ladies. So I I I >> don't What is the product? 23, 24, and 25. Is that what we
012>> Yes. Choose all of these that Let's answer and wait. No, we finished 25. You can stop at 25. >> No, don't go back. We've done test. >> Yes. >> Well, haven't told you. >> So then after 25 finish test. >> Yes. >> Yeah. When you click finish test, it's going to tell you that there's some unanswered >> question. You can still say finish and turn it in. >> Yes. And I'll tell you later why I wanted you to be sure to do those three. And so there's a list. It's telling you which ones are done. So you click finish again. >> Just want to make sure you realize you had ones that weren't answered. >> Those are the students. We make them still answer. They can take >> There's no time. >> We're just
013doing it in the interest of time today. >> It's just frustrating. Stupid mouse doesn't want to work. >> Start usually when you use your fingers. >> I hate that. >> I have to move my wires around. >> Uhhuh. >> Cuz they were kind of bunched up over here. Every time I moved it, it moved the wires. If I had a rubber pad, >> well, >> I know when they do the, >> you know, sell off. >> Mhm. >> For yard sale. No, we usually sell those to a company because the number of hours that it takes to strip everything that's in there, the man hours it takes makes it >> we spend a lot of money to get them ready to sell. >> So we sell them to a recycle >> and then they do
014whatever they do to the hard drives to get rid of them. Uh, I don't know if they resell or not, James. The when we sell the used equipment to the recycle place, >> do they sell their stuff or do they strip them for parts or what? Usually by the time we're done with something already >> I would imagine that in some cases yeah they probably do refurbish them or refurbish them with the equipment. >> Okay. So >> but they do send us a certificate >> before you start. >> Yeah. before you start the ELA, if you'd write down these numbers because these are items I want you to be sure to do. Um, once again, you can work through, but um, and so when students are taking this test, there is not a time limit.
015We only did the time limit today in the interest of time for you guys um, because we just wanted you to experience what the kids experience. So on the ELA test, be sure you do items 1 and two, 9, 10, and 11, 20, and 31. >> 31. Yeah. Otherwise, you can work through them, but I want to be sure that you do those that 20 and that 31, even though you probably won't get there. So Diana might have directions for you relative to ELA. It's the same information. So, you're going to be logging in as the same student. And then you'll notice the access code is there for the PLA test. >> So, finish. >> Yeah. Finish. >> Okay. >> And finish. >> And then if you scroll down, there's a box to click. >>
016Oh, got it. >> And it'll take you back to that screen. I noticed some of you realized during the math test that you can click and it was the text to speech. So that is enabled on the math but it is not enabled on the ELA. So you won't see any of that as you take the ELA assessment. >> And we have and our students >> you have to go to the next question. >> Um when the students are taking the test they they can have the headphones so that if they you know need to hear the uh text to speech they can do so and not disrupt the whole class. So, um I didn't think of that when we were when we were planning. So, um but at least you know the difference. So,
017go ahead. Also, I'll say it later because that might give away the grade level. So, I won't >> step. Yes, sir. >> We start these tests at third grade. So, >> and you are technically logged in as a kindergartener, so that's not going to tell you anything either. >> All right. Finish up the one you're working on. and exit the test. >> Yeah, finish the test. So Diana can work a little magic back there. >> Yeah, I'll have it turned in. >> You got them all turned in. Okay. Okay. So, what are your thoughts and insights? Well, if it's not time, it's good good tests and stuff because I mean some of us are fast readers, some of us are slow readers and I know myself, I'm slow reader. So, if this had been a
018time test, it would be, you know, the math time part wouldn't bother me, but the reading part would work, right, you know, vice versa. So with it not being timed, I think it gives the the kids a fair chance of, you know, we should be able to find they shouldn't be going through and doing it real quickly knowing it's not time. They should be taking their their time and we should be able, you know, if we can stress that then maybe get a better reading on. >> Okay. >> Do they normally have 30 questions? 40 40 question. >> 40 questions. Yeah. My problem with it is I got bored about two two away. I got so that I was on overload questions would be way too many >> and a lot of them were like
019in the math I know a lot like three or four the same exact thing. So you know if you gave one or two of those rather than three or four because if they knew know one of them they're going to be able to do the other ones too. >> Okay. >> Well they need to know how to manipulate the program. Yeah. um you know which for me I was just like okay where do I go next you know because there isn't a a clear okay move forward and whatever so um that would be something that they would have to know how to do >> just using the computer >> manipulating that program >> but if they're doing this every quarter then they you know the manipulation >> after the first time the first >> yeah
020you guys are doing it cold which is like maybe the first time third graders do it. >> Yeah. And the thing is, you know, before they they take it the first time at the beginning of the school year or whatever, maybe have a sample test that they can go in and practice how to manipulate the test and everything before they do the actual test. >> They use it for their CFAs. So, they do have experience through doing their their >> Okay. >> I didn't care for the new math part. I just, >> you know, I I of course >> on the other hand, I have not had been taught to do math, you know, thank God, >> but I learned math the good old fashioned way. And it's >> I mean, it's always worked for
021me. >> Um, and I sometimes I think that when they try to make improvements on things, they actually don't. Does that make sense? >> Yeah. Yeah. >> But uh I I can certainly see where uh this would be a challenging test for uh third, fourth, fifth grade. >> What grade do you think it is? >> Let's see. Fifth, >> seven, seven. >> Fourth, sixth. >> Fourth grade. This is a fourth grade test. >> Okay. and and I picked that on purpose. First of all, third grade is a lot more foundational skills. So, this at least begins to get beyond retrieval. Okay? And and for me, that's part of what I think about as new math because a whole lot of what we did, and keep in mind it's many, many, many years ago, a whole
022lot of math was very much just the retrieval. It was just very much calculation and those kinds of things. and for us to move kids into even as early as third and fourth grade. And truthfully, we start algebra in kindergarten. >> Kindergarteners don't know that it's algebra, but I mean, we started there, right? Um, but the thing is for us to start applying things by third and fourth grade. I don't remember that happening for us, you know. I don't remember, and that's a long time ago, but um, a whole lot of it was more the retrieval and the, you know, what had we memorized and what could we calculate as opposed to what can we do with this? What can we do with these skills? Um, you know, and and and part of that answer
023of part of that answers the when kids say, "Why do I have to know this?" You know, why do I have to know multiplication? Why do I have to know area? Why do I have to know whatever? Um, and you're right. I you can see my bracket here. So, the first uh the first seven items on the math test were on one standard, and we're going to look at that in a little bit. And then there the next group was on another standard. And then I had you skipped because I wanted I wanted you to um do some items that were on another standard. So um uh you know for that grade level and the same for the the same for the language arts qu 40 problems on the math and 35 and up in
024the ELA. Correct. >> Should have been 35 about right. >> It's 40. >> They're not all 40. >> Oh they're not all 40. Okay. They're around >> is 35. >> Well, this happen these both happen to be 40. >> No, it's 35. >> So, my question is is that when teachers are giving just a not a benchmark, but just a regular quiz or whatever, are they 40 problems? >> Probably five or six. >> Five or six. >> You know that that's a big difference. >> It is a big difference. It's a huge >> because they don't have the stamina >> to do 40 problems, >> right? I have I have adults at the college that would not do 40 questions, >> right? >> I mean, I'm not a math person, but I caught myself even
025as I was getting further in. It's like, oh, just guess because it was it was getting too long even for me. But >> and why do you think we do that on our benchmarks? Why do you think we do 40 or 35 or whatever it is? because the state testing >> well preparing for the state test. Yeah. >> Yeah. >> But teach teaching stamina is part of it, >> you know. So, you're right. And so, your comment about getting to the place where you're kind of whatever. >> Okay. So, the other a couple of other factors for you before we before I have you move back up and we move through the rest of the stuff. Jen was monitoring as teachers do monitoring your responses in real time. Okay. In real time. The teachers can
026do that. Um, now it's diagnostic. So, what might she be looking for? If she's monitoring in real time, what might she be looking for? >> Well, first of all, how especially like on the math, are you just going through and hitting buttons and not taking time to work them up? Yes. On the reading, are you just going through, you haven't had, you know, somebody who in 20 seconds is answering the first reading question, hasn't even had time to read the whole thing through yet. >> Exactly. >> So, first of all, she's monitoring students testing behavior because she can do that in real time. you know, if somebody is done with the if with the math test, if somebody's done with the math test in seven minutes, you know, they haven't done any math yet, right?
027Um, if they're done with the reading test and probably in 30 minutes, if that whole if somebody finished that entire reading test in 30 minutes, they probably weren't really doing it, right? Um but the second thing is she's looking for uh so item six for instance um uh which was uh one a multiple choice one and and whatever but three of you she can show you I'm going to have her show you but three of you had the incorrect had an incorrect answer but you had the same incorrect answer. Okay. So, the teacher is already, even while students are still testing, is starting to analyze what those data are telling her or him about what's going on. What did I what did I teach differently or what did I miss? Or, you know, maybe they
028got it at maybe answer A was at DOK1 and we're trying for DK2 or whatever it is. she's already starting to analyze what are these data telling me as a teacher that I either need to change or discuss with other teachers. And when they do it as a team, okay, three teacher team or a four teacher team and Charlene's kids in her class got three, you know, three4s of her kids got that item, that test item correct, but the rest of us didn't. I'm asking Charlene, what what did you do differently than I did when I taught it? Okay. That's part of the conversations they're now having when they're having those uh PLC meetings um to use these data. Okay. Um Jim, what do we got that you can show? >> I need a >>
029Oh, okay. Now, when the kids are taking the test, is the whole class all taking it at the same time? So, when the kids have finished Well, they're they're removing them or they're doing something. You know what? I'm not sure I can even answer that question. >> Um uh uh they're doing something else so that they're not disrupting the kids. When it gets down to like a handful of kids, then what we do is we remove those kids to another location so that they can finish. >> Yeah. Um because you're not going to make the whole class wait for five kids to >> you know people that are you know good in math and can go through and do your calculations and stuff quickly and then you know the other kids are sitting around watching
030these kids don't exactly but I found that the math was I kept the the screen would come up with the like a calculator I kept looking I kept trying to use that >> calculator and once I figured out no No, >> because I'm so used to that. >> Absolutely. At the college level. >> Absolutely. Diana, we talked about this the other day, but I don't remember at what is there a grade level at which they can start using the calculator? >> Seventh and eighth grade get a calculator. >> Seventh and eighth graders can use it. Okay. So, um uh you know, so those are the kinds of things, you know, we don't really even introduce the calculators with the rules. >> Certainly not the fourth graders, but look at how we get used to it.
031Yeah. Right. Yeah, >> how we get used to it. At this point, what we want to know, what we want to know is can the students um uh can the students do these operations without having to have a calculator because we want them to be able to do it just like we all learned to do it before we started using a calculator to make it easier. >> Okay? So, we're not doing this to embarrass anybody. And these of course are not your real names. They're our students and they don't want to block them for life. >> And we don't know which student is. We want to show you. >> We don't know which is which. >> Okay. Yeah. >> Is it okay to put that on the live stream? >> Yes, since there's no names.
032>> I mean, but they're not real names. >> They're real names, but they're not our people. They're actual students. >> The ones that we just did right now. >> Okay. >> They're actual students. >> But it's not those students data. >> Yeah. >> It's just first name, last name, >> but it's still our first name, last name. It's okay. >> Okay. >> Yeah. >> All right. So, as you're as you are completing, this is what the teachers see. And so if I would look and see, you know, we have two people who had number two incorrect, I can go to question two and it shows me, you know, what the right answer is. That's the green. And it also shows me the answers of the two people who had it incorrect. And then I can
033click and see what the question was. And I can say show correct answer. So I can look and see. Um, >> I I read that quotation marks as question marks and I looked at it and I said there are no questions. >> So I had to go back and reread the question. >> Yes. >> Yeah. >> What was the other one I looked at? >> You looked at Well, when you showed you were showing now, but >> yeah, I can't go back. But I can show you. I go back. >> And by the way, if it's a if it's a question that has multiple answers that are correct, if you don't get all of the correct if you don't get all the pieces, >> it's wrong. >> So, it's not like if there are three
034answers and you get two, you get two points and don't get the third point. No, it's either it is or it isn't. >> So, um yeah. So, that's one of the things that teachers look at too when they're looking at what Jen just showed you where those, you know, where what were the answers that the two people had that were incorrect answers? How did they answer it? Because there's still analysis there. There's still a thing for me to go in that case, oh, what is it about a that they might have thought was correct? >> Yeah. >> Right. >> Okay. >> This is all through software that that we get. Now, which which software is this? This is um Renaissance DNA. >> Yeah. And this is our new one that we just bought. Renaissance DNA.
035This is our new test. >> What is it called? >> DNA. >> Yeah. >> Renaissance DNA. Yep. Like DNA. >> Got it. >> And so lots of data gets crunched by this program for for teachers. >> Yep. And you can click and see and then I could even click on that 20% and see who who who was proficient and who wasn't. Or click over here and it'll give me a list of the students that were not. And if I look at performance, the first one tells me like what the level was, the depth of knowledge was. It tells me the kind of questions we had. So like multiple select um looks like that was difficult because if you see we had um 80% that were minimally proficient on that question type. So that would tell
036me I need to go back and review that with my students so they understand. I have to do more you know click more than one answer. Um it'll show me the standards. So the light blue is what was not mastered by students and then the dark blue is the standards that were mastered by students. And once again, I can click within that and it'll tell me what who that one student was. Or I could click over here and it'll give me a list of the students that did not master each standard. So, if I wanted to do like small groups, I could pick that standard, click on it, see which students I needed to work with, and pull those students into a group because you don't need to retach it to the whole class. >>
037You know, you just have this group that needs needs some additional instruction and some additional practice. >> This is just another way to look at it. So, it's the questions and um from the lowest proficiency to the highest on the questions. And then this also lists the questions, the correct answers, um the responses that were given and then the percentage of students who got those right or wrong. This is just another way to look at the data depending on how your mind functions within the data. Um, see and same with same thing with down here. It's just another way just to look at it. But all of them are hyperlinks. So like I said, I can click on that to get to more information. Um, and then it also shows um the achievement. So apparently
038we had a couple students of the four of you who do have are on IEPs and so um it shows the difference like the gap in you know how they performed. So I can look at that as well. Within that you can also go to reports and I won't show you. I mean that's overwhelming but the this is the list of reports that teachers can list click on depending on what they're trying to do with their data. >> Isn't that amazing? >> So we can compare like we can compare the first benchmark to the second. We can compare the first to the second to the third when we get to March. So, um, there's a lot of different things that we can do within that data to see what we need to work on. >>
039The teachers have access to this 247. >> Yes. Yes. >> And the nice thing is is that it's immediate. So, you know, while you were taking it, I could see what was going on. Um, and then the overall results as soon as everyone submits their tests, it populates. So, it's it's immediate. And is there a capacity limit to the number of students that can be tested? >> We have not found that. The only capacity I can think of as I believe if we have too many students working at the same time under the same what do you call it, James? >> Access points. >> Same access points. Our computers have trouble processing um the speed. But other than that, no. I mean, there's districts that are way bigger than us that use this program and
040have their test their students in there. So, yeah, >> that's cool. >> Yeah, y'all can move back up if you want. >> Thank patient for trying this out, but we thought it might be a good a good base for for the rest of the conversation. Thank you, Jim. >> You're welcome. I was just using this last night. Not something like this, but >> good. We're going to talk about >> really is this cold? as we get to get our stuff back up. Turn this off. >> I know. I'm kind of munching on my breakfast this morning. >> Good. I usually don't eat breakfast until like >> Yeah. >> 10:00. So, I try to extend the >> That's usually when I have lunch. >> Yeah. Um, and thank you to Diana for uh getting all of
041this stuff set up and um creating the your class for us. Um, and specifically, uh, doing the stuff we needed for for these two particular tests. So, uh, I appreciate Diana's help and um, and Jen. This has been a team effort. Okay. So, let's let's talk now about Arizona standards relative to what you just did. So, we're going to focus on now on the next piece. Um, and and there's no particular order. I mean, I tried to figure out what's the best order I can put all these pieces together. Um, and did the best I could, but they're so integrated that um, you know, you just you just have to pick an order. Okay. So, uh, for the math items 1, four, five, six, and seven, um, and you're not going to remember what those
042were other than they were the first ones you did, but they all had they all came from measurement, measurement, and data, fourth grade, measurement, and data. And, uh, item MDA3. Um, they were all from um, a couple of them were from one. Um, but, um, you can see how specific this is. And that standard solve problems involving measurement and conversion doesn't just start at fourth grade. There's in third grade and there are the you know the the retrieval kinds of things from third grade. So and this standard goes on into fifth grade and on up. Um and and the um Are you kidding? >> No. >> She'll get it back up. Um uh you know so one of the things that we've started this year we didn't do it until this year but we're beginning
043to have the conversations with our folks say the math teachers the elementary say uh the third fourth third fourth fifth and sixth grade teachers talking about okay what does the standard look like for the year before and what does the standard look like for next year and then getting our people to recognize they really need to focus on the standard for their grade level because that's the piece they need right now. Don't extend it, you know, don't extend it. Um, uh, if kids are getting this, then let's work on a higher DO as opposed to moving to the next grade level standard, you know, moving up a standard. Let's let's increase the DO, which is the depth of knowledge. Um, and uh, uh, so those conversations have begun this year. U we didn't do that
044before because we needed them to focus on that little you know their little piece but we recognized that we needed to talk to them about it this year so that they weren't trying to extend necessarily beyond what their grade level thing is. Get get kids to do what they need to do at this grade level really really well so when they get to the next grade level they can do that one really really well. Okay. Um and so that's where that's going. Uh, we need help. >> Yes. >> Oh, Fred, we're talking about >> technology is wonderful until it isn't. Right. >> I if I can find the article, I'll send it to you. >> Automatic. Turn it back on. >> I I recently because I get math articles all the time. I read and
045stuff and an article I was reading recently on on the math. Fred was talking about the new math and they went in and explained the old school of math versus the new school of math and what they were bringing up and which is true because when I was teaching it's the same thing is that when we were growing up we were I did our rope memorization and stuff and math was pretty much cut and dry. you were going to go into accounting or whatever field you were going and but nowadays the problem with with math is you can you're teaching them math is not just a subject of rote memorization math is teaching them to do logical thinking and thinking out of the box and that is what math teachers are really teaching now yes
046is that not the wrote and that's the part of the brain that they're they're dwelling on to because with our society now what's good. What's new today tomorrow is old news. And with math and the development of everything. So that's why the the math is no longer the rope math that we were so used to. It's teaching them how to be able to think out of that box and how to take something and expand it much further >> And do something with it. Yes. >> And Fred, you did things with the math that you learned because of the job you were in. >> Yeah. Yes. you know, and and the truth is that all of us use math foundational skills probably every single day um and not even realize that we're doing it. >> But
047teaching kids early on to start thinking about the logic of things and the and the um the extension of the actual retrieval piece um uh benefits them a lot. Um, and it prepares them better for these things that change overnight, you know, that change overnight. So, that's a really good point, Barb. >> Um, >> but I found the same thing with I've been using Grammarly, I think, >> recently, and English has changed. >> Yes. >> Punctuation has just changed. >> Well, I don't know that it has or not, but I think uh but some of it has >> and the phrasing and >> Yeah. Yeah. use of jirens >> seems to seems to have changed a lot. >> Yes, >> the ing words. >> Yeah, >> ing words. Um well, and not only that, and
048some of it isn't good. One of the reasons that I I know this is a squirrel walk, but I'm kind of waiting for us to get going here again. Um um you know, I'm the English teacher, right? One of the things that I hate about news about the news is that they turn every statement in the news into a headline. So, if you listen, they've removed the verbs. >> They have >> they've removed the verbs. And so, nothing they say is a complete sentence. >> No, >> it's it's like blasting you with, you know, these various headlines. And um and that just irritates the heck out of me. Um uh because >> it leaves people to select their own verb. >> Yeah. >> For, you know, for any given whatever you want. >> Yeah. And
049you know, and it can and it can distort the meaning uh instantaneously uh you know, and allow five of us, six of us sitting up here to interpret a a a news item six different ways. >> Um and I don't think that's their intent, but they do it in the they do it in the with the intention of getting more in 30 minute news, right? >> Yeah. >> Which is really 22. >> Yeah. With the commercials. Okay. So, um, uh, so you can see the standard. Now, you see the word apply circled down there. Uh, we're going to come back to, and we're not going to come back to this slide, but I want you to keep in mind that I have that verb, uh, circled. Okay. Um, okay. So, come on. There we go.
050Math items 8, 9, 10, and 11 were in operations and algebraic thinking. Okay. and particularly focused on 40 AA2. Um and uh uh so you know that every single item on the test is connected to a standard. It's intended to show us the students level of proficiency on that standard to the level of difficulty we want to teach. So again, you look at those verbs, okay? Multiply or divide. Multiplicative comparison. Okay, so multiply and divide is a ret retrieval skill. Multiplicative comparisons. Um I just want I want to be sure I tell you correctly. Uh is is a comprehension skill. Okay. So one standard has multiple levels of skills in it. And we have to make sure that the teacher of the fourth grade teacher is teaching both of those levels. And obviously, you've got
051to be able to do the first one before you can do the second one. >> Okay. Okay. Math items 23, 24, and 25 that I had you skip to. Uh I wanted you to do this because this number and operations in base 10, which starts in kindergarten and goes clear through everything, right? Probably into high school. Um and and in this case, multiply a whole number of up to four digits by a one-digit whole number and multiply two digits. Okay? Using strategies based on place value and the properties of of operations, illustrate and explain. Okay? Um illustrate and explain brings us once again up to that comprehension level. Um, so you can see how a standard has multiple things going on. Whoops. In the ELA test, um, uh, there were several standards here. And once
052again, I've circled the verbs, not because I want you to remember them necessarily, but I want you to recognize that the verb is what tells us the level of difficulty. Okay? 9 10 11 and 12. These are writing standards. So, we're asking fourth graders to write an opinion piece. That did not used to happen at fourth grade. I will tell you right now that was a probably a seventh or eighth grade uh and way back when I was teaching way back when I was teaching that was a high school skill. It's now a fourth grade skill. >> Okay. And then these were readings uh reading standards for informationational text not fiction information and every item on the test has that information. Um this is part of the information that Jen used to pull the items
053particularly for the first test. Yeah. um uh for all of the tests to make sure that we're addressing these you know addressing the standards at the level we need to. Okay. So now let's talk about depth of knowledge and uh that's the document that I put in front of you. Um, we're using this. Teachers use this every time they meet about setting up lesson plans, planning activities, planning uh what uh whatever task it is that students have to do to demonstrate that they have learned what needed to be learned. And um and so um they're looking at these verbs. They're looking at at these mental processes. Okay. Now um uh I only on uh here in my slide presentation. Okay, so we're focusing on depth of knowledge. I really only I've put just the front
054and the the back page. Um uh but this is what we use. And I put the back page because this research goes back to Benjamin Bloom. Okay, we're talking the 1970s. I went to a conference where where Bloom was the keynote uh keynote presenter not just a speaker was a presenter had half a day with us and um and this is based on about 20 years of research that he did okay um and then Morzano pulled together from Bloom and others who had created taxonomies and then uh web created one now state standards Jen correct me if I'm wrong our state program is based on web Okay. Yes. Um uh and and but you can see that it very closely mirrors the terminology for Marzano. >> Okay. So, um uh the verbs are similar. you
055know, it's all similar, but this is the kind of stuff that our teachers look at to create their lessons, to uh to create their assessment um uh activities because it's not all paper pencil anymore. Sometimes it's the team working on a not necessarily a project, but an activity, okay? and and they have to produce a product and the product fits whatever whatever level of difficulty, level of depth of knowledge that we're expecting them to have at that grade level. Okay. Um same with the uh same with the U assessment that you just took. Questions or comments about any of that? >> Okay. >> Unrelated question or unrelated comment? >> Sure. When Jen was mentioning uh how the teachers could analyze the data and and identify students that need help in one particular area, it did
056I flashed back to that one visit I had where I saw uh one of the students in one group and it I forget where it was. I think it might have been at uh it might have been at middle school because they were older kids. Anyway, uh, one one student at one of the four pod group things went over to another student at another table to help. So, do teachers, um, ever use like peer support to to help, you know, kids that really get it. >> Yes. >> To Okay. >> Yes. and uh and in fact when they're working in teams one of the strategies we've taught the teams this year and I can't remember the terminology uh when when they when a team sends one of their people to another table another team >>
057huddle >> a huddle or they you know or they pull one person from each team and that they have a huddle and talk about you know okay what's working here or what's not or what are we what resources are you using um uh because the kids than let's face it lots of times they'll listen to each other more than they'll listen to the adults >> and they can express themselves easier too because >> Exactly. >> they talk a common language that you know is >> Exactly. >> for foreign to me for sure. >> Yeah. Um Yeah. And all of those things are playing more and more into what we're trying to do in the classrooms with the same ultimate goal that that Barb was referring to a few minutes ago, which is as our kids
058go out into the real world, they have strategies for solving problems that that didn't even exist when they learned the strategies. you know, if they're learning strategies in fourth grade for how to how to uh uh address um some kind of problem. If they're learning the strategies in fourth and fifth grade, the strategies probably don't change through their, you know, until they be even when they become adults, they can pull on those tools, those strategies for this problem or this situation that didn't even exist when they were in fourth grade. And the fact is you're teaching them logical thinking skills. Yes. And that lasts with you throughout your whole life. No matter what type of problem you go into, you got to have a logical thinking skill or you're never going to solve that problem.
059>> Yes. And we used to not, you know, I was a high school teacher. We used to not understand why our kids didn't have uh logic skills as high school students. Well, we didn't start teaching them logic skills until they were high school students, you know. And we started teaching it then because they hadn't been taught before. And I'm not, you know, it's not pointing a finger at the people before. It is recognizing that we didn't necessarily have in our toolboxes as teachers or in the expectations of what to teach the things that needed to happen to make you know to prepare kids for that. Um and and so you know so this is a much better uh a much better way of helping our kids prepare for real life. 25 years ago they said
060that knowledge sheer knowledge so we're talking retrieval level sheer knowledge in the world was doubling every 18 months that's 25 years ago what is it doing today okay it may be doubling once a month the sheer knowledge about things in in the world and in life I don't know I haven't seen any of those you know, any of those um uh conclusions lately, but I remember teaching that 25 years ago to prospective teachers and saying to them then, we need to prepare students for jobs that don't exist yet. >> And that's even more true today. >> Okay, so let's talk about proficiency. Okay, here are a couple of things that uh I that occurred to me that may be one reason that we're not kind that we're not on the same track when we look
061at our assessment data. First of all, our benchmark assessments, so those items that you were looking at and the ones you didn't even get to are written at the at the depth of knowledge designated for the grade level on the state standards. >> Okay? So no items on that test were written at a depth of knowledge higher than is expected for that grade level. Okay. The items match the DO in those standards. Okay. Furthermore, there are no items on our uh on our benchmark tests that include a depth of knowledge for a higher grade. So, fourth grade, there were no items on that test that were written at fifth grade level. All right, this is a really important point for you for you to understand. Okay. So, the only way for a student to be
062highly proficient on our benchmark assessments is for them to have 100%. And that isn't really highly proficient. That just means that they got all 40 items correct. They got everything correct at the grade level. Now, that's because this is a diagnostic test. We don't need to know what kids could do at a higher grade level right now. We don't need to know what they could do at a greater depth of knowledge. We need to know that they can do their grade level really, really well. Okay. The state test, however, includes items at higher DO and at higher grade levels. So when students perform highly proficient on the state testing, it's primarily because they are functioning above the grade level. Now side note here, any of us as a good teacher is going to think, well,
063what am I going to do with my gifted kids? What am I going to do with my kids who are capable of doing things that at a at a higher level of difficulty or whatever? My thought about that is let's help them do it at a a higher do for this grade level. Let's let let's have them practice and and explore what they can do what they can do here knowledge utilization at this grade level. Because if we keep them those really gifted students or those students who learn really fast because sometimes that really is what is going on with gifted students is that they learn quickly. Okay, we need to keep them challenged. Let's keep them challenged by moving them to the analysis level. What can I do with what I just learned? Okay,
064what can I do and how does it work? How does I how do I break it down? and what can I do in real life with this knowledge as a fourth grader in this case. Okay? As opposed to move to the next grade level at this at these levels or whatever the levels are for that next grade level. Let's make sure that our kids can do as as this sounds contradictory as high a depth of knowledge as they can there. That doesn't mean we want to restrain them from exploring and doing other things. We're not going to hold them back. But at the same time, the historically what we've done as teachers is try to move them to the next grade level, which means we're keeping them at whatever these whatever level there is and
065not letting them explore deeper into uh the things that they're learning this year and being better prepared for the next year. Okay. So what what you're saying on this Carolyn then is that when we see these benchmark tests that the highly proficient are just the kids that have scored 100% on that B not not at 90% or 95% they're at 98 well our cutoff is 98% well with 40 items that means they have to get them all right. Yeah, miss one or something, you know, but that's it. >> Maybe miss one. >> But, you know, the the thing is is basically so >> the odds of that are >> so then that that's not giving us really a true picture of highly proficient. >> We don't need a true picture of highly proficient. What we
066need is a picture of proficient. >> Yeah. >> Of everybody at proficient. Okay. Mhm. >> Um um and and >> when it's diagnostic, >> we don't need a picture of highly proficient. >> Yeah. >> Right. >> Okay. When it is a a a summitative assessment like a state testing, >> yeah, we want to know highly proficient. We want to know those things. But for diagnostic purposes, for me as a teacher, I want as many of my kids proficient as possible because that's meeting the expectations of the standards for my grade level. >> Definitely. >> Okay. Um and and um uh so so that's one reason that when we give you those charts that you're not going to see much blue. >> Okay. The flip side of that in the traditional grading system which we don't
067use anymore ABCD F. Okay. In the traditional grading system 60% was passing. >> Yeah. >> Right. 60% was a D. That's the bottom of a D. >> Okay. And since an A reflects performance on grade level standards, it's proficient. It's not highly proficient. So even so, so it was pretty misleading to kids and parents to think, "Oo, you know, I'm doing super super super great to have an A." Well, it means you're doing super great at at at grade level standards. Now, we could go into all the discussion about how grades were used for all kinds of other thing or grades were determined by all kinds of other things and not just for performance, proficiency on the standards. And we all know that, you know, there was extra credit and there was, you know, there
068were all those other factors. But the truth is that in that system an A would an A is just proficient. >> Okay. U pro because it probably did not expect performance above the depth of knowledge for that grade level or performance at the of a standard at the next grade level >> because it didn't you know this teacher didn't do that. was it was doing super well on my expectations based on state standards and yes we had them in the 70s. Okay. So keeping that in mind then okay so here's the first here's the first quarter math fourth grade. This is a a scatter a scatter plot. each dot. Now, when it's a line, it means it's several dots together. Okay? So, this represents just short of 250 fourth graders in our district and how
069they scored. And when we've presented data to you in the past, um uh we you're looking at the green and the blue. So based on the information that I just shared with you, 60% is the bottom of partially proficient. So we really need to be looking at the yellow, green, and blue. Okay? >> Because anything below 60% is in the red. >> Okay? Now, we're looking at these data and I'm going, well, none of us is real happy about this. You know, this is the beginning of the year. This is not this is not data to brag about. We're not bragging about these data. I'm sharing it so that you can so you start thinking about let's look at the yellow line and above, not just the green line and above. And in this case,
070you can see that there was one uh one fourth grader that had 100% on the on the assessment in the fall. >> Okay. Um and some kids pretty dang close. >> All right. Okay, here's the here's the most recent assessment. What do what do you notice when you compare the two? First of all, it's still nothing for us to brag about. >> Okay, we I'll acknowledge that. Well, the one student that was at the top slipped down a little bit. >> If it is the same student. Yes. >> Or you're right. >> Yeah. >> But there does seem, unless my eyes are deceiving me, there does seem to be a a slight >> Yes. >> improvement. >> Yeah. And I and I circled these these two places in the things because this is where we're
071seeing movement. Okay. That's one of the one of the places we're seeing movement. And we're seeing movement over there. Okay. >> Um uh is it great movement? No. But it is movement. Okay. Okay, here's ELA, fourth grade ELA in the fall. Much better. So, I would call your attention here. We have some kids who made some pretty big growth in three months at the bottom end of this. Okay, we had one student who'd scored a zero. We have the lowest score looks like maybe an an eight. >> Okay. Oops. Sorry. I don't know where my other circles went. Uh there should be a there should be a circle over here with the top group. Yeah. Okay. But even if you look at it, the line the the trend is more like a line than a
072swoop if that makes sense. Okay. So we see movement and we see kids moving within what is red below the 40%. Um um so we've been addressing obviously some things have been happening to help those kids. Once again, there's nothing here to brag about other than the fact that we have people who are paying attention to the data, teachers who are paying attention to the data and making changes that are moving kids. I could have circled that middle section again because there's a lot of movement in that middle section. And on an individual basis, u uh our principles have reported to us that we've we've had some kids who have moved up 40 points. >> Oh, wow. >> Okay. Lots of kids who've moved 20. Yes, they're still in the red, >> but they're moving.
073And that is huge movement. >> 20% movement or 40% movement in a quarter is pretty amazing. Okay. Um uh and so you know so it shows that our folks are using these data to make more effective make decisions to have more effective instruction. Okay. Okay. So what are they doing with the data? Whoops. Sorry. We call it drilling down. Okay. Um, and and Jen was giving you an example of what we can do this year with DNA, with Renaissance DNA. Okay. We also have, and I didn't even mention it on here, well, I mentioned on here administer screeners. They're getting ready to do the >> bridge fastbridge screeners this month. Okay. So, that's the those are the screeners that say, "Okay, where are the foundational skills that are missing? what groups do we need to
074pull over here for some additional help with uh in title one what where you know where are some of these foundational things so we have the data from DNA assessment and we'll have the fastbridge data to help make some decisions for getting you know for addressing those kids particularly the kids in the red to get them moving to get them moving okay um uh so as you saw before they identify what items were missed by the most students. Now, there were just four of you. So, but when you've got 25 in a class and you have three items that 20 kids missed, man, I know I missed something as a teacher. So, I really need to look at the standards for those three items and figure out what I need to do about it. Okay,
075so that's one thing. Um, and then within that identified are the are the incorrect answers the same for the you know is there is there a trend in the incorrect answers because that will help me figure out what it is I didn't do or that I did incorrectly. Okay. Um identify root causes. Is the problem a foundational skill? It's pretty hard for a fourth grader to multiply if they are not good at addition. >> Right. Um, and that's a that's a really simple example, but it it's the kind of thing we need to know. >> Okay. Um, uh, is the issue that the student could do it at a retrieval level, but could not do it at a comprehension level or could do it at comprehension level but could not do it at analysis level.
076And some of the items that you did on these two tests were at analysis level. They were at level three. Okay. Item six was not. So, y'all apparently did pretty well on the ones that took you to analysis level or Jen would have pointed one of those out. Okay. Uh uh uh administer screeners if appropriate. We don't just administer them at one time. We administer them individually to students if we think we need to do that, but we do them for everybody or and at junior high level for all of the title kids um on a scheduled basis. And then plan what am I going to do differently? What are we going to do differently as a grade level? And not just what are we going to do differently at a grade level at our
077site if it's third and fourth grade. What are we going to look at relative to whole district? Because we don't want things to be going super well at one site and struggling at another. And teachers can learn from each other. You know, what are you doing at Sunrise that's working? What are you doing at at Diamondback that's working? um uh that kind of thing. Okay. And then I just want to throw these in because we can't ever forget that we have all kinds of other factors that affect how kids do on benchmarks. Um uh they just are. This is the baggage that that kids come with, that we come with um every every time we do anything with our kids and that our expectations are are ongoing expectations about content, about effective instruction, about assessment
078of students work, about interventions um and uh and then some things that we just need to know expectations and factors about teachers. So, let's move to benchmark data. So, now I need the other thing. And I'm going to turn this piece over to Jin. Smart data. So we'll start with >> once again these are our goals that are on our district improvement plan read them to you but the these are our end goals and I'll come back to them at the end to see where we are. Um so if we look at second grade uh ELA second grade English language arts the this is the data by school for the current benchmark. >> Excuse me for interrupting. >> Yes. >> Okay. So remember now we need to look at yellow and green. We need to
079understand why blue is low. >> Okay. Um uh because yellow is passing. Is it where we want our kids? No. But it is in the old system passing. >> Can you move back to the previous screen? >> All right. Thank you. >> Y >> and these are on those goals are on the AASA. So they are on the state test, not on our benchmarks. Okay. >> Except for dibbles. Dibbles is >> except for dibbles. Yes. Thank you. And this is so A is quarter 1, B is quarter 2. Oops. And then we go back. And these are the standards. And I know they're without a list in front of you, it's hard to know what they mean, but um if you just look at the graphs, you can see the the blue is that standard
080is is that percent mastered and the red is the percentage of students that have not mastered that standard. Um L is language, W is writing, RF is foundations. So like the basics more basic skills um of reading um RL means reading literature I don't see and R I is reading for information. So just kind of a quick >> So am I to assume that the top ones would be more at the retrieval level? >> Not necessarily. >> The bottom ones are not >> not necessarily. It it might depend partly on where we are in the teaching cycle. So it may be it might be that the bottom one is one that we didn't start teaching until second quarter. Could be. I don't I'm I'm just saying that as a possibility. Um uh but the other
081thing is that this indicates to you also is if these are all the standards that are that were taught in the first half of the year. Okay, think about if we shortened the test from 40. Okay, this is a bunch of stuff. So, you know, the short the the fewer items you have on the test, >> the fewer items per standard. Okay, >> but it also might be there are a lot of reasons. Those bottom ones, there might only be one item on the test for that for that standard. >> Yeah, if you get >> and the top one might have had three items on the test. So there are lots of see and there here's the rest of it. All of these standards were addressed during the first half of the year >> and
082a lot of them are yearly. So they're addressed but then they're brought up again and again and again because they're spiraled throughout the year. >> Yes. >> Especially in the lower grades. So third grade school. This is the overall. So once again A is first quarter, B is second quarter. Some kids made some big movement. There are some kids who moved from minimally proficient to proficient. Yeah, that's what this shows you. It doesn't show you I moved from the bottom of minimally proficient to the top of minimally proficient. It just shows you the move, you know, within. >> But because there's because there's a significant drop in in minimally proficient and there's not much change in partially proficient, it says there are kids who jumped, you know, jumped that over to proficient. So, um, yeah.
083the standards and they're they're sorted by highest mastery to lowest mastery. So that's four Jen, would you go back to that one, please? >> Okay. So, here's an example of uh conversations that um uh good conversations that could take place among those three elementary schools about in this case about okay, what uh what's going on? What what went on at Diamond Back? I'm sorry. What went on at Desert Valley? >> Okay. For those teachers to talk to each other, not a blame game, but a what did you do differently? >> Okay. Thank you. >> And I know right now in our planning when we have the district meet together on Fridays or the grade levels, their concentration is more on math. So, we have an hour and a half. So, the teams all bring in
084um like the end like task that they want students to be able to complete to show that they mastered that standard. And they talk about how they teach the standard. And um when I was in kindergarten, the teachers were teaching each other. Um so um I think if when we move this over to ELA, so right now the concentration is more math for that process. Um but it would also support if we had time to do the ELA. So they could share that as well. But you know, look looking at these like Desert Valley only has a 72% or has 72% mentally proficient. >> But you look and they have 16 students that are partially proficient versus four and five for the others and 14 versus two and five for the other schools. So, you
085know, >> granted, they're only they they have that 72% but they have more students being in the proficient and and partially proficient than the other two schools. Exactly. >> You know, maybe they are doing something right and you know because they've got more students being successful. >> Exactly. >> Being more successful. Yes. Absolutely. And that's and these are the kinds of things that we really want them to be talking about, you know, is helping each other out and and and we have worked very hard for the last seven years to build that collaborative conversation in because when Jen and I were both principles, there was very much a competition and Charlene probably remembers this too. Very much a competition. very much a well what are you what what are they doing that we're not doing
086and it and it was that tone as opposed to what are what are they doing that we're not doing hear the difference in that whole conversation um and so we've worked really hard to to uh uh to encourage and um and build um that collaboration uh as opposed to a competition just just comparing Desert Valley and Sunrise where their number of students is almost the same >> but yet Sunrise for some reason is at 88 or has uh yeah 88% deficient >> where Desert Valleys is 72%. >> So the the numbers of students in the grade level >> Yep. that and then this standard and then we have fifth grade they struggle. Yeah, middle school. >> Yeah, they struggled. >> They definitely are struggling. >> I know a conversation they're having at fifth and sixth
087grade is matching even their um CFAs or common formatives, the five and six question assessments to actually the pulling up because you can go in and and and the Department of Ed shows you like what the question types are. um of course the depth of knowledge and making sure they're matching those so that when they're giving those it's not like a false positive like maybe they gave too many lower level questions and so they're not really >> um matching. So they've had some question some discussions about that. Um, and they also set some of their title one money aside to work on those assessments as like a short a smaller team um, outside of school time so they had more time to concentrate on that help with that. But you would expect not as high
088of proficiency. and then go to sixth grade. >> And once again, they struggled as well for this. >> They both almost identical. >> Yeah, very similar. Sorry. Seventh grade was they did move more up to proficient. What happened to A? >> There was no they had no proficient students. >> Oh, gotcha. >> Oh, so from zero to 16%. >> Yeah. grade. Um, the reason you see students at Bhood Middle School is that we are having any of our students who do not qualify for the alternative state assessment, we do have them taking our benchmarks so they get to practice. >> In the past, we hadn't had our life skills students taking those. We you know, for probably obvious reasons, they're not there. >> But then we throw them into the state assessment with no prior
089experience. And so that one student was probably a student in the life school. They kind of remain stagnant. So >> yeah. The little bit of encouragement though is that you want the RL the standards that are RL and R I are more of the essential standards and so to see some of the proficiencies being higher on the on the on the top is a good thing. Oh, and that W as well. That writing >> and writing. >> The problem with writing is on our assessment, we don't ask them to write. So, writing is representative on the state assessment as an actual writing prompt. >> Yeah. >> Um, and on our benchmark, it's um like multiple choice questions and things. So, >> a little bit of a disconnect on the way we test it. So if
090we go back to our goals, um the first one is about dibblesmclass and that's um testing K2 students. We actually do this assessment for K4 and it's basic skills like phonics, phmic awareness, um those things. And um that starts on Monday for the mid for the midyear assessment. So we don't have that data yet. Um, the percentage of third through eighth grade proficient on ELA, we want to be at 45%. Uh, right now we're at 8.7 proficient. No, that's the green. That doesn't include the yellow. Um, that's up from I think 6% in quarter 1. Um, special students in special education, we're aiming for 18%. We have five right now. We had 3% in quarter 1. Ella they don't take until the spring and then it looks like our our students experiencing homelessness are doing
091what they're maintaining. Um I know Sheree is making contact with them to to encourage parents to put them in tutoring and after school because we do provide transportation for them for our homeless students if they need to stay after school. We'll go into So, those are the math goals. We'll revisit them. Um, the top one is hard as we had decided not to test K1 income benchmarks because they're still the base foundational skills. So our data really only shows second grade as far as the so your second grade now. Jen, would you go back that one, please? Okay. So, once again, you can see u uh some conversations that could take place, teacher conversations among the three schools. >> Thank you. NBT is numbers in base 10. pretty stagnant. >> Very see they've been working
092on measurement and data. So that's their top master student. And then next is OA's operations. algebraic beginning. You can see by the proficiency. And that is fractions. didn't change. >> Oh, racial and proportions. One of the teachers had a seventh grader that had 35 out of 36 on the on the test >> and um actually went to the teacher and made his case for why He got that question wrong and he should have had 36 because it was a question that had to do with distance and it was distance down like down a shaft and so the quest the answer they wanted was negative >> and he put it as a negative otherwise he did all the math correct so >> that was kind of interesting >> he was able to go >> kind of
093dispute plead his case so yeah >> said distance can't be negative Eighth grade school student struggled and they lost some students. So the person I don't understand what it is with the math why the scores are so low it's back. So currently we have 9% of our second graders are overall are proficient green um 5% overall average 5% of our 38 we're aiming for 35 3% of our special ed students are we did have 1% quarter And then 11% of our students experiencing homeless >> 11% of our homeless students are at proficient but only 5% of our regular students are at proficient. That's >> differences. science by 15%. Here's third grade. Remember, science is tested only at fifth grade, but it's on third, fourth, and fifth grade standards, and at eighth grade on sixth, seventh,
094and eighth grade standards. They remain pretty much the same for third grade. P is physical science, L is life science. and then E is Earth. There's something there. Sixth grade. Sixth grade did struggle on the drops. And seventh and eighth is where you're going to see the growth. >> Seventh and eth is where you'll see the growth. >> Yeah. >> So, here's seventh grade. for science. Let's breathe. So our goal is 32% and right now um fifth grade is at 12 and eighth grade is at% then So this was our in our incentive for quarter or quarter two. So Vanessa Bravo is a seventh grade science teacher at Fox Creek and she had 50% of her students with in general out of in period one who have auto minimally proficient and up on average if
095I took all of her five classes um those are the percentage that she had increased. So um she was I believe the only teacher who had students in highly proficient this quarter. Last quarter we had nobody. Um she increased her proficient students by almost 20%. And overall just decreased those in minimally proficient by um a little over 34%. Now, very close behind her was also Julie Jordan, who's an eighth grade science teacher who in one of her classes had like 59% move out of minimum proficient. So, um, whatever they're doing, they're rocking it this right now. So, that's our go back to >> questions, comments about Jim Stata. Okay. And we need to go to the the one that has benchmark next to the last one. That one. Okay. So, Jen's presented that data and
096Yep. Right there. >> Oh, no. >> Click on the There's a place in the slideshow that says start with the current slide. So, no, the one above that one. Now, go to slideshow. Go. Yeah. And then click on from current slide. There you go. Okay. Okay. So, our objective today was to establish a more uniform understanding of how benchmark assessments provide diagnostic data for effective teaching of Arizona standards to the correct depth of knowledge for students to demonstrate proficiency for success. So um do you feel we have a little more uniform understanding of what our data tell us >> even though the data are not happy? >> Yeah. >> Or we're not happy about the data >> but are we a little closer in terms of in the future when we're looking at the data
097that we're all that we're looking at it that you all are looking at it more like teachers are looking at it um uh from from maybe where you were before. >> I agree with that. Yes. >> Okay. um and and I thank you for being guinea pigs for trying the test and uh and for um and for going through this stuff so that that even though we're not happy with the data um uh we can have the conversations on the same page >> if that and and that was my goal was so that you you all are looking at it the same way that teachers are looking at it >> and then also have a better understanding of what they do with it once they see it. you know what it is that they're doing
098with it and what they can do with it now with DNA. >> Yeah. And and I I've got to say these reports, they're more concise for us than what we had before where before I mean we saw the the l the proficiency and that but here we're seeing exactly how many students have gone up and how many students have gone down and we're seeing where you know that it's rising and falling where before the the charts weren't giving us a true this to me has given us a much truer picture of what the students are actually doing and stuff. We're able to see that 25 out of 150 students are only 25 are p are proficient or non-proficient where before we had no idea how many students that was where here we can can see
099that exactly how many students are are getting there. So you know something good to work from. >> Good. Thank you. It was very good. Today was well worth spending the time here. >> Good. I'm glad. I would want it to be. Yeah. But if it weren't, I would want you to tell me that, too, so that I would know what to do better next time. >> It was well worth worth being here. Um, >> I'm still not happy. >> No, none of us are happy with the >> I understand how this can be used. And I'm so glad, Jim, that you went to this program. Thank you for spending all that time to look at this. >> It's much better program for us to be able to diagnose diagnose some stuff. And >> can we
100take these with us? >> Definitely. >> Jen, can they keep can they keep the >> or do you want them back? >> I would love to have them because I was looking online last night, but I was setting up some objectives and I trying to remember where create was >> and the create is way up high. And if it helps you and especially if it helps you in conversations with people who ask you questions, it's worth it. >> We have plenty. >> Okay. >> Thank you. >> Our next meeting is Thursday next week. >> Next week. >> Um at 5:30. >> Yep. >> We're going to do policies, right? >> Yes. We have a slew of policies. >> Okay. Um >> Oh, would you like Miss Bravo here to receive her award? I would love
101for her to be here to receive the award. >> Yeah, they don't know. She didn't know yet. >> And this one is a gift card, right? >> Okay. Thank you. Yes, please. Please. >> That would be nice to shake her hand because she did 50% right. >> Yeah. >> I'm impressed. And as a science teacher, that's not easy unless you get all charged up. >> Okay. Okay. Do I have a mo uh a motion to adjourn? I make a motion we adjourn our workshop. >> I'll second that motion. >> All those in favor? I Melinda Saraski. >> I Charlene Diaz. >> I Fred Rushton. >> I Barb Zarziki. >> We are adjourned. And lunch is waiting. Heat. Heat. N. Heat. Heat. N. Heat. Heat. Heat. Hey, hey, hey.