001broadcast has been good evening I would like to call to order the September 11 2023 academic achievement committee meeting of school year 2023-2024. I am Dr Zapora Miller chair of the committee and the District 5 representative representative of the Prince George's County Board of Education and my vice chair is Miss Pamela Boozer Strother District district 3 representative of the Prince George's County Board of Education if everyone could please introduce themselves starting with the vice chair and then the other committee members then this Prince George's County Public Schools administrative stop and then the board's office staff good afternoon everyone I'm Pamela Boozer Strother the vice chair of the committee and the District 3 Board of Education member I am Madeline LaSalle Frazier I am District a representative thank you good evening everybody my name is Brandon
002Jackson I am the school board member for district six hello I'm Judith White Chief academic officer good evening good evening Kim McDaniel director of curriculum and instruction good evening Michelle Dyson Middle School mathematics supervisor the evening garnetta Turner Middle School I'm sorry High School instructional specialist good evening I'm Janita Nelson generat elementary mathematics supervisor good evening my name is Rosa Lopez and I'm a board office administrative secretary good evening board chair did you want to introduce yourself you're joining us as a guest and we always love to have you thank you so much Judy mickens Mary chair of the board ex-officio member and I couldn't see me on again but I see me now so thank you guys foreign thank you thank you so much I am so excited to start this Academic Year and
003um Miss Lopez could you please call the roll Dr um sipara Miller present Miss booster Strother present Mr Jackson here Mrs LaSalle pressure present Mr Murray Mrs Meekins Murray uh present a non-voting thank you that's correct so we have a quorum so I will just begin the meeting um since this is our first meeting of the academic year I'd like to begin with just giving us a reminder of our charge the academic achievement committee's purpose is to oversee on behalf of the Board of Education the development and implementation of school systems academic programs operations involving student affairs and initiatives designed to ensure effective And Timely parent and Community engagement with the school system we will meet virtually once a month on Mondays at 5 30 PM the meeting dates are posted on board docs and
004the topic for each month will be posted on dot or docs prior to the meeting date additionally I'd like to take the opportunity to inform everyone that the committee in collaboration with our chief academic officer Dr Judith White have created a work plan for the upcoming year I would like to take a few minutes just to go over a few highlights so today September 11th we will be going over math interventions and programming the theory behind the practice in October specifically October 16th we'll be going over Equity diversity and belonging pulling back the layers Equity leads Dash to action and the theory behind practice in November specifically November 13th we'll be going over school culture and climate SEL the theory behind the practice then in December we'll go over data the data that we will
005go over as long as it is ready is a core content pass rate for mathematics and science by race and special education the core content pass rate for English language arts and Social Studies by race and special education kindergarten grade 1 and grade 2 literacy data than what we plan to do for the next three months is to come back to mathematics in January and take a look at it from the perspective of implementation in February Equity again take a look at it from the perspective of implementation and in March School culture in April we'll go over data and then in may we will synthesize everything that we have learned throughout the year and discuss any next steps and recommendation each meeting will have a thread that focuses on Middle School Esau special education each
006topic will also weigh in on the relevance of the student learner profile so as a chair I am excited again to welcome everybody and um I would like to turn it over right now for the adoption of the September 11 2023 meeting agenda may I have a motion from one of my colleagues to adopt the September 11th meeting agenda move to adopt this September 11th meeting agenda second all in favor aye aye digit thank you thank you the agenda is adopted I'd like to um have a motion to approve the June 12 2023 meeting minutes make a motion to approve the minutes of June 12th second all if in favor signify by saying aye aye the agenda is adopted there are no registered public commented speakers this evening so let us move on to our
007discussion items so at this time Dr White I will yield the floor to you and your team so that you can present this evening's agenda item thank you so much and thank you for having us I'm excited about my mathematics team coming this evening and sharing the theory behind the practice unlike previous years where we just come and and give information overall we really thought together collectively as we built out this year um to really talk about just some innovative ways and how they're approaching the work I would like to note that in October we have a board work session for mathematics and my team will go into more specifics around special populations so we didn't include that a lot of specifics tonight because we'll have a full board work session so you'll hear more
008there while they may mention and and the linkage to our learner profile you will really see that in action in October so with that I'm going to turn it over to Dr McDaniel and my elementary middle and Mathematics team and I believe Rosa you're going to guide the presentation for them good evening everyone as was mentioned we are excited to just highlight some of our programming for students in mathematics on K through 12. um this evening and we're really going to I'm excited about the opportunity to begin this conversation so you can get the overview of many of the different programs and projects that we're implementing and then to come back in the spring and share with you so you can hear more about the actual implementation and so with that um said I'm going
009to turn it over to the math team all right thank you um for inviting us having us here today this evening so we want to get started with talking about interventions and programming the theory behind um the practice and what we want to start off is to we're going to take you on a journey of some of the interventions and programs that we have in place but we want to start off first by helping you we're letting you understand that when we talk about interventions we're talking about uh those supports that we helped we put in place to help students become more successful mathematical Learners by not only building their understanding of essential content but as well as their motivation and confidence because we know as students continue to persistently uh struggle as they approach
010mathematics Concepts we students start to have these different types of feelings so we want to make sure that we uh real clear that as we build this program we talk about the work that we're doing that we don't just look at it through the lens of the content but we also look at it how do we motivate and build confidence in our students so they can continue to progress in mathematics throughout their schooling so I'm gonna go you could go to the next slide one more time okay so we're going to start off with discussing the development of the mathematical reasoning progressions when we talked about the Maryland College and Career ready standards we know that the topics that are connected across grade levels and that includes mathematical reasoning so this diagram shows a really
011good picture of how the the domains of reasoning build upon one another and without those domains those previous domains we get those gaps so it's essential that we start off with Pre-K Decay when we think about those counting strategies and reasoning through counting one-on-one and when we if we can go back because we really want to make sure that we are clear on how students become mathematical thinkers and how they can apply their mathematical reasoning and sense making to new situations so it's critical that we talk about the reasoning piece so accounting strategies Pre-K Decay is critical in order to build to that additive thinking and when we think about additive thinking they go from Counting one to one and now become more sophisticated and making bigger groups so now we're doing 10 10 wants
012to make a 10 and then the reasoning through adding larger groups instead of that one-to-one correspondence that we see in pre-k and K they lean on Counting strategies but we know we need to develop that reasoning and become more sophisticated with that additive thinking that's critical at grades one and two as they progress now we get to multiplication multiple multiplicative reasoning that's my favorite word and then I mess it up all the time multiplicative reasoning is essential connects to additive thinking and I want to say again when we talk about multiplicative thinking it's more than just knowing their multiplication facts is being able to to reason and make sense of those bigger groups again we started one-to-one with those counting strategies we make bigger jumps instead of ones now we're looking at groups of fives
013groups of tens when we think about multiplicative reasoning we're making larger groups so instead of counting and skip counting and memorizing rotely our multiplication facts they can reason through if I have five groups of ten that's 50 and then I'm skip counting I'm not relying on my additive thinking I'm becoming more sophisticated with my thinking and then as we continue to progress we look at grades six through seven multiplicative reasoning is essential to gaining that proportional reasoning so again increasing that sophistication with that reasoning that sense making it's critical if anything is missing we'll see gaps and the older children get if we're not starting with those counting strategies the additive thinking that multiplicative reasoning proportional reasoning is going to be a struggle for our students and then we get to functional reasoning it all
014depends on that Foundation we started at pre-k and I'm going to say Pre-K a lot because I think we we don't consider that as essential when we talk about that mathematical progression so all of these um domains of reasoning they build upon one another it increases that sophistication and it's essential again it's not about just getting the right answer but being able to think through and reason and make sense of mathematics so that students can be successful love math not see it as a hindrance or something that I'm not going to really do in life I'm applying it I'm using it I'm building my reasoning and this is essential for that that sophisticated learner to become that amazing student at the end of the college but before they get to college with the algebraic thinking
015equal okay so the next Slide the next slide so as we start to think about um what we know about the progressions of mathematics it's so important that we know that data informs all instructional next steps so here's a visual of how our assessment system so we use formative interim and summative assessments to help teachers make those instructional next steps so with those we um students who they begin to demonstrate their proficiency with grade level standards and then based off of how students perform that's how we determine what is the best tutoring or intervention support needed for that students so when you look informative that is our ongoing assessments teachers are formatively assessing all the time and from that assessment that's when we put in place that just in time support and if you look
016at the three-tier Approach at the bottom where you see the largest Foundation at the bottom where you see tier one that's our classroom intervention that's where you see differentiating instruction that's when we are going to talk about what are some of those programs that we put in place for all students but still being intentional about what each student needs so let's do those formative those daily assessments that we are um modifying instruction putting those interventions in place for those particular students ensuring that they uh have access to tutoring after school or um sometimes tutoring during the day and those programs that we have then we move to our interim assessments and those are our district assessments and from our district assessments um we teachers look at the data we look at data from our particular
017offices then we need to identify so from our tutoring program when we look at our district data how do we determine some of our programs especially like our tutoring program so when we start talking about small group interventions that's when we target so if we're going to do a 10-week tutoring program we're going to ensure that it targets these standards based on off of what we're seeing across the district with a targeted a targeted group of students from our interim assessments and then our summative assessments that's our end of course when we get to the state assessment so it all begins at the beginning of school year we look at what does our state assessment data tell us and then how do we move and use that data to inform our next steps as teachers
018formula formatively assess daily and then we look at our Benchmark so when you get to that tier three approach that's that individualized intense intervention that's when we are going to look at those Target students to ensure that we put them in some uh intervention course that's very targeted for their individual needs so if we move to the next level let's just take a the next slide let's take a look at there you go so here these are the models of the PGCPS um tutoring and intervention uh uh strategies that we have for students and what you what you'll see we you'll see I'm a connected to the tier so we have a tier one tier three tier two so the first one is our high dosage tutoring and that's that small group and if you
019recall the uh slide prior we talked about in the middle that tier two is where we talked about the small group tutoring and that is our high dosage tutoring um that's support current grade level curriculum and that's outside of the school day now if you look at this multiple sessions per week it's out of um outside of the regular instruction in our small group uh tutoring is you usually twice a week for 30 minutes with a targeted group of students it's virtual students are identified based on needs data informed and then is delivered by our partners our Carnegie Learning and our I ready math Partners so we meet with them often we we analyze data often we look at how our students performing and then when they we target students in the small group we
020always start with Baseline data because at the end of the uh program we want to make sure students are making progress and a part of that high dose tutoring is a part of building students self-efficacy so a part of it is students are taking ownership and goal setting in a small group tutoring sessions that they participate in and we know that students are doing Reflections and there's feedback for students um so to help them improve in their the targeted content that we're looking at then in the middle you see evidence-based intervention and that aligns with our tier three and our tier three interventions are those programs that have been proven effective to some degree through outcome evaluate um evaluations so implementation matters so when we think of evidence-based interventions we think about that tier three
021those are for our students who are significantly below grade level those are a lot of times if you look at that first bullet we say I've ready that's our special needs students so we have our special needs students who have interventions identified on that IEP we ensure that we have a evidence-best program for those students to support them so they do grade level they scaffold up to their grade level but it also provides them uh individualized program where students look at what is my area of need where am I where is my gaps thinking about what the um uh progressions uh Janai shared with you earlier where is my Gap is my app in additive um reason is it in the multiplicative um reasoning and if it is it's not that I'm getting ready drill
022kids to do multiplication facts but is how do I connect repeated addition to the work that students need then we also have our Carnegie learning mathia program and then another evidence-based Intervention Program is do the math and then when we talk about our tier one we have on demand and drop-in tutoring homework help and that's open to all our students grades 3 through 12. um regardless of the course it's available Mondays through Thursdays and Saturdays students can schedule time to come in and say hey I need help with this particular concept they can they can select 15 minute or 30 minute session with a tutor and it's individualized it's virtual but um what's important and uh with this on-demand and a drop in tutoring opportunities sometimes our kids our parents have students join tutoring and
023sometimes the kids come and say I don't know why I'm here but it's okay because we work with our partners and they have access to our scope and sequence so if a student appears or comes to our on-demand or drop-in tutoring all of the tutors have been equipped with what are the students learning at this present time so if a student comes and say I'm not sure why I'm here there's some math content that's aligned to prerequisites and the current learning for that particular student again it's delivered by external Partners again Carnegie Learning and I've already math and as a as you can see the connection you see I've readymath we want to make sure that our tutoring supports our special needs population we want to make sure our tutoring also Tailors and supports our
024um our elves okay and with that particular work and then our Carnegie Learning Mafia so we really try to see okay when the kids come are we making a connection to what they're learning with already that they come and we know that this is a student who's in Matthew are we providing the support with that evidence-based Intervention Program so um those are our three areas um for math tutoring and interventions that supports out tier one tier three and tier two we can go to the next slide so let's look at one of our intervention programs for our next slide there you go all right so at the elementary level we have adopted the um DreamBox math it's an Adaptive digital resource that supplements the K5 Core Curriculum and the goal is to fill in gaps
025for students that have those gaps across those reasoning domains and there's also opportunities for enrichment for those students that can do more and go beyond the grade level it's the only digital math program that has an essler rating of strong and what's unique about Dream Bat dream bath DreamBox math is that it develops the conceptual understanding and it's not about that answer getting we talked about that before it's really focused on the reasoning and how well students make sense of the mathematics there's just some visuals on this slide that just captures the types of activities they have they have virtual manipulatives and then what DreamBox does it captures how students engage with the activities and it's it captures their thinking and reasoning and then based on the data that's collected uh unique pathway is created
026for students and then they're able to have adaptive activities based on where they are it meets them where they are and this year the um DreamBox math has implemented the launch pad Baseline assessment that places students in the DreamBox curriculum to begin and then once that Baseline assess that Baseline assessment is complete there's an initial standing level and then growth reports are are created and actually the growth reports come out weekly and you can see how the students move based on how they're engaging in the lessons the curriculum our K5 Core Curriculum provides guidance on when to implement and have students engage in in DreamBox so we have an entry task that formative assessment data that assesses those prerequisite skills and then the teachers can assign those prerequisite standards that they find that there are
027some gaps in that reasoning and then students are able to engage in activities that connect to that unit of instruction to help fill in those gaps and then we also provide guidance on what we call purposeful pause days which is another word for the data informed instruction you've collected formative that's you've collected formative assessment data through the the lessons and now based on what I've seen I know I have some students that need some additional practice with additive thinking for example or multiplicative reasoning so the purposeful pause days there's guidance on which um standards to assign either prerequisite standards or those on grade level standards that align to each of the units of instruction and then in our classroom this is a a resource that can be done in learning stations they can also be
028done in flexible small group instruction with the teacher they can be assigned independent practice and it's there's some parent connections we have a lot of resources that show parents how best to support students as they work within DreamBox and then we have Technology Centers the good thing is we have those one-to-one devices so in school there's opportunities for students to engage in DreamBox particularly for those students that may have some gaps to fill in those gaps and so that they have that access to grade level content that's our elementary um tier one resource we can go on to the next slide good evening so in high school we have a specific course called algebra one lab and algebra one lab as it states is a gateway course for students who are enrolled in algebra one
029the goal is for students who are concurrently enrolled in Algebra 1 to receive individualized instruction in algebra one lab the goal of the course is for students who are who from eighth grade um typically their middle school experience that you know I don't like to use the word struggle but they um didn't farewell or they got struggled in mathematics so we wanted to address those students as they entered Algebra 1 9th grade it's typically not a remedial course so we're not teaching second grade content they're not teaching third grade content they focus on the content in the prerequisite skills that students need to be successful in algebra one we know algebra one is a high school mathematics graduation requirement also Algebra 1 mcap this assessment is tied to the course so we wanted to provide
030them with a course that not only beats up their prerequisite skills but and it will have them successful in algebra one now the algebra one lab teachers in the algebra one teachers the goal is for them to collaborate they ought to collaborate with each other in order to meet the needs of the students so the course is breaking and broken into two parts um it's a 60 40 model where 40 percent is technology instruction on the program math yeah mathia is a one-to-one tutor it provides individualized support for student IT addresses students needs or where they are and where they need to go in addition this remaining 60 that's the in-class instruction so not only is it Technology based but they also have an alignment with one of the Mafia book where teachers know the
031prerequisite skills that they need for the upcoming algebra one lesson so they prepare them for that but also aligned to our algebra one curriculum and so when teachers know exactly what they need to be successful in algebra one lab is the course that students um go into to prepare them for that content now the model just like any classroom model but we really emphasize multiple models for lab flexible grouping Learning Centers independent study technology study lab is also important in high school we in as in middle school we have what's called data-driven practice days so on these days in collaboration with the algebra one teachers they prepare students using the data from Mafia okay what is student a struggling in okay what can what grouping can we put students a or students be into and
032so we really emphasize the three group rotation within the lab class as well as we do in the algebra one class stated earlier is encourages students to be individualized we encourage that blending learning model because although we are a one-to-one district just putting kids on technology whether you're a multilingual learner General as special ed we know that that's not typically um what students need the entire course time so they do need that one-on-one instruction they do need that face to face with the teacher and so um that is the benefit of having algebra in one lab as a ninth grade course all right so now we've talked about um tutoring programs we've talked about a few about interventions but we know that all um work goes back it stems back to what's happening in that
033classroom so we wanted to share one of our uh msde Partnerships one of the programs that we are engaged in and we're pretty excited about this work um it's a partnership with msde and it's around math lesson study and the lesson study cycle is is much more than just one polished lesson but it's really building a professional learning community of teachers where they come together and they deepen their knowledge of content they really focus on student thinking and their commitment to the work to improve instruction so when we talk about how do we ensure that we're bridging gaps and we talk about how do we ensure that we are accelerating learning it starts with teachers planning it starts about us it starts with teachers talking about the math at it's talking about the best instructional
034strategies and practices and not just talking about them planning them going in the classroom implementing them coming back looking at student work and then coming with the next step how do we continue to improve our practice so that we know how to do those um just-in-time supports we make sure that we're building uh instructional lessons that are engaging for our students so this partnership as you see in the visual um it's the lesson study cycle it is student-centered um around student learning it improves teacher Effectiveness it is Data driven and research based it prioritized diversity equity and inclusion for all students that's a very key important piece around this work is that we're really looking at how we tapping in to ensure that we are addressing all of our Learners in this particular work the
035two schools those that we are starting this partnership with is Kettering middle school and Benjamin Tasker Middle School and with this work it's going to Target around a collaborative team which includes our Math teachers um special Educators our English language learner teachers math content specialist coach and administrators in this particular work and over the school year the goal is to get through two lesson study Cycles it's during the day and after school participation and when you see during the day it aligns perfectly if you look at this visual it's the work we've been doing here in Prince George's County so when this partnership was brought to us we was thinking hey this aligns with the work we've been doing in the county around our collaborative planning cycle so if you see this visual where you
036see the cycle where it's common planning common tasks Common Assessment looking at students work and professional development around that piece study groups and the goal is we starting we're starting with two schools Kettering middle school and Benjamin Tasker Middle School but the goal is to expand this lesson study protocol to include additional schools in this particular work so we know that um and to ensure that we have a solid Intervention Program and a solid um programs that we are implementing and providing to students and families is that we have to make sure that we are really being intentional about our work our daily work in the classroom um with all of our teachers who are touching um students so this is how MSD uh e partnership and you'll learn more about it when we come
037back I believe in October and um later on in May I believe so there you see the different stages and we're excited and we started um the planning process has will begin tomorrow with these two schools next slide so this is pretty much a conclusion of our presentation we just wanted to give you a a peek into how we are addressing our students and their learning gaps and uh making sure that we are accelerating learners but not only we're students who are um have gaps but we also have things in place where we are being um intentional and focused on on addressing all about Learners through tutoring and through intervention programs and then just through some Partnerships that we have with msde and other um vendors so this concludes the presentation and we're open for
038any questions that you may have good evening oh I am so excited to hear about the interventions that you have I have questions however I need to yield to my colleagues it's hard to be the chair because you can't ask the questions first right so I need to heal to my colleagues um and open up the floor for any questions so for the first round we'll do five minutes and then for round two we'll do three minutes so you can just use your um hand raise and then we'll just go from there board member Jackson can go ahead so good afternoon everybody first I want to say thank you um for the lovely presentation that gave us some really great Insight um on a lot of the great work you guys are doing um and
039I applaud you and all of your efforts and um helping us uh mitigate this Gap in uh mathematics specifically um one of the questions that I had was um and I think you guys touched on it a little bit about um uh the cultural um um competency aspect and I just wanted to know like how um like culturally relevant or culturally sensitive um are the um equations or the problems that the kids um or students should I say um are receiving I know sometimes there can be a disconnect between um you know understanding the word problem per se and then not being able to relate um so is there like an effort to make sure or that the the problems and the material is um like I guess uh culturally inclusive um and if there
040is I would just like to know um you know if there is thank you um I guess I'll get started um in mathematics relevance relevance um is critical in mathematics so we want to make sure that we always are providing students with um word problems or problem-based learning that's relevant to their particular learning and throughout training with teachers we may start for example we always bring up this one when we had a task a football task in middle school and when the teachers one of the teachers came back and said I I implemented that but I had to stop and I had to make a connection to my student population because football is not football throwing the pig skin throwing the football it was around soccer so we had to stop make a connection with
041the academic language um for students not water to mathematics content down but just making it relevant and get making sure our student had access to understanding what that problem was asking them to do so that students can enter into that particular work so relevance is very important for the work that we do in mathematics around the tasks that we put before students we put strategies in place for students when they're entering into a problem-solving situation do we have a problem solving Paradigm so our students know how to unlock those particular problems our teachers are trained on those problem solving strategies relevance teachers are not trained on how to modify tasks so if there's a missing piece that we then can make a connection to the students that are sitting in your classroom oh I'm sorry
042how uh janata or Garnett if you wanted to add anything no I I was just going to add that and also in the beginning of the year we implement the first five in which we promote teachers learning about their students so when it is time to make modifications to the curriculum that they know exactly what students they have in front of them what are their likes whether their dislikes what culture you know that if it's culturally relevant to their students because we can make a great curriculum and it doesn't address anyone in my class so the importance of doing that first Vibe is getting to know your students getting to know that background building relationships having a relationship with your student and then say okay well I know that garnetta likes tap dancing or garnetta
043likes swimming how can I make that relevant to her all right I'm sorry really quickly we also wanted to I also wanted to share how we partner with the our multilingual learner actually the English language development office they change names I got to make sure I get it right and making sure that we develop the vocabulary provide that um background knowledge and do that front front loading so that students can connect in and see the mathematics and then really make sure that it's not the language that's causing a barrier but they connect to the math and that that they see themselves and then with our student-centered approach for instruction it's not teacher talk but it's students relying on their thinking and what they know and applying how they think and how they reason mathematically to
044those new situations so it's several different ways to make math accessible to all students and make it relevant and so I just wanted to share that piece and I know time was up a long time ago but just wanted to add that what what what Dr Miller can I uh proceed with my follow-up question or I mean it's a party it's the same thing so okay I don't hands are there any other hands right now I just want to make sure go ahead um for remember Jackson yeah thank you I I definitely uh think that's amazing to be able to you know uh make modifications um you know as as we go um because I always think like I I focused when I was in college in high school like I focused on like a
045heavy stem area um and I wasn't able to do that until I was able to see myself inside of the problem so I that's why the question I asked is is like because having that cultural relevance is so key so my question I guess my follow-up question is is that not only are you guys able to like make modifications um uh being proactive but as far as like the reactive piece like um at the end of the year is there like a review process or audit process to check the material um to see um is it um still applicable and um you know um can we make those connections with those different demographics or segments um of ours of our student body so every summer we do go and we make revisions to the curriculum
046throughout the school year we do surveys to get feedback back from the teachers we're gonna start implementing more um parent involvement so that we can get feedback from parents so there's always opportunities for us to go back into the curriculum and make those revisions based on the information we get from all of our stakeholders and I I do want to add that we definitely not only hear back from teachers and and around the curriculum I do have a story when I went into a classroom and in algebra we always did the cell phone plan the cell phone plan and then I walked into a classroom and just talking to a student the students said this is stupid because we don't even pay for minutes anymore and I was like I ran back like okay we're
047going to change the curriculum because this is this doesn't even make sense like kid it's like we're asking them to use the the phone like it doesn't apply to them anymore and so that's just an example of how just in the moment that we do we do make changes and make it relevant for our students thank you board member David Murray uh good evening um thank you for the presentation and the topic um Madam chair first question was around Carnegie um it sounds like we've had that in the district for a while um is there a reason that there wasn't I don't I don't think I've ever seen any data around it um shared with the board thank you we do have data we collect monthly and we meet with um Dr Libby and her
048team yeah that's part of our Esser collection um process and so that data is submitted um each quarter actually um through the app due to the S refunds that we have used to purchase the product so it is available I believe it's on our website and I do I did share I apologize Dr McDaniel I did Share Board member Murray um a report around Essa where we had to pull out I think like 10 of our um tutoring programs or interventions and that we will provide that report back to msde in the way that they want it so we can send that again I can send that up again just so you can see it that would have been I want to say Dr McDaniel we submitted that it was either the last year um
049but we do we do actually Carnegie is actually one of our best ways they provide us data they for our team they provide real-time data like how many students showed up this week because we have two different platforms for Carnegie um on demand and students who go through like a certain weeks of um professional development but I will reform that other document back up so that you have an opportunity to look through it thank you that that would be helpful and I'm up to the media as well but just like looking at this presentation I can't tell if they're doing good bad or other work in terms of how they're moving our students so um that would be really helpful and um moving on to to DreamBox I understand you know they have some studies
050um what works Clearinghouse and I'm looking at um one of them and I guess I'm kind of curious around what the district saw or has seen with that program like from what I'm looking at it looks like on average students in the study that they you know from the evidence that you all cited moved four percentile points so you know they were at the 15th percentile on average they went to the 19th which you know it's not nothing but it is kind of small and students you know spend somewhat significant periods of time on it certainly when you add up the time through the school year so we'd love to kind of hear how we're thinking about like why we have DreamBox and yeah basically what what we see there so I can share that
051we did a correlation study prior actually during the pandemic so at that time mcap wasn't there so we are going to now do a correlation study with mcap now that we've taken that two years so we'll have additional information on the success but with the correlation study we did prior we looked at second grade and how it related to um the grades they earned on the report card and there was a strong correlation when they use DreamBox at the recommended time it correlated with the the students that were making A's and B's in mathematics okay and um do we know if relatively how long roughly how long we've had DreamBox this is the fourth year okay I would also say it's the well it's the fourth year the very first year remember when we had
052bridge to excellent Schools Board member Murray and so at one point in time we were only using it for a pool of schools then the pandemic hit and so now we're at a place where we're building in interventions within our um school day so I think while we've had it we've evolved each year in implementing it in a slightly different way so I just wanted to add that context as well okay um that's helpful and yes we get more data on that I would love to see it because you know if if the randomized study only found it gives Four Points to me that says if we do everything right we're going to get the same Four Points That We're Not Gonna Get You know some massive swinging I know you know these programs aren't
053free and you know they add up um we have them in all you know and pretty much every single one of our schools so I appreciate it sure no problem and just a note DreamBox is just a small portion of the instructional time that students spend in mathematics at the elementary school level and so while it's a portion of what they're doing it is not majority of what they're doing so we're getting our increases and our points based on the pedagogy that our teachers are using and the implementation of our curriculum yeah and I think back when we first went DreamBox I want to say you're not and you mentioned this and you talked about the Essa rating back when we first had to do interventions based on msde we had to pick certain things
054that were certain ratings and it was the strongest rating at that moment in time we've just gotten to full implementation we like you feel exact same way we're at a place especially with Esser funds ending that we want to make sure that those things that we continue to purchase are the things that are making a difference so um it's it's all of all of our interventions enrichments we'll be really taking a close look at the data to determine what we need to continue on in school year 24 25. foreign member David Murray was okay thank you all right um board chair Judy mckins Murray uh thank you madam chair but I'll defer to uh the member who's voting that uh Boozer strothers and I'll come back if you don't mind oh no I don't mind
055at all thank you and I apologize Vice chair uh Pamela Boozer Strother so oh no that that's all right thank you uh chair mickens-murray appreciate it um thank you Dr Miller I what I had a I actually received a specific question today about a program that I haven't heard about uh that was used last year called go school box is that still in use or is that specific to a school gold school box is the platform that we use for tutoring so when parents and students would go to the clever platform go to collaborate they will log on to go school box that's how they access their you know and that's that's used for elementary again this year elementary middle and high okay all right I see so there's I think I've seen multiple names
056then that's the first time I've seen a reference to that um so the the other question I have is um certainly relevant to middle school and eighth graders right now the um you know students and their parents are beginning to receive information about PSAT and opportunities for the Science and Tech programs and as you can imagine many of these students who were showing uh promising uh you know their academics in math were strong prior to um you know those disruptive years and right now that would be fifth grade was the most disrupted year how what is your advice to students and parents right now if they are that they clearly are just aren't their students just not on Pace to PSAT for the Science and Tech programs I think there's concern about the impact of
057the diversity in which you know the schools and um who will you know how to who will be accepted into these programs I don't know if you have any data from this year because I know that cohort certainly was impacted as well um but I know that's certainly on the minds of eighth grade parents right now and and thank you for that question um question one of the things we've really been pushing is that we don't wait to eighth grade to start PSAT eight nine practice inside of our curriculum we start introducing students and parents to PSAT eight nine in grade six so we if you look into our curriculum we have a portion where we introduce students to the different formats um for PSATs uh test taking strategies and then we also offer during
058the summer we offer Bridge programs to get students prepared for PSAT eight nine and starting this Saturday this Saturday we have our five Saturdays PS 1889 um courses where students what they really take advantage of that particular tutoring a small group session where parents um can have their students engaged in some test taking strategy for PSAT eight nine and as we're working we really Target all of our schools as we're going around traveling and it's back school night we say hey share this with parents about this particular tutoring but we don't just start now we don't want to just have this conversation with parents eighth grade we want to start having this conversation with our parents early on and so the way if you look at when we look at the alignment to PSAT 89
059it aligns very closely to the instruction that's happening in the classroom so the piece that we do for psata not is the test taking strategies so how do I look at these particular problems the types of questions that they're going to ask and how do we attack those particular questions where we may have a grid in we don't do grid ins on our assessments for MCAT but for psat89 there's a grid and so we start get teaching the students how to do those greetings early on in sixth grade so the workaround is because as you're working with your parents continue to encourage them to in um have their students sign up for our small group tutoring sign for our tutoring sessions that we have because we don't want like again we don't want to just
060start at eighth grade we want to start having these conversations early on so that as we put in these interventions in place and these tutors and tutoring programs in place that we are addressing them for all of our students so that we all have Equitable opportunities to do well on PSAT eight nine and remember PSAT eight nine it's only one uh uh criteria that's used for identifying those students who may um go on to those specialty programs but but we can use your help as well as you're talking to your constituents it's get it out the tutoring we want more students especially um you know as the students start to progress um matriculate towards high school they start to dwindle so we need more parents we need to encourage more of our parents to get
061our seventh and 8th grade students really taking advantage of these opportunities thank you so much thank you and just to add on if you can also encourage your parents to sign up for the free sat tutoring as well so we provide free sat tutoring in addition to the PSAT the small so one of the small groups is sat for our high school students and I want to say adrika also on the website for the summer also has a Khan Academy starting in sixth grade where students can get on build a profile they can have it send them like one or two questions and reading a math every single day or four questions whatever they want which also gets them working through um that problem solving and Michelle is right we also look at our seventh
062grade a lot of parents wait till 8th grade but we look at seventh grade core content four quarters reading math science and social studies and the first uh quarter grades reading math science and social studies of eighth grade all of that makes up one half of that score as well remember Boozer Strother do you have some more questions I do not thanks all right poor chair Judy mckins Murray thank you madam chair my questions may need to wait for you guys when you give us the work session in October because I'm I'm trying to learn some things and I'm trying to learn where the floor is for our students that need the tutoring so I'm asking for the virtual the students that are taking the virtual uh tutoring how many and I don't need it
063by school but I do need it by Middle High and Elementary if you don't mind and then for the um pull out the students that are getting the in-person tutoring I would like the same thing please by Elementary Middle High and then I'd like to know how you measure the effectiveness of your various tutoring programs per these groups and then if we have to and I know you guys probably have somewhere I haven't seen it and maybe Miss Boozer Struthers can help me because she can find everything but I'm looking for the schools that are underperforming in math uh elementary middle and high those are the that's the data I need uh to to help me to understand the floor and then it will help me to measure how successful our programs are as we
064move through the year I appreciate it and I do appreciate this presentation tonight and the other thing I would say about the tutoring programs we'll be able to provide um those that we do so do systemically know that what we may provide you may not be all encompassing because our schools may also have the opportunity through other resources and funds so I just want to just frame that picture that we're going to bring what the pieces that we contribute to I appreciate that thank you no problem any other questions all right maybe I can ask my questions most of them were asked already um the first one has to do with algebra one lab and I'm just gonna say I was very very um impressed by the amount of resources that we have for our
065students and then the team breaking it down in terms of that uh flow of mathematical reasoning at where they start and where they should reach by the time they get to um 12th grade it's really good to be able to see that and then gives I guess us a better understanding of I think some uh one of you mentioned that many times you can see a gap when they get to Middle School um in proportional reasoning which may have been something that happened in three to five or or one to two so I'm going to actually grade nine first you have algebra one lab do you offer still algebra one in the ninth grade or what has that moved to the eighth grade and then the lab is those who just haven't taken it in
066the ninth grade so right algebra one is a nice typically a ninth grade course we do have middle school students enrolled in algebra one if they're on that accelerated path but algebra one lab is for students in ninth grade who they there may be gaps or you know so there's a criteria there is a we they just don't put anyone in lab there's a criteria for students that's what you was missing there's a criteria for students to be placed in Labs it's based off assessment data um the mcap data in our benchmarkday.com assessment data is based off the students work habits it's based off of students grades teachers recommendations so there is there is a criteria on who goes into algebra one lab who took um who's Advanced or a a student who took algebra
067one there we don't have that lab course in middle school for that student it's just for high school students because we are trying to if they had gaps and if they did not get the progression or if they may have a year of no teacher you know not to default of the student and you know we do have students who have that Gap so we did try to put something in place for those students makes sense okay that makes sense so that the next question has to do with um the tutoring and I was going through as uh you talked about the virtual tutoring and um that was the small group tutoring is this the one that's available to all students pretty much all grade levels that any student can sign up for and take
068it after school is that what it is yes we have it but it's it's different um types so yeah on demand um students can uh parents and students can schedule tutoring and then we have um your just just in time I have oh my gosh I'm at Homework I'm stuck I'm stuck I can jump on for tutoring support there where I don't have to schedule time and then we have our targeted tutoring around our small group um tutoring as well so and usually have small group tutoring that it's it's over a eight to ten week period where we actually uh use um identify what's the target content we're looking for I'm looking at based off of data and then students take a baseline then they go to their tutoring and then we get at the
069end how did our students perform um as a result of attending this tutoring session so I think what I was asking that because I want to ensure that as we you know I'm talking to our constituents and going from school to school I want to ensure that I'm giving them accurate information as to what would work well I can't diagnose what would work best for them but what is available for them that way they're able to decipher what works for them and so I have this I don't want to ask Dr White for your team to make one more thing so I have this what I don't you can't see it right so this is the document that you gave us at um the the first board meeting it's like yellow and blue and it
070has quick access guide to academic success you can get to their tutoring from that doc that one that QR code that has tutoring when you go tutoring it'll break it out can you correct me it'll break it out what tutoring programs we have for reading tutoring programs that we have for math it'll break it out elementary middle and high school um and then the process to um enroll that's one of the reasons why I wanted you all to have that because when you think about where we are and I'll use middle school with our Middle School data and and Carnegie is one of the top notch tutoring programs you can even have and we send out flyers we we give stuff to the schools and it is hard to get that middle school student in
071tutoring so that's why if you all are also our Advocates to say hey we have programs every time you come in contact with parents who don't know it'll help us out okay okay that is it for me any more questions all right I don't see any more questions I I don't know whether my wait time is good but I try to wait uh to make sure that if you had any more questions you had I will say this I am excited to hear more about the msde Partnerships and the professional learning communities that you're working with at Tasca and Kettering which you said is starting next week yeah so they committed in the msde is coming out tomorrow to one school so we can start the planning process and then Benjamin taskers next week to
072start the planning process so we're excited about the partnership yeah I'm really excited to hear more about that because it looks like it'll be very um meaningful to our teachers as we get them particularly in the Middle School to strengthen their confidence in teaching math their content knowledge and teaching math understanding what to look for because I saw in the cycle that they're also going to be looking at student work using the data to plan so that would be great so I can't wait to see what comes up with that so that said um if we have no more questions uh colleagues any follow-up items from the June 12th meeting would be in board docs um I really would like to thank Dr White and your team from curriculum and instruction for bringing forth such
073a meaningful and such a wealth of knowledge for us to understand the interventions that you have for our students K through 12 in mathematics so I thank your staff Board office I thank you for all the logistical um help that you give us to get these meetings started and to my colleagues thank you for joining us in this journey as we look at what we have to offer to our students and how we can ensure that our constituents are familiar with what is available in the resources that are available to them so with that said I want to thank everybody for a great meeting and I will entertain a motion to adjourn thank you for the opportunity and make a motion to adjourn the September 11th meeting as academic achievement committee second thank you so
074much there is a second all in favor signify by saying I I so it is now 6 36 and we are adjourned and thank you have a great evening and see you next month thank you everyone thank you