001We'll go ahead and get started. >> Um, we'll call the meeting to order. >> Rachel here. Katie >> here. >> Sarah >> here. Doug >> here. Lorie >> here. Carrie. >> Jeff >> here. All right. If everyone will stand for the pledge of allegiance and a moment of silence for armed services and first responders. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay. All right. Are there any items to be added or changed to the agenda? >> Yes. The only um update when we get to building updates instead of Sean, it will be Rachel Olsson presenting. >> Okay. Um awards and recognition. So, some personnel uh new hires. Looks like we
002have Lucas Ramsay. Um, and Christina Van Siver and Melissa Wall coming in to join our team. For resignations, uh, we have Aaron Bloss and Daniel Dorance. And then retirements, we have Heidi Weieber and Lesie Girth. Um and then we have some exciting announcements. Do we have any of the new hires here this evening? >> Not this evening now. >> Okay. Um some MASB awards. So Lori Huitt completed her level one board member certification. So congrats. >> Thank you. >> Very exciting. >> Thank you. >> And then Jeff Weber got a level three uh award uh an award of distinction. Good boy. >> So, that's fancy. >> 25 cents. Get you a cup of coffee, maybe. >> All right. We'll move on to uh building updates. So, Carla, >> sure. You'll be seeing some data from
003the other schools in a few minutes about assessments. Our preschool assessment data doesn't come in until later on this spring, and of course, we'll present it to you then. But one thing that we did look up recently was how many students that attend Gaylord Community Schools preschool go on and attend Gaylord Community Schools. And so we did that for last year and the number came up to 89%. And actually four there were four more students that repeated preschool or else that number would have been over 90%. So we're really excited about that and I think this year we're going to see that same trend. But but that was some positive data. So I want to share that with you. Thank you. >> Awesome. All right. Um Diane, >> can I turn this one this way
004so the board can see this one? Okay, >> please. >> Can you see that? >> Yeah. Okay. Sorry. >> That's okay. >> Okay. So, I just have a couple slides to review. Just some quick data from South Maple. On this slide looks at um our winter reading data. And the top bar uh is our growth. So, it says that we are in the 65th percentile for growth. And this is all four grade levels in our building. So, that's the whole building combined together. And then the bottom two bars uh measures the difference of achievement from the fall which we were at the 40th percentile for achievement and then in the winter we were at the 53rd percentile for achievement. To note um we grew our blue and green kids by 13% and then we reduced
005our red kids by um 10% in reading. So we're moving in the right direction with our ELA data. So that's nice to see. Vanna, >> can I can I add really f just just to clarif and and the achievement >> this isn't a percent of a test. We didn't get 70% on it. What it means is our students have done as good or better than 70% of all kids across the country that take it. That's that's the best way to understand it. And then I'll let you understand uh explain the achievement, but the same of those percentages. It's not the percent we got on the test. It's how we compare to our peers. >> Glad you're here, Dennis. >> Exactly. >> Um, and then in math, again, looking at those same metrics, we have we
006we are in the 70th percentile for growth overall as a building and then we started the year at the 43rd percentile for achievement and then grew to 58%. So, if you if you look at like the state and you you line let's say 100 like kids up in our group, um, what's what's the achievement standard? We scored in the 58th percentile. So that means over half of our kids are where they should be. So that's great. Um same thing here. We we grew the the green and the blue and we reduced the red, which is what we ultimately like to see. Um I did tell my staff I would like to one day see all of those be green dots instead of yellow. So room to improve, but we're going in the right direction. >>
007Good. Thank you. >> Will you do this assessment again in the fall or exc? >> Yes. Yes. So we'll >> So we'll have another another data point to compare. >> Okay. >> Yeah. >> I feel like I can >> I didn't mean if I stun your stole your thunder or not, but >> No. So um on here, so this is North Ohio. Same same information. And I know Mrs. Parker talked to you about the red. And so when we're talking about red, these would be students identified in the lowest percentile, right? So like in that 20th percentile. Um so students needing more support um than their peers in this area, right? So these would be kids that we would consider to be um on grade level or moving in that very close trajectory. So at
008any rate, uh reading growth for North Ohio, you can see our growth again, Mr. Peek explained that is in the 65th percentile. Um always positive to see that our achievement from fall to winter and again right like we'll do this in the spring. um we grew from the 41st percentile to the 55th percentile in our achievement numbers. And then like Mrs. Parker talked about looking at those students who are um in the neediest percentiles, those at the 61st percentile and greater. So like the greens and the blues grew by 11%. So we increased those kids at that grade level by 11%. And by doing that, we also help decrease those in those red zones um needing the most support by 13%. So a positive in the reading direction. And then who's our is it Kaitlin?
009Okay. And then our math uh very similar growth in the 64th percentile um in achievement from fall to winter grew from the 45th to the 56th percentile. Um, and those in that 61st percentile and above, the greens and the blues, uh, and greater, they grew by 13%. And those in the 40th percentile, so in math, we de decreased those those kids in the neediest population by 14%. >> So, lots of positive things. Everybody's working real hard. Carla's heading up. I'm sorry. >> Perfect. >> Same with GIS. Very similar. Um, 64th percentile and we went from the 46th to the 54th. And what we're really focusing on this year is like we could 19% if you look in the yellow are the kids that we could are really close to being proficient when you think about
010that proficiency rate that we talk about that correlates to MSTEP. So we're we're excited about that jump um for for our students. And then in math we are um oh this is reading. Yes. And then math we're in the 62nd percentile and we went from the 45th to the 52nd again. So, we're making some good growth and we're going to continue to focus on moving um trying to move that needle the quickest to have proficiency jump quickly. >> Perfect. >> Thank you. >> All right. Uh I'll piggy back on the on the positive data growth. Um all right. So, I broke mine down by grade only because we have a couple different assessments that are given in each grade. So, I think it makes sense to break it down that way. when we look at
011our ELA stuff, um our seventh grade takes the reading test and our eighth grade uh takes the language usage test. Um so when we look at our growth for seventh grade reading, we're in the 69th uh percentile and as Dennis stated that's compared to the US students across the US. So that's I mean we're pretty far up there. That means approximately only 30% of students in our country are doing better than us as far as growth. Um and then our um as far as the achievement, we started at 59th percentile and grew to the 69th percentile, putting us way in the green in that area. And what you can see is a large shrinkage in um our orange and red areas, right? Um and lots of growth actually from green uh yellow to green and
012then green to blue, which is awesome. Um we talk about language usage. Um very similar trend, right? We started as far as the achievement that was fairly steady both in the 66th percentile. Um but we're also sitting at a really nice spot as far as growth in the 61st percentile usage. Um and then we can go into math. So math is also one of those scenarios. We give a couple different tests. Uh we have a small group of eighth graders are taking algebra uh which is a high school level class. So I'll show that data in a minute, but this is all our students seventh and eighth grade. They're being tested in K12 math. Um, so what we're seeing is we're in the 70th percentile as far as growth for seventh grade, um, and we
013moved from the 61st percentile, which was already very good, uh, to the 67th. And that's awesome because what we usually the higher they are in the percentile range, the more difficult it is to show that growth. So the fact that we're already doing well and still continue to show a large amount of growth is is a big positive note. Um, for our eighth grade, we went from the 43rd to the 49th percentile. So that's seven percentile or six percentile points growth. And another like that's another situation where we are shrinking our you know orange and red and a lot of that for the eighth grade is moving into that yellow which as Carla kind of said that's our target area right now. As far as the time period between now and testing those most movable
014students are those ones that are in the yellow. What we'll look at going into next year when we're talking about specific interventions is the ones that fall into that orange and red where we can target those students and try to get them caught up and close those achievement gaps. Um and then we'll move into algebra. So this one was really surprising because these are our students that are usually, you know, really high on the growth scale and achievement scale already. And so typically you'd expect their growth to be smaller. One of the reasons for this also is this is a new test for them too. So they're they've never taken algebra before. So we expect that there may be large amounts of growth. But we started in a really really good spot. We started in
01577th percentile already and we grew to the 87th percentile. But that puts us in the 90th percentile as far as growth compared to the country for our algebra students. So, um, really, really impressive out of that group of students. >> That's what I got for you. >> That's awesome. >> Thanks, Ry. Rachel's up. >> Yes. At the high school, um, mid January, we switched semesters, so we're just looking at our failure rates. Um, we compared it to the 2425 school year, and we had an 11% decrease in our fail rate. And that is also adjusted for um the change in on enrollment. So that was we were really excited to see that which then kind of means 2% decrease in our overall classes failed and a total of 120 less classes failed as well. Um
016and then we also have 20 less students failing three or more classes. So really excited as we look at our failure rates um with the new semester. We also started some ARC peer-to-peer tutoring. So, we're hoping to that that will um continue to lessen our failure rate. >> Perfect. Thanks, Rachel. >> All right. Um public input. Do we have any public input tonight? >> No public input. All right. We're moving on to the consent agenda. Uh we have our special board meeting or workshop minutes on there. So, we have those proposed. And then also in the consent agenda is the treasurer's report. So we have the general fund and athletic fund bills in the amount of 4 million just over there. Uh cafeteria fund bill in the amount of 121,000. Sinking fund bills in the
017amount of 81,000 and then the prior period adjustments is zero. So we would need a motion to approve that consent agenda. >> I will motion to approve the consent agenda. Second. >> Any questions? >> Okay. >> Rachel, >> yes. >> Katie, >> yes. >> Sarah, >> yes. >> Doug, >> yes. >> Lori, >> yes. >> J, >> yes. >> Carry 6. >> Perfect. Um, I know that there was as next up on the agenda, the GCS reports. Um, there was a policy and disciplinary committee meeting. I know that Carrie was the lead on that. She's not here tonight. Um, so we can't say a lot about that one. And that's part of the new and unfinished business that kind of rolls over into the recommendation that it is recommended that the board approve the long-term
018suspension of a GMS student 1 as presented. I will make a motion to approve the long-term suspension of GMS student 1 2025 2026. >> I'll second. >> Any questions? Can't really say a lot about it. It was in closed session, so confidentiality. >> Rachel, >> yes. >> Katie, >> yes. >> Sarah, >> yes. >> Doug, >> yes. >> Lori, >> yes. >> Jack, >> yes. >> Motion carries. Okay. And then it is recommended that the board approve a long-term suspension of GMS student 2.20252026 as presented. >> I'll make a motion to approve the long-term suspension for student 2205206. >> I'll second. >> Any questions on that? Again, we're keeping that close session confidential for the student. Okay. >> Rachel, >> yes. >> Katie, >> yes. >> Sarah, >> yes. Doug, >> yes. >> Lori, >>
019yes. >> Jeff, >> yes. >> Motion carries 6. >> Okay. Do we have no staff introductions? Right. >> I had no I asked, but I'm just double checking. Um, no public input, correct? >> No public in tonight's meeting just was intentionally. We kept the agenda short. We have long nights tomorrow and the next night, so thought it'd be a good idea to keep the principal's uh presentations on the shorter side of time. >> Sure. >> I will make a motion to adjourn. >> I will second it. All in favor? >> I >> thank you all.