001call Open Session order join for the of algian i al to the flag of the United States of America and to the Republic for it stands one nation under God indivisible with liy and justice for [Music] all okay I need approval of the agenda please move second all those in favor say I I oppose agenda is approved um we have our list for Patron comments we have one Patron Judy would you like to speak please [Music] each other and doings that need just extra emotional health extra food keep warm keep keep bless all these teachers here and all the ones that AR present school system in the school to continue protection of Our Lives to keep all the the stuff going on the JS out there cour to protect the guard and keeps then I
002pray to give to board and um just say thank you for the board part to and thank you for all all the work that they do for us and all the hours that get we definitely appreciate it all so I pray guidance upon the board here now give facts they need to know the knowledge they need to know to gain the wisdom that needs to be required in order to come to corre decisions better of the school system and better of the children so this prob each child is so important to your heart so may we take not not never take it for Grant how important each was off the children here intin School District 32 so bless each and every decision made here by your continued guidance upon the MERS here and bless them
003their lives personally in your hands with the things that they need to so father thank you we praise your name just awesome God in Jesus name we pray um we need approval of the consent agenda items does anybody have any warrants for they to abstain from a motion to approve the the consent agenda as presented okay all those in favor say I I oppose consent agenda has been approved now we're going to go to the gym for our recognitions okay we're moving on to new business and action item I'm going to do a roll call vote to schedule a closed session to discuss student and Personnel manners as provided by revi Revis Missouri statute 610.021 sections 36 13 and 14 at the conclusion of the Open Session second Rich hi Alissa Kevin hi hi Jamie
004NY hi okay our insurance did recommendations [Music] so the Souther welfare committee broke up into subcommittees one of which was look at the insurance because this is our three-year reow Point uh we had two plans present to us uh we decided to go with the ospa plan understand there was a 6% increase on premiums this year but actually in the past two years we've not had a premium increase so we did decide to go with osba for medical keeping the all of our choices we have currently and the only thing we did make a difference on was Dental we decided to go with Delta Dental as the other alternative which was new to us this year it's new to their new members last year but existing numers was new this year that was one of
005these plans that was highlighted the rest were not okay that was because there was a change in the uh the okay it went up I think $100 but essentially all the employees are can choose which PL you can choose any plan you want there's the tpos and there's HSA plans and we are very grateful that the district is still paying the $650 a month up to maximum point on those plans we're very appreciative that one you're looking at in the r it was just a deductible change somewhere in there because ofal regulations okay anybody have any questions motion please make a motion to approve the osba insurance bid for the 2526 school year all those in favor say I iose passes thank you very much do that appreciate okay we are up to our building
006seip plans I've giv everybody a piece of paper to write down your questions and we'll give those to them at the end [Music] okay we have that it's just in this book up you do not have this presentation but we have the primary building each building so this is their presentation that's plan they're going to go into like details all right thank you very much for having us tonight we're excited to share our goals with each of the building so I'm going to kick us off I am a very small portion of this um but kind of leading into it first of all I just I want to um reiterate that our focus is goal one tonight on the which is instructional uh performance by all of our students and so that's what you are
007going to hear about tonight because that's what we're here for ultimately um so our focus is something that we call tier one instructions so I wanted to kind of show you a graphic of what that means so here is what we do in the classroom tier one is applicable it works for 80 to 90% of our students at least it shouldn't when we do it well we have some now all students receive this this is given to 100% of our students um and it's successful for 80 to 90% but we have some students who need some extra support some of the time and so we call that tier 2 instruction and that's where they may be pulled out for some additional help during the day they may get some after school help um there's some
008different things that we do instructionally we may retach it a different way and that's about 5 to 10% of our students and then we have what's called tier three which is a very small percentage of our students that get very intensive interventions and that might be some of our special education students some things like that so when we talk about tier one instruction this is our Focus because we know that all of our kids get this and looking at that one of the one of the areas we need to realize is if we get behind in this if we aren't doing it well we start to have to do this more the tier two and it's a very um it takes a lot of extra assistance often for students to catch up to the point
009where they're proficient at a tier one level and so we don't want to get to the point where we're basically doing all tier two and trying to intervene and we feel like that has gotten a little off balance perhaps in the last couple of years so some things that we are doing that you're going to hear about from our administrators is we are really working on our alignment to Missouri learning standards and how we assess and how we instruct making sure we're at the right level of rigor and the method of our questioning and that's still a work in process and that is something that we started in August some of the support that we are doing that I wanted to share with you tonight is as you know we've been looking at some instructional
010materials and and trying to provide that to our teachers they deserve high quality materials and so we have done that at the K5 level with our Ela materials um as you know this is our second year with our IA materials we are looking at um adopting for 6 through eight grade 6 through eight next year with a program that we're going to share with you at our uh May board meeting and also parents can come in and review those as well and then we're also looking at K8 math now I know that you know we've been using Tang math for three four years in some areas but that is an area that we felt like we needed to look at a more robust more extensive program um keeping a lot of those principles that we
011have already adopted and gotten professional development on but being able to provide those teachers um more extensive materials um at the 68 level we are looking at hmh into two math um and at the lower levels we are looking at I ready um which will be a really good alignment with um our reading and math diagnostic that we're looking at for next year as well so those are areas that we are reviewing right now and we will um next year begin to look at science and social studies and putting those those materials into our teachers hands so wanted to share that with you before we move into the Cru Center first all I want to thank Jane because she's letting me go first for the first time ever is that right usually I'm stuck at
012the end like the Forgotten stepchild get back in the corner it's kind of like my dad when I was a kid said go back out and play so for our building you probably get tired of me saying this you know with 12 different programs that are so vastly different and unique uh it's hard to come up with some common academic goals in each program uh we choose to focus on Two And if you've got a good mental picture of what the school district's APR report looks like um at the bottom of page one the section that's still on performance uh there's a section on U success ready students and under success ready students there are two things one's on assessment and one's on Advanced Credit um so the career center does choose to focus on
013both of those areas or we can help the district as a whole uh you can see on the the diagram on the screen shows the ACT work keys which we focus on all of our kids take the ACT work keys uh and a lot of what I'm going to say actually bleeds into the high school and what Mr chaer is going to say as well uh there are three sections on the ACT work keys okay based on their scores they get placed really in five categories on the screen it shows four um the national career Readiness certificate ncrc is awarded to any kid who scores in bronze silver gold and platinum uh there is a lower section beyond the reason we choose to focus on Silver you're going to see in a second it'll it'll
014make sense on our district APR reports um but at the bottom you can see where our seniors are either have performed or are currently performing last year seniors very good 83% and I think Mr Hayden could probably back that up traditionally that's about the ballpark figure where the building performs at this year seniors for whatever reason they're knocking it out of the park okay awesome U there's a lot of positive peer pressure um I'm not sure how it's happened whether it's organic our teachers emphasizing it uh sometimes if we wave a little carrot in front of the a kid and saying hey if you want to get back in the shop and work on that welding project let's make sure and take it section just one more time and give it your very best so
015there's a lot there's a lot of emphasis there but they they're doing awesome virtually every kid has scored silver or above uh and then we've got next year's uh group yet to be determined um one advantage that we have that like a high school situation with a kid who takes the ACT typically that might be a One-Shot deal like some of our seniors are taking the ACT next month our advantage in the career center is we can get a kid in the follow their junior year test them in work keys in our embedded credit classroom in October establish a baseline score we purchased a curriculum that allows us to sit down with that student here's where you're deficient okay here's where your strengths are we can focus some lessons that are built in then we
016reassess in the spring hopefully by that point they've reached silver some kids want to keep on going so even in their senior year they might test a third time in the of their senior year or even a fourth time during the Spring of their senior year so you can see the growth is really good I did want to put something in your hand that I think will make it a whole lot more sense thank you now full disclosure uh two days ago I had a handout that was perfectly fine it was pulled straight from the Desy manual it had some some part circled some stuff squiggled out but my younger cooler colleagues said we can do better than that so we've got this graphic what I want to point your attention to on this sheet
017is along the top row where it says there's a point value under assessment and measurement description across essentially every kid who graduates from perable high school will be assigned a point value for for an assessment that they taken go back okay so for example if uh Craig Jamie and Kevin take work keys for me and Craig takes the work keys he scores silver according to the Chart silver go up he according to the state of Missouri he's a0 75 student in the assessment category okay Jamie takes it he gets a silver as well he's still7 five okay I want you to look then if Kevin takes it only gets a bronze look how low his score is it's a it goes it doesn't go down one notch it goes down a couple notches to 0.25
018the state for whatever reason disproportionately punishes students if they don't reach silver level okay so 75 75 Kevin's at 0.25 you add those three guys up divide by three they're only scoring at 58% my building is now 58% so you look down at the chart at the bottom of this sheet my building's only at 58% the district is going to get five out of 10 points it's not good enough I'll take it again so we take young Kevin give him some targeted lessons have him take it again until he he pulls it out okay so in effect you you can see that's that's really Advantage I have my Platinum here you got your platinum yes so that's that's the goal and I think that makes it a little bit more sense about why we do
019what we do and why we reassess the areas we do okay the second slide there a couple things the actual graphic has nothing to do seemingly about irc's our goal is we want 80% of our CTE completers to earn either an industry recognized credential something that's portable they've earned it and they can take it anywhere in this in this country and say I went through a program it was in Southeast Missouri here's my certificate that shows I have these skills right awesome so we want kids to earn irc's or two stackables now just pass that one around that's exactly what you see on the screen it's just not quite as blurry uh this graphic the only reason I'm sharing it with you is because almost everybody who's sitting at this table and they're building they
020touch on this career Pathways graphic really and Emily you said even in the primary their kids start looking at those career clusters and career Pathways by the time they get to Mr cow's building probably narrowing down a little bit more that's where you're taking student interest inventories some individual discussions with the counselor about what KS they interested in what their strengths are their eye caps which might come up here in a few slides and then by the time they get to Mr schaer and myself that's when you really start focusing in so that's big picture graphic as a kid gets older we'll start narrowing it down so how does that have to do with our focused academic goal to again we go back to District APR success ready students you've just seen the assessment category
021is worth 10 points the Advanced Credit portion is also worth 10 points through our entire District here's where it will probably make you bend your head against the wall a little bit again every student who graduates from peral high school will be assigned a point value in the Advanced Credit Matrix the hard part with this one is they either get a zero or they get a one that's it so if a kid graduates high school and they either don't earn an IRC don't earn two stackables or they don't take a dual credit uh or enrollment class for Mr schaer they get zero zero very difficult kind of frustrating so in our building in our career clusters we do have mostly a pretty good chance to get kids in IRC your two stackables okay do want
022to point your attention to the side on the lower left notice the difference it's a much lower threshold that the state has established on the assessment sheet that you received a couple minutes ago versus this one so at the bottom leftand corner we can get full 10 out of 10 points if and it kind of got shut off a little bit 47.8% of our students get an IRC do a credit class or two stackables so basically one out of every two our goal could be 50% of graduating completers could earn an N SE and we get 10 10 out of 10 we choose to raise the bar a little bit and kind of shoot for the moon but this one is much more difficult to obtain and I will try not to take much more
023time but I want you to get a feel for just what we do in my building the document that you're getting is the guidance document provided by the state basically they say hey Mr hex you're in charge of the career center you you want your kids to get an IRC or a sackable here's a here's a list of what they can do so I don't expect you to look through the whole thing but Point your attention flip over just to page one cluster one is agriculture we don't have a block ad class but we do have lots of kids in FFA lots of kids who are taking four years of AD classes the has anybody noticed how many irc's access does a kid have in the entire state of Missouri that counts for our APR
024they can only take one of two irc's it's either moas or a vet assistant that's tough well the state says you can earn stackables too and get full credit the state only offers one okay so that really limits us okay so we're not we we're going to do the best we can and if you flip through that whole document there are parts of it that are really really frustrating so just so that you know kind of on a on a day-to-day or quarterly basis how we handle things building I sit down with the the teachers in each program and what you have in your hands now shows the programs and then the either the irc's that they have available or the stackables so right off the top you can see agriculture we do try to
025get our completers our kids who take lots of AD classes that moas IRC that's the goal okay so as you let this kind of sink in if you want to come back and ask ask any questions about this and what we do or why we do it okay feel free to come back and just say explain a little bit further but that's our goal okay guys um so our high school go again still focusing on goal number one um where we're focusing on students demonstrating continuous academic growth from measures of success uh so I've got three kind of areas that we're focusing on and it's really a Back to Basics approach um Mrs uh Miss Naro I think mentioned a little bit earlier essential standards um I want to talk about that just a little
026bit more before we jump intoo far because I'm going to make reference back to essential standard several times and I know we have a tendency to get into education talks sometimes and go too fast so um essential standards in a nutshell every single course in uh high school every approved course has a whole list of Standards from the state of Missouri essential standards are selected by uh have been selected this year by our teachers going through and deciding what standards you five or six of them for a four-year course are absolutely essential for every single student in that course to master and that's all students whether they're College Bound whether career bound whether they have an IEP a 504 a behavior intervention plan what is it that we want to guarantee hang our hat on
027every kid's going to master this before they leave here at the end of this year and that's really really vital and it's going to be important in some of the plans I have for the next couple of years um with some other things um but those essential standards we started out back in August going through all of our core classes and identifying okay with alignment to our eoccs and we'll talk a little bit more about eoc's in a bit eoc's and as classes that serve as prerequisites or classes that are accumulating know your algebra one and then your geometry then your algebra 2 what do those kids have to have mastered in order to be successful moving on through high school and then in order to be successful for whatever they choose to do after
028high school so basically it's just boiling through all those standards to focus on just that really most important core and by the end of this year we'll have those identified for every single course offered in the high school um the next one I'm going to drop straight down our cfas which are common formative assessments and that's an acronym you guys have heard us uh use for several years now um we are realigning our cfas to specifically go along with those essential standards so we're doing less measurement but it's more focused measurement so we're using that for to in inform adjustments to our instructional strategies um we heard some great PD over the summertime down in POA Bluff where uh the speaker asked very very plainly and up front if you're doing cfas you're measuring but
029you're then not changing anything as a direct result why are you're measuring it and that's as seems very obvious in retrospect but we do a lot of assessing and a lot of measuring and it doesn't always lead to direct change in instruction so reducing those down realigning them to fit the essential standards and the eoc's that can then help us decide where we need to go um the focus on tier one instruction again as Miss Jean was talking about earlier is part of that Back to Basics approach where we're specifically work on ton instruction for the essential standards to make sure that everything is stacked up to lead into to our our eoc's and getting the teachers the newer teachers and our veterans to kind of get back and focus on what is the the
030most important pieces of each of these courses for the kids here I've just got the one hand out so when it comes to the eoc's um State assessment looks a little different in the high school than it does in those I'm sorry skip you and it does in the uh in first through 8th grade um we just have the four areas we've got uh English too we've got algebra we have government and we have biology um and there's not really anything to directly compare those two it's not a year-over year most of our eoc's are taken by sophomores and our government are buy our Juniors so EOC scores fall directly under our performance piece with our APR and uh this year we're deciding to do a few things a little bit differently so this is
031going to look like a whole bunch of information and it is um I'll get to that in just a second though but to address some of the concerns with some of the scores specifically English and math are the two big pieces as you saw on our building Improvement plan that we're focused on um we're starting with all of the all of the eocc tested courses got charts like this where I took the standards as they were scored on by all of our students and you'll notice there's uh the percentage of points earned in 2024 and then just to the right of that percentage of points earn in 2023 and that's organized by standards there's a call number for the standard over to the left that doesn't make a lot of sense unless you're English teacher
032uh but then over to the right it's a description of the standard itself and we I put these side by side with last year scores and your prior scores just so we can start to identify Trends and then you'll notice it's colorcoded to make it real easy for teachers to just glance at it and say oh this one's really light for instance down here on reading informational text it was 24 and 28% on that one in particular obviously that's an area we need to shore up but at the same time you'll notice there are some standards drop all the way down reading literary text well on this one standard it scored three times they got 20% 39% and 55% all right well that's that's quite a range in here but there's several of those where
033it's all over the place and it comes back to what type of question is it how do they approach it and that kind of thing so this is really to help teachers again again identify does this need to be added to our our list of essential standards and how can we Shore up instruction in that area specifically so kind of digging in and really putting our finger on on where we can find those gaps and their understanding and their achievement um the second page is the same thing but that's for algebra um we did have the this for government and for biology but I I figured that was enough spreadsheets for one night so I I just got you a sample in here um but we get these out during our PLC meetings we took
034a look at them broke it all down after EOC scores come out of course the teachers always like to see how did how did their kids do and that kind of thing but we'll try to focus more on overall so that we can address any areas that maybe we're not a well enough just within just within our curriculum as we're implementing at the time uh let's see here so the other big thing that we're changing with our eoccs for the last um I'm going to say it's been eight or nine years our 's each session which uh our biology and our government are both just a single session um those are anywhere from 90 to 120 minute long exams and they've taken those in the gymnasium in maass we bring in tables the kids sit
035there and you're there until the test is over and it kind of throws Monkey Wrench in the schedule um it's arduous at best the English and mathio these are actually two sessions each lasting 90 to 120 Minutes a piece so they get a couple of days of that uh this year um with some of the changes that are available with EOC now and help with some of my counselors rebu the EOC testing schedule we're not doing them in the gym anymore they're actually going to be in their classrooms with their content teachers and we're able to break that testing period up so it's just going to be one class period at a time they've got the ability to hit pause on their EOC go on to the rest of their schedule the rest of their
036normal day without messing everything up and then come back the next day a little refreshed hopefully got some breakfast in their belly and get back into the test from what we've heard anecdotally from most of the testing proter the kids really kind of fall off in terms of durability and grits once they get past that 45 50 minute Mark which you going imagine high stakes assessment when you're getting into an hour and a half to two hours that wears them down so we're really um optimistic that breaking it up putting them back into a familiar setting and giving them some breaks in between is going to help with that a lot um push through do their absolute best instead of getting tired and clicking um any questions on eoc's or anything of that nature okay
037so the other piece that we're really focused on this year is our College and Career Readiness and again I've kind of got three big areas of focus um the school links program this one you guys remember we uh you guys you all approved for us uh we're in a three-year contract with them we got started up in August um the uh School links program just quick review it has that really robust College and Career kind of search engine ability to it um there's all kinds of great information in there where the kids can fill out they can go through different mini assessments and surveys and things to figure out you know what do they really want to do what is the area they're going into and that leads directly into the career clusters that Mr
038heck was talking about earlier uh additionally um we did send out uh I know some of you probably got a couple of weeks ago an email from me that says hey you're your uh Parent Portal is ready you can go ahead your students have a claim code set up for you so now parents can hop on they can see the assessments their kids are taken see what they're interested in see what they're looking at and then in the next couple of months their icaps will also be able built in there so students I'm sorry parents can hop on and kind of see what their plans are for the next two three four years through high school we had our midyear uh checkin with the school links last month we meet with him every month uh
039via Zoom in our mid year um they're pretty happy they said typically by the end of year one schools will have 80% of their high school students on board and and active and at the end of our first semester we had 91% of our students are already on boarded and active in there so that was great I'm having the customized middle through High School icaps usually they said that's in year two or three our counselors actually got that finished up back in December so that's already done a year and a half in advance and then we've launched our College app manag which usually they don't do that until spring of year two and all of that's going so things are going really well with school link I think it's going to be a great piece
040moving forward to help kids figure out what they're going to do once they graduate um the next part as Mr heck mentioned earlier our our CCR assessments so big piece with the assessments our counseling staff with a specific emphasis on Miss Rebecca left her first year here she has been instrumental in aligning which assessments students take with their I yeah so big three areas we're always talking about is college uh Workforce or military with each one of those there's a different assessment that they might take you know if they're direct College Bound we're looking at the act or the acup Placer uh and then if they're going military of course the asbab and then if they're going Workforce a lot of them are doing the work things through Mr he uh so what Miss leer
041and the other counselors have done develop tracking and the talking with those kids to make sure every single student who comes through is going to have at least one of those assessments under develop by the time they graduate currently theyve already up to almost 100% for this year's senior class and it's been loops and balc just by getting it all into one spot tracking that which is really exciting um we also do have the ACC Miss nrow actually got a set up in the career center March 11th I believe we're offering the ACT here on campus it's a Tuesday it's a school day uh and we're up to I believe last count with 72 of our students are going to be taking AC on campus as opposed to having to travel to St Jen or
042ptoi or down to Jackson to get that test on a Saturday so really really awesome uh the last pie piece down here is the enrichment so one of the big things that we've been talking about as a staff for the last year or so is providing more advanced achievement opportunities for our students um pushing some of those really those those top level kids who want to do as much as they can learn as much as they can providing them with an opportunity to really get out and stretched away so uh We've added additional dual credit dual enrollment options this year we're actually looking into adding eight courses for next year and we've got a new honors program um that we're still it's early on it's in the works but it's going to expand options to
043honors courses across campus in all areas uh for all students so really excited about that too so if I'm a high school teacher um is did I am I'm in the middle of it are you done I'm good yeah um if I'm a high school teacher and you're going to communicate your plan CIP along CIP um two or three measurables that you're going to come to me and expect me to see when you say two or three measurables that I want to see from you yeah if I'm a teacher if I'm an English teacher a math teacher pick one just pick one tell me if going to be the cfas on those essential standards that's going to be the main focus moving forward the rest I already forgot what's the if I was I'm informa
044of assessment so let's say you're in let's say you're in algebra one albra algebra one one of the one of the essential standards in there is going to be able to multiply pols so one of the things I'm going to want to see is every time we've assessed hey how are your students doing with multiplying pooms you were able to say okay I've got 80% able to master it by uh by October 1 the other 20% got it right around mid November those are the things that want to be able to see because that's a an an accepted excuse me expected standard for all of those kids to master to your hospital or is that these are all selected from the Missouri learning standards so they're going to take they went through all of the
045Missouri learning standards they're responsible for for each of these classes and selected the essential standards out of those that are either going to they either align directly to EOC or the teachers have worked within their plcs to vertically align that hey after algebra one I've got geometry after geometry I've got Algebra 2 what do I have to have mastered in order to be successful in those subsequent courses sounds like you're repeating standards that already there but but we're looking for grow no all impr all of the standards are there this is about focusing on the essential standards specifically to make sure that they're they're all mastered and these are going to be written down in your plan they have well they won't be in this plan know all the teachers have identified those Poe classes
046are all done so our English math social studies and science classes have already gone through and identified their which standards they're going to highlight as their essential standards focus on the other courses the non-core classes some of them were completely done some of them are still working on them and then over the course of the the rest of this year and then the next year they'll be developing the cfas to specifically identify those make sure we're measure and make sure we're achieving okay all right let's see where is okay all right um we'll just start here with the first page uh we've got um our our building goal which it mentions NPI which will that was part of the handout we had earlier but Middle School's NPI scores and math Ela and science will show
047consistent growth and then we have a measurable down there which is each NPI score in math and Ela will raise 10 points so um as we dive into this I I we will take uh a look at our worksheet here in a little bit and and kind of remind ourselves I know you guys got some training but every now and then it's good to have a good summary or a good refresher on I'm going to hear NP a couple times here what does it mean and and how does it correlate to to the success of our students so um goal number one in in our in our bip is is all about academic focus and um I am going to choose the three uh on the top the the to discuss in a little bit
048more detail in the upcoming slides uh but I didn't want to give the impression that these are the only three items that we're doing right there's there's a lot of things that go into academic focus and academic Improvement um but but if I was to choose three spotlights on what's moving us those will be the top three we also have a building level focus and we also have targeted interventions so that would be the two that would be the tier two and tier three that that Miss Naro had mentioned ear so let's take a look at the worksheet I I hand it out and and why uh the MPI for something that we chose in order to to to track and and make us are are measurable here so let's remind ourselves what NPI is
049it's an average score that reflects how the student population performed in a specific subject group so it's a single number indicator and that is a number that you can compare against every other Middle School in the same subject all across the state of Missouri so it's really if you're looking for a One-Stop shop how did the Middle School do you want to look at that NPI you want to look at that number okay um you'll you'll hear it I think in a little bit in the elementary as well uh but that NPI score your your real Target is you want to be at 400 400 is considered proficient okay so let's let's dig in a little bit here on the worksheet I provided just a couple things that I can explain um the first one
050is uh is the star and and the star um as you'll notice is is between 300 and 380 that's basically uh your basic students and that's where we are landing so let's go into a little bit more detail Ela 378 is what the Middle School brought home last year you can see how close we are to the next level okay and if we would track that with what we're hoping to do in the NPI if we would raise 10 points you could see that we would scoot over to the yellow box column getting uh the middle school three points uh if you go down to math 360 again we're right there at the cusp of moving over into the next column science 364 again right there on the edge of moving into the next column
051uh uh for more uh what we call points okay the other thing that I'll point out why NPI is so um um it's the One-Stop shop if you look at the yellow box column it's not very big Ela is just uh what is that a not 19 points or 18 points almost 19 points so whereas our Target what you would get 12 points they made the bullseye a little bigger but theyve taken and made the bullseye bigger on the next ring it's smaller so there's a thinner margin between getting all of your points in that area and getting half of your points you can kind of see the theme that Mr HEC brought up earlier sometimes it just doesn't make sense but um they are rewarding for better scores it's easier to move over the
052better scores you produce okay so when we look at that measurable when we look at that one indicator that is how each grade level is doing that's how both uh are and and that's how all three grade levels are doing uh uh and that's how they're performing uh they compute that into a number uh they divide it by some stuff the math gets pretty hairy I'd have to sharpen a pencil to figure it out sometimes but um it is a one number that we can look at as a One-Stop shop the numbers uh the point values are assigned there at the bottom 369 or 12 there's no half points on these either okay so you either get 369 or 12 when we drop down to our student groups you'll see another set of numbers um
053from the NPI number they then produce another NPI number for your student groups your student groups are the five areas that I have listed students with disabilities uh English language Learners lowi income that your pre-int roduced lunch uh and uh the two minority groups is and African-American population okay um those groups can those groups can so you can see a lot of growth or you can see a lot of shrink all in one year depending on how large those student groups are okay if you had a higher population last year and it was based on say 30 students and now this year you have a smaller subgroup those numbers can go up or down um however uh again if you would look at those we just missed uh the on track four and a half
054points in three in two out of the three col three out of two so uh sometimes when you get into the numbers uh and you see how close you are having a measurable consistent growth of 10 points per year if you can maintain that momentum moving forward you start to hit into your target Zone within well I mean you see instant Improvement within a few short years you start moving on uh to your target where you're getting all of your points um now I will say having every student proficient for averaging proficient at 400 you look around the state of Missouri that is very very difficult to do all right that's very difficult to do in fact many of our um um area groups struggle to put two of of those in for want two
055400s on there you don't want 200s and you want 400s uh we've been in the in the in the 300 High 300s uh uh for a number of years any questions on the NPI and how choosing that for I move on and talk about our three academic Focus areas ises that break down to the teacher level what you have here um so it does uh the um each student has their own score and they get that um at they we send that home um they get the same number 300 360 400 they get the same number um what uh the state of Missouri does is they create a formula where you can put that into and combine it with all kids and then you get one number to signify the whole group okay so the
056teacher would then have to and they do at the beginning of every year and part of our back to school days they break down each of their performance and they see where their kids did well where they did not do well uh and and then we could have those conversations both in plc's and as groups uh we tend to have them as sixth seventh and eighth grade teams and and really the ELA team really Dives in together um to see what uh standards they're missing that could have caused Theirs to go low okay um so the three spotlights that we chose in this column um in instructional Focus uh that tier one instruction pops up again from Miss narrow again these aren't the only things that we're doing in tier one instruction but two notables
057um option of Rec uh reading reconsidered and uh completing a math pilot in both of those areas very important tested areas we've been sort of going our own way for a number of years um Elementary has gotten on board prior with purchase materials that were aligned and that were a little bit more of a program uh we're taking that U as well not only getting teachers um Quality materials in their hands that they can use uh but but also um having a a Reliance on something that's rooted in the the knowledge and um I'm I'm trying to I'm drawing a for the one very good so fluency and um vocabulary and having it be the same for the same conversations where teachers aren't feeling like they have to create uh these wonderful materials on their
058own um reading reconsidered rooted in full text I think you guys will get an opportunity to view that um as well uh later on um both of those strong vocabulary um it provides flexibility for teachers IT addresses our fluency at our level something that we don't always get uh training in um and then the two math Pilots we're just looking for what is the best fit we're on number two right now and uh there is a common theme that's popping up is is our teachers are noticing that we've been working really hard but sometimes if you're not working uh the right way or working in the right way uh we're hearing that the students are showing just a little bit of the struggle in some of these new areas and um I think that's because
059they just the materials that we were working with earlier just weren't up to par after a few years and I think that that is is showing up um so if it feels like we're working hard we're not seeing the results I think it has something to do with the materials and the okay uh so um we uh Mr schaer did a great job of the the essential standards talking about identifying those um and and how are we addressing those uh but the third bullet point there in the middle is is from data to action and execution so a great example of that is just sliding over to number two which is the master schedule we've re aligned the master schedule uh for years Perry County Middle School has been uh we've had our conference and
060our plan time uh by grade level where each of the grade levels could come together uh and and discuss the kids uh uh not only what they were covering and strategies but also what works best for these group of kids what's struggling over here how are they doing uh in this area how are you motivating them over here so it was much more of a whole student approach and and there is a lot of middle schools who continue to take that approach with what we're seeing um um in just the MPI numbers we know that there needed to be a change we went ahead and made the option to realign our master schedule by department so now the entire Ela team is off during the same hour the ENT math team is off during the
061same hour um the science team is off during the same hour um so that slides right into our our plcs are now instructional Focus they can actually get into what strategies they're using how they're using it um and and move the data that they're getting to actual items and and collegial conversations um whereas they couldn't do that before but once a month during a few days um and whatever they could get in on their own time okay uh and then also we have um aligned um our master schedule to make use of um it's actually the old block schedule when we go into our NWA testing Cycles we are aligning them just like the math test where uh we have uh first and second hour the students are then in first hour and they go
062through second hour so we're recreating what the that schedule is going to look like on three times a year um so they can get used to where they're going to be testing how they're going to be testing and what it's going to look like okay um and then um our third Spotlight is our parent advisor group uh we um this is part of our building um C uh our B plan uh which actually they helped us create one um whole um goal uh they were instrumental in creating a lot of things that was put on there um it it's the communication goal uh but we chose uh parents from a diverse group we're talking to sixth grade representative to seventh grade representative to eighth grade band choir we grabb the sports parent we grabb a
063student um or a parent the student has an IEP uh a staff members uh who had a student in the building um so we got a very uh diverse representative group and we brought them in um in December and we had some open and honest conversations we visited with them we were we we covered our where we're at achievement by what we're hoping to do and what we're moving towards we got feedback from them uh we chose a couple spotlights um um that would address the bip in our first one um and they helped us craft a plan um on on moving forward we're hoping that group uh can not only uh continue but uh we're going to be able to pass the torch year after year as our graders go out uh what new
064groups are coming in um and uh so we're going to meet twice a year uh to cover these things eventually that group will help us what what is next what are what are we missing and what do we need to address from the parent and from the families U that we not meeting right now so one of the early things that popped up was uh kids in social media use and if anybody has an answer to that I'll I'll I'll take it and I'll I'll Institute it so if you've got any teenagers in your vicinity it's it's a mess get the any questions all right Elementry to for you you don't want to [Music] pass on the inside of the pamplet um you'll see the areas of focus that we're going to focus on uh
065but I wanted to pick three specific ones that I that I find Fus on for the elementary climate culture and academic progress and the other sheet I gave you is um our um NP scores that kind of been taken care of this is our this is my building's APR and so if you look on the performance levels you'll see English language arts and then you'll see two groups you'll see all students and then a student group and then mathematics all students and a student group so you can see the points that we attained on the maps on the map that we've taken and the percentage points we've earned you can see on there the MPI points and then um the designation on how we're doing so as I was studying our our points I was
066realizing that the the concern is coming from those student groups so I wanted to um address that with the teachers so inside of the pamphlet I gave survey and these are the things the teachers were concerned about and would like us to address um so the first one that I'd like that we're addressing is a protected core content and this is going to focus on our tier one so our schedule will have um next year a protected core content or none of the student groups are being pulled from the poe curriculum so that's Ela Math Science Social Studies um there may be a few exceptions but very unusual I I really wanted that tier one instruction another thing that um we want to focus on is our daily is a daily common planning for each
067grade level so right now um our grade levels only get to meet once a week when we have these daily Comming common plans that gives me time to give more professional development and new reading programs or math programs it gives us time to talk together about our data and about our students and um it it just allows for it also builds the culture of the school and then the third thing was the double dose of instruction and so if you would look inside the pamphlet I will show you kind of the differences this is a this was a typical third grade student that would have um that would be in a student group with an IEP with multiple um yeah you can sorry than um this would be that have multiple um services like uh
068OT or language services so right now this student would look like like this will compare on the left the general education students compared to a special group St for this year and next year this is a typical uh schedule for a third grade student so that that if you look at that intervention time at the bottom that is the time that the T students will get the double dose of instruction so they'll get all their core content math reading phonics science and social studies in the classroom and then they'll be pulled out and the teacher will not be teaching Court content during this time so what will the teacher be doing that's the next question so while the students and elll um uh resource um gifted those kinds of groups are pulled out and taught
069by their teachers the classroom teachers will be doing interventions based on student need in their classroom so small group instruction which is one of Hattie's top um yeah FX sizes thank you and so um Everybody during that intervention time will be getting some type of small group instruction and whether it's to enrich whether it's gifted it's um IP Services um and so that those are my three those are my three academic focus and this is why um this is how we're going to try to affect tier one instruction so if you look back on the APR you can see you want it to be 400 or above that's what we're shooting for and so you can see in all student groups they're 377 365 372 it's pretty close so we're talking we I believe we
070can move the needle by 10 points on our MPI for all groups the stretch that I really am pursuing for next year or the following year is to do 20 points in each student group and so and the way I can do that is having this double dosage of instruction where the te where the students are getting the core instruction and then also remediated or enrich later [Music] so I also have a hand out and we'll kind of talk more about tier one instruction at my level and what it's looking like and what we're doing to improve waited all the way to the end I know right completely stopped thank you for being patient okay so for my um just building in general we too have been talking about tier one instruction and I'll talk
071a little bit more about that tiered triangle um and and when we look at data when we look at test scores that tier one instruction should be meeting at least 80% of your kids and so if we're looking at test scores and looking at assessment and we look at data and it's not then we have to start with strengthening that tier one um and I do believe the resources and materials and things that we have received and started using are definitely a step in that right right direction and helping us improve our tier one instruction so the next piece that I as building principal just looked at is you know tier one instruction is what's happening in the classroom it's not that second dose of instruction it's not small group necessarily it's what's happening for
072everyone and so how do we improve that so we get the materials and resources but we also have to work on the craft the teaching what's happening um are we effectively using time all of those things and so as I was reading and and looking up at different things I kind of read this High reliability schools and looked at different practices of how we can improve that and I I felt like since Co we really have gotten back to these are the the four walls of our classroom and not as much um collaboratively watching each other teach getting that feedback as much things like that and so we um have really focused on something called instructional rounds and the reason why we chose that was to improve our tier one instruction and so what that
073looks like is we chose different pieces that we would focus on um during each instructional round and so you could see we worked on pirate code is that being implemented you know that's kind of our behavior um system that we use in the primary Center is that being implemented with Fidelity with all of our kids then we looked at framework and framework are all the components of instruction so are we doing our amplifi CK with Fidelity the way it's made to happen all the different pieces of instruction with Ela and math um we went back and looked specifically at math fluency practices and then at uly which is what we use for phonic and and then we looked at small group instruction so just looking at teaching practice um and inst structional real what it
074looks like is we have a group of teachers with an instructional coach um I myself as administrator are not part of the first part of the process because it's not meant to be evaluative it's meant to look at instruction be self-reflective and really start looking at our practice because tier one is what's happening all day and so what are we doing and what can we do differently or better in our tier one instruction and so on the handout you can kind of see how that practice takes place um they go in they watch instruction they come out um they have a conversation and do some reflection they talk about what did I see in here that reaffirms something I do so what did I see in the practice that I am doing and now I
075know it's being done correctly and affirms that I'm going to continue to do that um what do I see in here that I'd like know more about and so the instructional coaches are there and we can say things like you know I noticed that this teacher used this instructional strategy I've never used that how can I add that to my practice what does that look like can you come in my room and show me what it looks like or help me with those resources and then the last one is what did I see in here that I could try on my own immediately so just trying to improve our teaching practices that are happening day in and day out we have teachers that work very hard they are doing a great job but our tier
076one has to be tightened up and improved if we want to see those results um so that's kind of a big piece of what we did to improve our tier one instruction but with that comes the assessment and the day oh I'm sorry also with the instructional rounds then administrators go in and do walkthroughs and kind of take their own data because what we're seeing is you know when you do something as a teacher over and over you think if I do that if I do that that yeah I do that we have to have someone coming in and giving them feedback and and really not just self-reflection but being able to mirror that and have that conversation about what's actually happening day in and day out and so administrators also went in and just
077did walkthrough so that we could see the reality and then match those pictures so we do our self-reflection talk administrators do the walkth through and then we have a conversation about what's happening dayto day in our practice and how we can improve that um the data talks are the kind of the other side of that is looking not just at what's happening day to-day but what are the results and so we are meeting with each individual teacher we're laying out data of their specific students and saying okay what do you notice and so the kinds of questions we might ask there are what are some Trends and things that you notice in your data trying to help walk through those data talks with the teacher helping them notice you know if they're trends of certain
078content that's not getting mastered if there are specific students that aren't with the rest of the pack what does that look like and what are we doing to intervene with that um and then just having a lot of good honest conversation about what we can do to support them and improve their results um it's been a good conversation uh we've had several just recently you know you have your new teachers that have it's been very uh I'm very impressed to work with them and their conversation and be able to look at their data and say I see a weakness I need help in pheic Awareness my kids are not scoring where everybody else is what do I need to do what practice do I need to work on who can come help me who can
079show me what does that look like so it's been it's been really good conversation um we have veteran teachers that have been very vulnerable and said you know I've always struggled with this specific content I've gotten this profession development I know this but why aren't my kids results where they need to be and so pulling at the resources in our building and really working just to improve instruction um we as a building have had a lot of honest conversations that we're not satisfied with where we're at and we're working very hard but are we working in the right direction do we have the right resources and materials and what are we doing to improve and so those are the two big things that we have done as a building just to improve our tier one
080and instruction um and be very cognizant of that um the second slide is just our multi-tiered system of support and this is just in general those same percentages that Jane talked about at the very beginning of the presentation but you know we don't just look at academics we're also looking at our discipline our attendance different pieces of data on a regular basis um people you know ask sometimes would you put as a goal to improve your discipline referrals by so much that's not necessarily what we put as a goal but we do monitor our discipline referrals to see do they fit in this triangle so whenever we look at our referrals we say does our tier one our climate and culture of classrooms our discipline practices is it meeting the needs of 80 to 90%
081of our kids do we have 80 to 90% of kids that are not falling in that discipline referral that are not falling in that area and at this time we do and so we just continue to monitor that and look at our systems of support and say is it right is the triangle matching or do we have too many kids in tier two or too many kids in tier three do the same thing with academics and right now our 80% of our kids are not where they need to be so we need to look at our triangle and that's why we're focusing on that tier one and improving that piece of instruction at this time so just kind of a picture that we continue to look at educator wise constantly when we look at data
082are 80 to 90% of our kids needs met with the systems that we have in place so I just want to reiterate these are onee goals for us so this is not looking out five years this is this year and then we will re-evaluate and push forward each year with a new goal we just felt like that and what we need to do so that we keep things ever present and in front of us so the work is very fresh for us questions so I have a question on the primary the scores will increase from 153 to 163 yes thank you for bringing that up I'm sorry I completely went over that good job n thank you no the risk score so we do not have MPI scores right because we don't have the math
083test but we do have currently nwaa and so in nwea they give a RIT score which is something similar however they are saying we're shooting for 400 shooting for 400 that's not the same so a RIT score is kind of that that score that every individual could get we also get an average per grade level per content and then we also get it per building per content uh with nwea a the higher the RIT score the higher their level of understanding so you can have a kindergartener with a RIT score of 150 you can have a first grader with 150 and a second grader with 150 what that means is that 150 is how deep their level of understanding is within their grade level content if that makes sense so it's not the higher the
084score the more they um the higher their grade level or the more they know it's the higher level of understanding so I kind of look at it as if I'm a and I'm making up these numbers but if I'm a 100 I understand information at a do1 or a do2 so I can recall it I can spit it back out but if I'm a 200 or a 300 I have a higher level of understanding so I can use that information and apply it to something else or I can compare and contrast it or I can do higher level skills within that standard and so it's not a and we have a hard time parentwise too of just because they're used to well what grade level is that or what and it's not it's just a
085the higher the RIT score their higher level of understanding of grade level material and so the test is um adapt just like the maap test so the more questions they get right the harder the test question will be and if they get it wrong it'll kind of adapt it a little bit lower and so it kind of gets to this Honey Spot of this is where they're performing and then you get a RIS score but it's not necessarily a grade level or knowing more than one kiddo it's just the level of understanding and so we're going to take that average and we were trying to do something something comparable that would make sense for us we also are looking at you know we may not be doing nwba necessarily next year we're looking at the
086I ready um at the primary level we have been using I ready just for math um kind of as a supplement and it gives some online personalized instruction and things like that and within that that we have already found some really wonderful reports that are similar to what Mr schaer has but at our level to where it says every standard in math and here's each kid that has mastered that standard and kids that have not and so we already are finding some really good reports to drive instruction close gaps things like that and then it gives you an overall score but it wouldn't be necessarily A RIT score so each tool gives a little bit of a different score what's the RIT score is there a maximum like it's 200 as high as it can
087go no there's not really a math it's very odd so whenever I as soon as she said 400 I went back because I thought I know our rate scores close to 400 I want to go back and look at that and I picked what I would consider a High kid um High achieving student and it was like 210 and then I picked a student that I thought was lower achieving it was like 150 so it's I don't see 300s and 400s per se but it it could be two you know our okay in one there's a lot of free call information the okay levels look different when I say the okay I'm sorry I mean depth of knowledge and so as we do that of course the older they get the more they're seeing those
088types of questions so I don't know I would be interested to see third four kind of their range of RIS talking I I think it goes into the three 400s once they get there so thank you I don't know why I skipped that I waited so long to talk have a question guys um you guys can each take it um this one always I probably you probably heard me bring it up before so made me once again um when I think of my student and my involvement in challenging him to or her to do better I look at that semester score that's a score we get all the time grade point average and what I didn't hear in any plan was how that grade point average that we're giving we're telling parents and we're telling
089students how that is matching up with how we're achieving at the end of the year um when you do that what does it look like are we giving honest feedback to the parents when they get that GP GPA are they matching up at the end of the year anybody can take it or everybody can I can go ahead and talk first we kind of revamped our report card this year um for that exact reason um we felt like um standard space grading is is working for us and it's great feedback for students and parents but in standard space grading you want to give children an opportunity to continue to be retaught and then master and so when you guys showed previously maybe a three on a report card that showed level of proficiency which is
090three is where you want them um they may have been retaught and exposed to that content multiple times and tried multiple times before receiving that and so A3 for a kiddo that it took three four five times to master that content versus A3 that it's the first time that's different but it was given the same grade grade now we have taken a lot of time to relook at that to make sure that that three or two or four is a true reflection of what they can do independently on their own and so we've been looking at Reading comprehension getting them still one two three or four but it's based on more assessment data and what they can do independently the first time and then they still have that second semester to improve that score but
091I feel like it is a true picture when you said your revenge of where they were going did you notice we were on the higher side or I I felt like at my and I'll just speak to My Level that I don't know that parents always had a really good understanding of what it took to get there and I think it's important that we as teachers are getting kids to master content because they have to go on to the next grade level and they have to have the the precursor to that and be good at it but I think a child that had to have multiple exposures multiple Rings maybe some small groups some tier two some tier three to achieve that would look different than a child that mastered it the first time and
092The Way We Were reporting it looked the same and so that was something just self-reflection we wanted that to be a better picture and a pure picture of where they were going and I feel like now it matches more of our assessment data and we've been able to have good conversations with parents because of [Music] that I can go um I it's so so I the answer is there's a lot that goes into it like there's there's a lot and and and what I mean by that is um ultimately at the end of the year the math test is a comprehensive and also performance and also mixing with a want to whereas many of your grades um and we are the first building who does who gets back to the uh AB C's and D's
093you know how how you're performing on a 100 Point test you get to prepare for that test you get a a take-home unit review and you get to study and you your folks get an email hey you got a test tomorrow um or or or you know you get the study guide you get to perform um but very similar to everyone here took a driving test and if we would take you back to the DMV and say hey let's go ahead and retake this test you might not do as well a number of meters down you know so so that math test that that by the way doesn't give them a grade right there it's not really that gradeable so you're trying to motivate uh sometimes ath graders are typ difficult to motivate in May
094um so so you're trying to get that motivation that want to and at the same time have taught them all of the essential standards that they need and also then be able to use that maybe they haven't seen that information even though you prepped okay uh but when you take that unit test uh the folks know it's coming you report that grade in the grade book they're not doing well they see that so our society does have we're a andb driven in the moment uh when you get to April and May with the test it doesn't necessarily give you an A and B um that that that is also a component of it and so that's why I say it's kind of multi you know it's there's a lot of layers there um I refer
095to and I and I talk a lot about well we we've got to find a way there's no other excuses we we've got to find a way to have those things match together and and that's why you know a lot of things are on the table who they take the test for the before they have where they take the test what order they take the test all of those things um we we have we've done last three years um but if other districts can figure it out we're going to figure out um but how the points and how my A's and B's line up versus the performance on the map um so it's it's there's different levels in there some of that makes sense noad well one one of the other things um and this
096is it's funny that you bring it up because we've been talking about it a lot LLY and that's um the idea of traditional grade books and what we call Point acquisition right you you've got a grade over the over the course of the entire semester that includes uh the test scores uh any projects they might have done um homework assignments completion assignments all that kind of thing um and then there's also you know standards and Competency Based like uh so for instance with Dr Bill and and the Spix they're they're at standards base which a syil competency base where hey you you pass or you on when sure you've mastered all of these things but when the middle school and high school pass as long as your percentage is above 60% there's a lot of
097ways to SCH that so one of the things that we've been talking about in high school for a couple years is reducing fluff in the Gradebook so the grade book is a true reflection of Mastery of objectives and standards and not necessarily of compliance now that I mean are you getting an A in this class because you show up every day you do your work and you turn it in on time you getting name this class because you've shown that you've mastered all of these standards that English to requires does that make sense so Mastery is more aligned with the test if if the want to is there yes so one of the big things that were that I kind of talked about earlier is reducing the number of those those assessments that we're doing
098so we're only focusing on those essential standards and we're increasing the rigor right it's not a multiple choice pick the right answer here but it's a true test of have they mastered the standard yes or no if they haven't we're going back we're reteaching we're coming at it from a different angle to make sure we're there so that our our high achieving you know we we've got kids we had more kids in the 40 this past full semester in the high school we've had since I've been there that's awesome I want to make sure that translates to True Mastery where now they can perform on I mean eoc's are important for state but I'm looking at act active Placer your asbab and the work fees that's actually going to affect them once they leave perille
099high school and so it's it's about figuring out okay are we are we doing grades are we focused on Mastery and that's that's the big shift that we're going to be working towards in the next four or five years is how do we make it more about Mastery and less about Point acquisition because I was going to add to that so I've been administrator 16 years and I haven't had a traditional great card in 13 and so um the way and I don't have the background in the district to know as far as what it looks like compared to last year's scores but what I do know is that the teachers and I sat down per grade level and we looked at our maap results and we looked at our grade cards and we said
100is it the same rigor are we assessing at the rigor that the at the grade card and at the state assessment and so we made some adjustments at the very beginning of the year because is and we have an amazing curriculum it's amazing but no curriculum unless you have a state curriculum is going to have everything in it so we went through our essential standards we went through our um our state test standards and saw how we did on each standard and then we looked at our curriculum and said we're missing it's got a gap of this in it um instant for for an example third grade was author's purpose it amplifi didn't have a great uh series on author's purpose so we just implementing some extra materials for that so um even though we
101don't give traditional grades we are able to address standards at uh at the state level compared to our report cards Mr pal you mentioned uh you know there are other schools that are doing better and we can do better as well I agree has there any been any consultation with any of these other schools that are performing better than us to find out what they're doing so maybe we can try those those things as well yeah um just an example we um um Dr Burman and um counselor fellman just just went up to check out and visited uh with another one in our conference just this week uh or just it was it last week I think or this week um they were together my yeah and for that exact uh reason um and a
102lot of times you don't find a magic you know there I try to look for magic does sometimes but it really it doesn't it sometimes it just comes down and we we just got to be able to to focus on um are we teaching and are we having our students learn at the level they're expecting to perform and I think that that uh is the bottom line we juste but yeah we have conference meetings I you know principal group we always have a topic of discussion when we have those so a lot of good ideas come from that um I try not to turn it into the obstacle game which is man well we we can't do that because I try not to do that I try to take away one or two things because
103someone's always going to have maybe another staff member somebody's always going to have one more little Department thing or or maybe um this or that but we also have a lot of things that they don't have our dual credit how I mean how many kids are enrolled in our dual credit to number yeah I can tell you we currently offer 56 credit du moment credit hours I couldn't tell you the total number of students it's a lot of feel like oh we just added this year we now to doed I just don't hear that much about it as we as we have in years past so I mean I think that's a wonderful Advantage for our high school kids um to walk out of here with 10 12 I mean there's even possibility of 20
104credits um so I don't know I was just kind of wondering if we were I could get the total number for you if you'd like it's it's a lot they they very very popular good and next year um one of the really popular ones is uh our speech class with Mr Hendricks he's he's been jumping through all kinds of Hoops with SEO to get certified to do his dual enrollment not I'm sorry du dual enrollment not just dual uh at the in May he'll finish that up so we'll be able to offer that work he's not just proctoring on behalf of SEO but they'll actually be the teacher of record teach that too so we're constantly expanding those um Miss uh Miss Le the offering a new one next year and then oh my good
105oh miss Litteton Miss Stacy Littleton is adding another one next year through Uno as well so kind of keep expanding the next one that we're we're dipping our toes into is uh AP courses so there's ADV placement coures is a different animal it's not something that that we've offered since I've been here um and trying to learn more about that see who would be interested and going through to get that accreditation for and see how that's going to benefit more of the students too um I heard that we're on in the Middle School we're on math pilot number two um what happened in math PO number one did we just not it wasn't working for us or no I think that's that's a good reason to Pilot I look at math being um um math
106is in a unique spot because they can take on a unit and they can do it in that pilot where it's kind of difficult and a lot of other items to go wait a minute kids we're going to try this pilot it's kind of tough but um math is in a unique spot where they can pick up with a unit uh in different uh series um the and I think that's why it's a good to Pilot now because that first one it just there was a lot of friction it just didn't um um for a number of reasons uh but but I think it was a overwhelming you know that's probably not going to work for us in our community so let's go on number two uh and and we had already had lined up
107number two as well so now it's to the point where you know you can't just keep piloting obviously so uh very very different than it was maybe 20 years ago when you seen the instructional materials and the guy show up and try to sell you uh not like that anymore all of them come with an online component all of them come with parent training videos and a whole parent series there's at home teaching so um the more you kind of dabble sometimes um you just got to figure out figure out what you need and then you know U what what you need most and then which one uh really does that the best so so when we pilot those programs do we pick out certain kids that are our pilot kids for that program or
108for a whole entire class or a grade level so so with this year uh we um so with this year we uh plan and Conference uh by department now so our apartment our department um attempted to go into it we're all going to do this together this a unit in each so even if you're not exactly teaching the same unit you're uh asking the same questions you are in in experiencing the same issues a lot of times uh with the pilots you get a pilot uh facilitator who we can meet with we can share questions we can take one of those plcs I mentioned earlier they can zoom in how's it going where's the questions happening uh and then you also have a salesperson that goes with that so they partner together to make sure
109your experience is good uh or you're getting what you need out of the program um every now and then it won't match up I can think of just this last one the algebra uh portion of our of our current pilot it it wasn't quite matching up so the other sixth seventh and eighth grade opted to Pilot at the same time PA was a little behind but they were still able to get in um just about a week later thank you with budget coming up it's going to be a a crunch time on something can't keep piloting um I heard about a lot tonight about realigning our classro instruction um I'm really kind of excited about that I think that will um help tremendously um and it's kind of amazing amazing to me to know that
110I you're pulling your kid out 5.5 hours I mean that that just blows my mind um we can get that down to 30 minutes so I I I'm really anxious to see how that is going to pay off because I think we truly will see some benefits from that so thank you all for doing that I really appreciate that may demonstration too with our student groups how many kids are receiving services and extra help you know we're trying to flip that triangle so that that tier one is hitting majority of our kids and meeting their needs so we're not trying to intervene our way to success some kids have to have it we know that but um so that we don't have so many that are needing those supports sorry to keep it feels like
111labor in this this is very important stuff one important thing that Dr Jones said was that our our CIP is definitely not going to be something that sits on a a shelf somewhere and so I thought uh Mr Shadrick of a different way to ask my question and I'll give everybody a shot um you guys ever heard what a elevator speeches get an elevator you introduce yourself so for this let's pretend like um someone's in an elevator with one of your teachers and they're in with someone important um Mr Hayden's very important so they're in there elevator with him they got 20 seconds or so and Mr Hayden says hey I heard um your building principal put together a great plan and Mr Hayden knows this uh a good plan is a smart plan it's
112specific and measurable and it's attainable it's very relevant and it's time M and he says to your teacher one of your teachers tell me about um in the next 20 seconds 30 seconds about your uh your your new building cesa plan goal give me an example what you what you expect your teacher to say public my teacher say so this year we focus on just essential standards that are most important for every kid to master and every class and then we are assessing and measuring and adjusting our instruction to make sure they Master every single one of those before they move I think I got under 20 seconds there my teachers would just talk a lot about t one instruction and what we're doing to improve Care One instruction that's what our Focus has been
113big shout out and gold to Mr they would talk about how we've been doing one toone data teacher meetings and their own person goal of their classroom and what they want to do to inove um we talk as a lead team regularly about our building seip and we talk about where we're at so I might bring data and say okay this is what we said we were going to do this is where we're at this is what we said we were going to do this is where we're at so we're revisiting that but I think as a whole my sta would say two one instruction because that is what we have Tau a lot about that we have to get that to fit in the Triangle what they know these measurables we've talked about them
114because they be able to say our we're going to improve our R score by I don't know but yes we talked about them a lot I I would say that my teachers would say a protective core content so that protect the kids aren pull out I would say they want en time where they can get enement to and then I would say that um more um collaboration time so they can do more planning more data we've been also meeting like the primary center with teachers the coaches and I and the and walking teachers through the data and what the data means and how to move the numbers and so I I think they would the I would hope they would say 8 80% of the MTH test is based on the central priority standards and
115we got to address those with quality materials and we have to find a way to motivate our on TES as well that's harder to if I'm a teacher and I've got 20 seconds I'm not going to talk about numbers I'm going to say I love my kids and my job is to help them in any way shape possible to even prepare for college or prepare for a job and most importantly I want to have a good relationship with my kids so they don't want to let me down and that's the math Mr schaer are there any other schools who tried breaking up the testing like you're going to I have a feeling they're going to this year you you're not aware of any that have tried it yet okay I I believe schools have been
116doing that for a time now since we've been allowed to do it several years ago um I couldn't tell you specifics but I know that there are folks that I talk with are doing I have to believe that'll help at least to some extent I just want to thank everybody um from the board I know this is a process I know it's I know it's hard work I know it's time consuming I know it's looking at a lot of data and trying to figure out how we solve this puzzle um and I just appreciate everybody's hard work in this we're all in it together we're all focused on our academics and that's what we need to be focused on for our kids and I just want to thank you all everybody in the district I
117mean it takes everybody it takes the janitors it takes everybody to be able to focus on those kids and give them the best education that they can get well here so thank you for that please share that with the rest of the staff um I I think with what we've heard tonight I mean I do think going start turning things but that's not going to happen overnight it's it's going to be a couple years at least that's what I feel to be able to get turned and lined out the way we want but I appreciate everybody's willingness to look at new things and to to do things differently because we can't keep doing the things that we're doing the same way and get the same results we've got to we got to look at things
118differently so I appreciate um all the work that everybody's doing [Music] we need a [Music] motion make a motion to approve the building CET plans as presented all those in favor say I I oppose motion pass are move on to our discussion items um that msba policy updates I don't I've looked at it I think a couple of people have it's a very long um 43 pages I believe um we' like to maybe just put that as a discussion item on for next month some of our administrators have not gotten to look at that and I think there's some things in there that they really need to take a look at before we uh do anything else with that so we're just going to table that one put it on for a discussion item next
119month as well um number two update our policies those we will does anybody have any questions on those um look pretty straightforward so U we are asking just to add that um the ability for the staff to utilize also their sickly that sickly portion of their PTO when school is cancelled because of weather or some other reason 12- month staff is expected to still come in but if they um are live in an area or they have a reason that they don't feel it safe to come in like if there's a lot of snow um they are allowed to use their vacation or their personal days but we have a lot of new staff it takes some time to build up those vacation days it takes a couple years to get those and so I
120would love to be able to allow them to also use six and leave that choice up to them and I need that to say that in the policy the policies for the personal and the vation say that and the sick does not so we would like to give that to to as an option that only when the if the campus is still open if the campus is closed I don't need to use par our areas sometimes there's one portion of the county that's pretty good and there's some that are not good at all and we want to allow them to make the decision on what they think is their own safety and if they have the days I want them to be able to use them and they get more sick days up front say
121weather day there's no more discussion in next month that'll move up until the consent agenda items okay informational items our financial report so for the financial report this month we use utilize the dashboard again this first tab is all funds Revenue so we have a separate report just for revenue and then the next one would be just for expenditure so this is year to date so at the close of the book of January reporting the local Revenue state revenue and federal so this allows us to not so allows us to see a real breakdown of the different types of revenues that are coming in I like that we see the the breakdown and the portion of it received the percent received of the total budget and then still it's always very important for me for
122us to look at a three-year comparison and these visuals offer that for you so the local Le Revenue received in the same month the same time period up to three years data there and then the state revenue and then the federal revenue and you may say oh why is why is why is there such a drop in federal revenue well just um a couple to few years ago we received a lot of covid grant money and that was Federal money money coming in as a revenue source and we're no longer receiving that so um after that 2023 drops off you should see um that level out a little bit and then we also always want to present it to you in the numbers the numbers are important to look at visuals are important but numbers
123have you really dive down deep so you can see um where the prior year previous year to date what we had received in revenues our current year to date what we received in revenues what we budget what we estimate we're going to do on revenues and then the percent that we've received so far and I've always um we continue to reiterate that we're very conservative in our revenues at the beginning of the budget year um last year we we were very conservative on those and then came back and made amendments as monies came in um things looked a little better and so we would make those amendments so we're getting to the point where we can start making those suggestions our next tab are the expenses all broken out so we have um those year-to
124dat fund expenses for salaries and benefits purchase services and supplies and materials so that's what we've spent so far and the percent of the total budget and then a three-year comparison of those and then the actual breakdown and in this breakdown uh one of these line items I've been asking a couple questions about we're diving a little deep you can see for example under benefits all other benefits you can see that we are higher than what we have been the prior year we've already exceeded what we had budgeted and so what all what all falls into that category and so there'll be a lot of line item codes that fall under that one one particular that's not one you can always budget for workman's comp is in there so we we make those estimates based
125on what we did in the past and there's some other things there so I'm really wanting to dive into that more deeply this report allows me to look at those those pieces and just keep going further and further down into a granular level to to see where we are and what we've budgeted so I really like the dashboard um I think it's beneficial to look at it throughout the month not just one time a month um starting to learn more about it and hopefully we'll continue to add to the dashboard I really like how we can break it all out instead of just looking at big chunks because we don't always understand really all the small pieces and parts that are in it okay Raymond James update so um immediately two days after um the
126board decided to go with R James U Mr Reich reached out to me um came in and sat down in the office he was here for 3 hours we talked a lot and we went through a lot of um data that he had already accessed that was public data from our budget stuff and so um just kind of big picture talking um and then he went back and got to work and he's been calling me about every other day on the phone we talked today and he says uh he's going to have some stuff for me to take a look at hopefully by Friday and so it's just um questions about long range plans um things that that he's finding in our data and we're explaining like he he's his question was he saw in
127our aspr that we had a sudden sudden expenditure a big $2 million expenditure in capital he was like what why why did you have that you didn't have that prior years well that's what it took for us to finish the Middle School building and it was real quick to explain that to him and he goes well that makes perfectly sense because we didn't have that before you don't have that built in the budget this year so he's just kind of really um trying to get a good feel for where we currently are what I've asked her to do is really study that capital projects uh fund but also consider the amount of transfers that have gone over there historically and if some of those transfers could stay over in the General funds those transfers could
128stay in those funds where we pay for materials and supplies and staff and salaries so we have a plan for that also long range not just the big purchases and the renovations and and the upkeep of things but also the stuff like the curriculum pieces and the teacher resources and salaries so really pleased so far impressed so far and he's been really good to connect off okay Mr Hayden is going to give us the attendance report i' have to go just second it's on different page okay so Mrs velker alluded to a while ago I'd like to start out by once again thanking all the members here in audience this evening here part of our administrative team attendance has been a big push since last year I think they get tired of me saying I
129missed class time has missed instructional time uh but we started something new we're going to start out before I give you numbers here if you have a student in the district last Friday I started something brand new and that is sending out an attendance letter uh letting you know child and what their attendance is uh also they're receiving a text message and an email uh if the student is gone and we're thanking them if they did call in uh to let them know uh we're very appreciative of that but we're trying to reach those that are not calling in or notifying unless what's going on so I'd like to thank them for their hard work and what they're doing uh did some reports here and went from first semester and be honest with uh second
130semester it's been a tough between flu uh weather things along that line but when to give you an overall average daily attendance uh we're still trying to figure out on bringing up 90 of 90 because we can't quite figure out where the system and how it's working or how it's so doing that or figuring that but first semester uh Primary Center and why it throws kindergarten down to the bottom I have no idea but overall percentage for the uh Primary Center was 94.4 s down to Elementary 94.7 to5 Middle School was 95.0 4 and I hear Mr Cal back there but I believe uh let's see here's High School 92.1 three uh I believe if we scroll back up let's hear it for second grade has the highest or at least first semester had the
131highest attendance for first semester and Mr HEC I uh apologize but I did this report and I said there's no way this is right because best Cas is going to be bringing a lot of tuition for the district 569 students attending the uh District but that includes our business classes um such as intro computers personal finance so we're trying to figure out how we can pull Chu and our kids give an accurate report there so that was 93.1 so second semester as a mentioned uh kind of falling off a little bit there obviously between flu weather 92.1 7 92.2 six 9.78 for Middle School I can't see and then high school we had 88.5 so we've been hit pretty hard by the uh flu and different things there but that's just a a monthly report
132I'm going to be sharing with you on attendance and and once again like I these guys and gals between phone calls and uh visits and also our sro's going out and uh trying to visit and and make contact and uh Mr heck made a very important point a while ago is it's very very important that we connect with our kids and their parents to let them know that we care about them we're truly wondering what's going on if they something's maybe happen uh to them so it's very very important we make that connection so that is the report for small so I have a question um when I look through these numbers this the student count we've went and you look at first semester and then second semester we've went down kids in every grade
133level administrators but mean a lot of times we have students that either May transfer we have some students I'll use high school for example they graduated we had so our numbers may be down such as high school others just asking we receiving seeing it even in elementary primary 16 last every every 32 every grade they're down yeah from one to the other so well we had previously talked about I don't need to speak out of term but we were questioning whether when a student is enrolled in their attending if that adds to your account for that semester so you know when you start at the beginning of the semester you're just having that small group nobody's came and nobody's transfered in so it may be those unique students total that you had so I can
134see that one number we had never had 169 students in eth grade okay thank you you okay our survey results culture C your places I provided you with an updated copy of the current survey result as well as just to make it easier for you so you don't have to go to the website F back and forth if you wanted to compare this year's results with last year's so you have both of those at your place setting um we did several things different with our climate and culture report this year or with our survey than we had in the past so I want to say that this survey cannot be compared directly to last year's survey we had a Comm committee uh board members staff and parents who reviewed the um 2023 survey questions to
135better align them with our CIP um with the hope that the data collected with the survey that we administered in October we'll inform our teams as we continue to work toward our identified goals um this year another difference that you'll note is that instead of issuing one survey where the first first question was for the people to self identify what group they belong to we I separated it into six different surveys and we sent that survey directly to the appropriate group and then with the Community member group we heavily publicized that through our social media our local media and other tools like the chamber newslet um students were administered the survey this year um given time in their home room or advisory class uh to take the survey and students in grades 3 to 12
136took the survey and as you can see on the first page the comparison of the participation rates over the last three surveys October seems to be our sweet spot with responses um teachers were able to work that into their um schedules to accommodate all students being given the the classroom time to take the survey you see we have 98 uh students were able to take the survey um October seemed to work for us and we timed that at um and I can't remember it was somebody on our committee suggested that we um time the survey with parent teacher conferences so that parents could be reminded by the teachers to take the survey and every teacher had a QR code posted in their classroom so that parents could easily access that survey this year um you've
137all had the opportunity to review this data um in in your packet um we were supposed to present in January till now so this update has the new dates and there was also um just a couple of typos in there that I was able to correct as well um I just want to point out that uh the questions are similar to the last year survey so you can analyze some of that data and notice Trends um even if the questions aren't exactly the same um and we did add some questions that you're not going to be able to compare directly um one of the questions on both surveys is whether respondents believe students are safe on campus on our campus for instance so you'll be able to look uh last year the student rating was
1383.38 on the L scale and this year it increased slightly to 3.74 um and likewise the parent rating increased slightly on that from 3.72 to 3.79 so as you compare your data as you're looking through as you analyze um these results um you will have some comparison points there that you can note and our um admin team and our SE committees will be able to use this information as well to direct uh revisions and goal setting in the SE set um as another reminder this climate and culture survey is required annually by desie um and we also share this information with all of the stakeholder groups all of our participant groups um it is already live on our website and the very last page you have a copy of the news release um about the
139survey it has a QR code it's live on our website and in the morning it will be emailed to um all of our staff parents um we'll have access to that and it will be distributed through our local news media and um social media does anybody have any questions about the um survey how we'll be able to use that okay thank you very much thank you [Music] okay moving on to our Spotlight so I came in a little over yearo support we do uh and have done a great job for so many years in fact next year it's going to be our 50th Anniversary um but talking to a lot of the teachers they felt like some of our kids who are getting ready to take that next step uh be at a fouryear university
140a technical school or even straight to the workforce that there was a little bit of a void uh in scholarship opportunities so often we think of scholarship opportunity that's only those kids who are going to a four-year University like Southeast a zoo or a similar institution and we've got so many kids who we feel we are preparing uh directly for our Workforce uh that even immediately upon graduation they're entering and contributing to our community so when it comes to the scholarships really the thinking from my perspective is I used to be a high school principal the spring semester of a student senior year is so hectic it's hectic for schools it's hectic for um people behind the scenes and even those people in our community who are generous and willing to give sometimes it's a
141really difficult thing to review a bunch of scholarship applications get the money sent select award and those things so when we decided one we wanted to set up a scholarship um program at the crew Center we wanted to make it simple and easy for people to give if they want to jump through the hoops and review every application by all means come in and meet with us but the way we've got it set up uh if somebody's generous enough and willing to give they send their donation to us we have the students fill out an application here and then the staff at the career center will review each application and then make and make the selection um so our donors we' set it up kind of think is a pretty unique way uh they can
142split Their donation into two we like to go in increments of $250 so they can say give $500 might go to one student or they could say make it multiple and give to two since it is their money they have the discretion that they want it directed to a student from a particular school they can do so we have students that come to six area sending schools uh and they have that prerogative and if they like they can even direct their scholarship donation to go to a graduate of a specific program whether it be agriculture AG Auto Collision auto service construction you name it um and then finally I'd like to add one thing that I think makes the program unique is because yes uh the donation May support a kid going to rank in
143Mineral Area State Tech or or somewhere else uh but we believe that a lot of our kids who are uh trained here and are entering straight into the workforce they're also generating a lot of expenses so I think it's a pretty cool aspect of this program that allows a donor to to give to a student who is going straight into the workforce that might have some expenses so student can fill out an application and say for example I've been hired by a local construction company they want me to have X amount of tools they would like me to join a union and I don't know if I can afford that stuff and and this would be just a way to give them a help in hand and start because bottom line we wanted to stay
144in our community to and contribute here okay thank you everyone can look at the board newsletter anybody have any questions about that and I guess we're up to the msba video F as I'm in the midst of applying for residency right now wish me luck grammarly has again been a lifesaver with my application and helping me write my personal statement and CV gramarly is your digital writing assistant welcome to the February edition of the Missouri school boards Association board report we begin with a look at the governor's State of the State address last month on January 28th Governor kho delivered his first state of the State address which laid out his legislative agenda securing Missouri's future was the theme of Governor K's address Governor K's budget recommends a $200 million increase for the foundation formula
145and over $370 million to fully fund the state's commitment to school transportation needs for teachers the budget includes $33 million to fund teacher salaries while the governor does recommend a $200 million increase to the foundation formula that still leaves it underfunded by $300 million you're going to hear it in the media so you might as well hear it from me first while it's clear our support for a k through2 education is a record investment in the largest we've ever seen we are not fully funding the farming and while we are committed to making good on the funding commitments passed by the legislature last year this budget does not include an additional $300 million liability that was imposed on us by an administrative body the governor is also asking for $50 million in state General Revenue
146for school vouchers and $7 million for Capital Improvements at Charter Schools the combination of an underfunded Foundation formula coupled with the diversion of funds to Charter Schools and unaccountable voucher programs is concerning mba's Chief advocacy officer bran Shields says that with so much talk around Ed reform msba will be spending a great deal of time focusing on education funding and accountability coming out of 727 priority number one has to be education funding absolutely you know one of the promises that was made as they were expanding school choice last year privitization and their selling point to many members who are kind of uneasy about voting for 727 is but don't worry public education is the one you get so much more money out of this so I mean we are here to say we are here
147to make sure that education is fully funded we believe that the best accountability for schools happens at that local level and we get very concerned when hard-earned tax dollars that come from our citizens and uh they go to places that are not held that same level of accountability and we want to make sure that if if dollar is going out from the state whether it goes to a public school or a private school Dee in ASA or a charter school if they are held to high high standards the governor's executive budget recommendations are the starting point for the legislative appropriation process msba is now working with legislators to support mba's priorities as they involve funding beyond the governor's recommendations for public education as the appropriation process now begins your advocacy efforts will be essential to
148protect funding for Missouri's Public School students you know your District best you know um how policy is going to impact you at a local level and making those personal connections for legislators is really the opportunity to impact because when Brant goes and has conversations with them he's offering a Statewide perspective which is important but most often those emotional personal conversations about your local communities is what's going to sway the mindset of a legislator as the legislative session addresses we will keep you updated on these developments again this year through our legislative voice newsletter sent to members via email each Friday during the session through critical issue alerts and msba spring advocacy series the spring advocacy series helps you connect the classroom to the capital and make an impact in shaping education policy the large class
149of freshman legislators in the Missouri House and Senate means your insights as a local school leader will be critical and your connections can make the difference log on to advocate lunch and learns for the latest updates in the legislative session and plan to attend mba's advocacy day and student Showcase with your school board to meet your legislators at the capital on March 11th for more information about all of these events visit the msba website msba is also pleased to sponsor School Board recognition month in March it's a great opportunity for school districts and communities to recognize the great work of school board members and the important role local Boards of Education play as Leaders on public schools visit the msba website for ideas to celebrate and materials created to help recognize the vital role these
150public officials play in the education of Missouri's children that's it for this month's edition of the msba board report thanks for allowing us to have some time at your board meeting and we'll see you in March for the next msba board [Music] report ask one question yes about this discussion items these mcba policy updates do they come in batches like I see it says 2024 D if we see one come down could we send it out ahead of time it just wasn't that was way too much I know you're extending is there do we receive those by email or do we go find them ourselves on the msba side have a batch that we we I'm going to be real honest we're behind so we're trying to it feels like it we're trying to get
151caught back up but like when did we receive 204 2D we didn't receive it it's it's been here it's just we we're trying to pick some to do we have the next batch no we can do the we can get the next batch it's overwhelming to look at those in four days so I just was making a recommendation if you get a new batch just send them over maybe give us an extra week to look at it before it's on discussion just a thought thank you I did want to bring up the video is now on our website um did VI it today so I'll tell you how to get to that it's on just so everybody knows the board meeting is is being recorded and then it is uh there's a site on our
152website that anybody that wants to can go and watch it okay so so do these they does MSP send them to us okay at no particular time they just most of the time a batch like this is a direct result of a legislative something that's passed and then this particular batch is labeled 2024 that's this the year and it's a result of all the changes from Senate Bill 727 so we may get a huge batch based on something that's passed in legislative pieces but then um some batches may only contain two or three there's no Rhyme or Reason how they send them they send them in the order they're wanting us to update them and we are behind and so 202s are coming we need to get the 202 24s done it's we've been trying
153to catch up we we're really behind okay make a motion to adjourn an open session second all those in favor say I iose we are adjourned open [Music]