001our good evening I hereby call to order this regular meeting of the Board of Education of the wilmet Public School District 39 for Monday June 27th 2016 will the clerk please call the role here here here here here here thank you principal Kelly Jackson and assistant principal Eric reesus will introduce eighth grade triip and plotter winners to lead the Pledge of Allegiance tonight welcome what up guys um every year at 8th grade graduation we honor students with our triip award uh the triip award stands for scholarship citizenship and fellowship and I have four of our triip winners here tonight um they actually have shown their dedication to District 39 by coming back on their summer break after graduation so we're really privileged to have them here I'll have them introduce themselves quickly ree Decker Elina
002papaa arjin Kora Katherine fura all right please rise for the pledge aliance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible withy and justice for all thank you very much enjoy your summer vacation now may I seek a motion to approve the minutes of the May 23rd 2016 regular and executive session meetings and the executive session minutes of the June 6 2016 strategy committee meeting so moved may have a second Second Great the Motions having been made and seconded are there any comments errors or omissions to the minutes okay seeing none um all of those in favor of approving the minutes as submitted please indicate by saying yay yay yay great the motion carries by General consent now this brings us to
003the first opportunity for audience members to address the board uh would anybody like to address the board at this time okay seeing none we'll move on with our agenda um the first our board committee reports the strategy committee Miss LaVine um the strategy strategy committee met for the first time on June 6th um and discussed a few items first of all the committee purpose and the board um discussed and agreed that the strategy meetings are meant to be a forum to prioritize vet and add ideas to the um administration's plan for the year um they set a meeting schedule um to coincide first off in June to review the committee Review Committee report um the one that has been presented to the board in May and that's what was done in this meeting um in
004September they will meet again prior to the fiscal year planning presentation to the board and in January in advance of February plan updates that the administration provides to the board there's also the intent to have a meeting in April um although that maybe is TBD depending on topics to address um the committee discussed the sustainability goals that the district um presented discussing performance Contracting as well as as um the part-time coordinator roles that are on the docket for for the committee and then reviewed as I said the annual um strategic plan and projects associated with it and the next meeting will be um in September with a date still to be determined I believe September 18th Monday September 18th great okay thank you very much facility development Miss alcantra yes uh the facilities development committee
005met here at the Mec on June 16th at 8 A.M uh we received a report on replacement of a water meter at the Mec uh which was being followed up by retesting of water um we've noted previously all water testing in the district showed um no uh detectable levels of lead in our school buildings however at the Mec there were very low levels of lead detected at a lower level than that acceptable for bottled water um regardless we determined that an old water meter was the likely cause of those uh low levels and now that replacement has taken place uh we expect that the previously detected levels will be eliminated um we received a brief report confirming the unschedule initiation of work at Harper and the junior high on the learning Commons at both of
006those buildings um we received a report on a visit by ingersol Rand to begin the process of building review and assessment to determine if we have any projects that might be suitable for potential performance Contracting uh we'll receive a report in the fall um regarding technology uh Tony Damonte reported that the end of work is nearing for both cabling and Engineering all access points for cabling are connected and running uh Power has been set up in all closets to meet demands of applicable units on the engineering side active directory work was completed and was in the testing phase um approvals regarding the contractor's work is contingent on Fall implementation with full capacity of students in the buildings which will be the real test and um finally we discussed a new um uh scheduling model for
007our facilities and finance committee meetings namely holding the meetings on the same day in the morning uh each month so that both committee meetings run back toback um the Committees will convene monthly starting at 8: am. in this scheduling format with the first uh such committee meeting scheduled for September 12th that's it great thank you very much Insurance advisory Miss Kerney thank you um Insurance advisory has not met since the last board meeting so there's no update the next Insurance meeting is going to be October 17th at 4 o'clock here great thank you very much uh the next is the commun community Review Committee the CRC I'll have that one we met on Monday June 6th here at the Mec uh this was a joint meeting of of the outgoing and incoming CR r c
008members new officers officers were elected and the 2015 2016 CRC report was reviewed for the incoming new members of the CRC Additionally the Board of Education members attended this meeting to discuss topic ideas for the upcoming year uh several options were suggested by various CRC members including Wellness digital and financial literacy student growth diversity and inclusion and online learning CRC members as well as Dr lechner and Boe members began a discussion of these options no decisions were made and the CRC will continue the conversation at their next meeting which is July 11th at 7 pm here at the Mec uh the next report is the Educational Foundation Mr Flanigan Board of the Educational Foundation had its final meeting of the school year on May 25th they approved the 201617 budget and approximately a third of
009the trustees roll off the board uh each year and the board elected and slate of new Trustees for the coming year finally outgoing president Tracy peacock was thanked for her leadership and Tracy handed the gavel to Margie kabus who is the incoming president uh to my knowledge the board has not yet set a date for the first meeting of the 2016 2017 school year great thank you Mr Flanigan the wcsea Miss Kerney thank you again um w CA wixie the wmat community Special Education Association contract that we share with aoka did not meet uh since the last board meeting next meeting will be November 14th at 4 o'clock here at the Mac okay thank you very much and school Finance finally Mr Flanigan School finance committee meeting did not have a meeting in June uh
010we will meet on August 29th at 8: a.m. here at thean CER great okay and uh legislative update M CRA so conversations around the K through2 education budget in Illinois have been fluid uh since our last meeting in May with multiple bills and funding options being proposed for consideration ultimately no proposals were successful in being Advanced by the May 31 legislative deadline and because the legislature has surpassed that statutory May 31st deadline all legislation Advanced from this point on in 2016 will now require a 35th super majority vote in both Chambers for passage um discussions on changing the school funding formula will likely continue through the summer um a bipartisan working group continues to meet regularly in an effort uh to finalize a fy1 17K through2 Budget prior to July 1 um the issue Remains
011the overall additional Revenue that will be put into the educational system negoti ations are currently focused on achieving a compromised addition to K12 education defined between the governor's fy17 int introduction of $55 million in new funding for General state aid and the $700 million approved in both Chambers um it's unclear how a possible six-month stop Gap budget for Human Services and higher education might be tied to a a likely K12 funde spending plan plan many social service providers have not been paid over the last year so a rumored six-month Human Services in higher education stop Gap Gap would maintain necessary Services through the end of 2016 which would then get the state to early January when only a simple 50% plus one majority vote is required to pass legislation um ill Illinois lawmakers are scheduled
012to return to Springfield on Wednesday of this week is my understanding with K12 education being their primary focus um indications point to lawmakers taking action on a clean K through2 budget proposal for fy17 um some anticipate that language will be attached to a bill in order to extend the current funding formula for one year um the legislation expected will mirror language previously approved by the house and that would hold all districts harmless at their fy16 funding level and add an additional 700 million Equity grant that would be distributed based on districts uh per pupil low income count so we shall see we wait uh by July 1st that's uh just a few days we'll see doesn't give him much time anyway thank you very much um our first informational item tonight is written Communications the
013board received a written communication from Danica aink regarding teenage heroin addiction and sexual exploitation awareness now let us move on to administrative announcements Dr lner yes I'd like to open our announcements this evening by pointing out the new District 39 logo right behind me here uh this this new logo is part of a branding process that gave District 39 a new look as well as a new website which was launched earlier this month summer enrichment uh our programs are off to a great start at Ramona and the wilmat junior high school everything is going smoothly the board can expect a full report at its September meeting 8th grade graduation once again we had a successful graduation at new high school this base was able to to accommodate our largest class of 470 students who all
014cross the stage and I had an opportunity to speak to students about the challenges in our world today and that we need to celebrate differences District 39 takes diversity seriously we hope that the CRC or I hope the CRC will take this topic on for next year and right now we're planning a forum for parents to discuss this important topic in the fall enrollment update as we do each year we increase sections as our as we get movein moving into our schools so far we've added a fifth section of first grade at both McKenzie and Central and then after that then at this time only there's a kindergarten at Ramona that's approaching the limit otherwise all the sections look pretty good uh administrators contractual salary increases each June uh we set the administrator salaries for
015the upcoming school year for fiscal year 17 recommended salaries are CPI plus .8% this means an aggregate increase for administration pay is 1.6% July board meeting uh tonight we're able to get it all in so we can officially uh cancel the July board meeting and the next board meeting would be the August 29th which is the 5th Monday in August uh next a residential property tax assessment appeal uh The District in partnership with all of newair Township will interview intervene before the property tax appeal board for a residential property located at 15 Linden Avenue finally we received two foyer requests this month month Roy F mccampbell requesting invoices for legal services from January 1st 2014 through May 31st 2016 and Gabriella Lorella of smart procedure requesting any and all purchasing records from March 192 March
0169th 2016 to present great thank you very much our next information items are about the CRC the community Review Committee Dr yeah there are two items one is a member at large and then CRC is recommending Beth Alpert and Andy Schaefer for approval as members at large the other one is the revision in the bylaws they revised their purpose and this was discussed at the last CRC meeting and they they want the uh purpose to be more concise more concise and better defined the purposes of the CRC both of these require your approval as a board and they're part of the consent agenda great thank you very much uh strategic plan updates the first is the review of The 20156 District 39 connected strategic plan yes this report provides you an update of our a
017strategic plan outcomes and measures are provided within the body of the report followed by appendices at d detail action steps for each goal area uh Melanie horis has this report and as she uh approaches the podium I'd like to let the world know this is her last meeting and her last board report for District 39 she moves into retirement at the end of this week Melanie I want to thank you for all of your many years of service and dedication to District 39 and she didn't pause for a second so thank you you very much Dr lechner um I'm joined up here this evening by our administrative team because this is certainly um a collaboration uh that we all participate in um are we able to bring up the I do thank you okay here
018we go so this presentation will review highlights of our 20156 connected strategic plan the full board report as Dr lechner mentioned is found in your packets and includes all of the measures outcomes and deliverables as the board is aware this plan and the report are a collaborative effort of our entire administrative team and although I'm representing the highlights the full team will be available to address your questions and concerns at the conclusion okay this didn't work the way I wanted it to it was supposed to feed in so I apologize that you have to sort of read through um through each one Al together I'll do it U section by section um our May parent survey yielded almost 700 parent responses about our communication about Assessments in the district 88% of those respondents to our
019appearance survey indicated the district communication about assessments were effective we always solicit comments though in our surveys and parent feedback did have some consistent themes suggesting that information about specific assessment dates and times is best provided through the classroom teacher rather than coming from the district as a general wide School District information piece as we've typically done it more information is also desired regarding the ways the district is using our assessment data with further F clarification about the distinction of the uses of Park and performance series and finally it will probably come as no surprise to you that parents have some concerns about the amount of testing that's currently going on in schools um our second uh section there applies to Mandarin and we found that 89% of our eighth graders going into freshman year
020placed in Mandarin 2 or next and we believe that's um an an indicator of the success of our Mandarin program so this is our first cohort going on to nutrier as far as performance series goes you will be learning more in the next report from my successor Katie Lee about the new model that was developed this year which is designed to address both achievement and growth and then the next bullet as mandated by the state we completed the second administration of Park this spring in just one testing window rather than two which we feel was an improvement also the new Science assessment was successfully administrated administered in grades five and eight this past May and we did do that by pencil and paper rather than online additionally um in terms of our science alignment with
021the Next Generation science standards we've completed the first two phases of this process and we'll complete the Final Phase with grades K through 4 next summer changes to date have been very minor and then finally as part of our annual business we will be phasing the implementation of our um revised writing curriculum next year and reading then in 1718 We are continuing with our reviews of World Language and library and Technology next year for our goals regarding sustainable practices um as the board is aware World Architects and Engineers completed a sustainability audit for us this past year next year's strategic plan will include action steps measures and outcomes that address those recommendations one measure in our current plan addresses School composting efforts we saw significant decreases in the amount of school lunch waste that would
022typically go to landfill by we saw a 33% reduction um in our school Co composting efforts so we thought that was very very successful um teachers also formalized uh definition of environmental Literacy By adapting the definition that's promoted by the North American Association for Environmental Education and which is supported by the National Science Foundation and the council for social studies and that definition is an environment environmentally literate person is someone who both individually and together with others makes informed decisions concerning the environment is willing to act on these decisions to improve the well-being of other individuals Societies in the global environment and participates in Civic life um this definition will also be promoted through the tasks of the new curriculum coordinator who has responsibilities for sustainability and then your full report highlights many of the
023school-based activities and plans for increasing Garden usage and the next slide illustrates some of our garden and Outdoor Ed activities toward that so we here we have at Outdoor Ed reducing or which is the waste that would go to landfill um there's a game that we play at Outdoor Ed that addresses sort of the food chain with carnivores and omnivores then a fall Harvest at one of the schools uh We've now got some raised plant beds at some of our schools some of our classes in Spanish are outside for a novel study there was a birthday Pata celebration in Spanish class and finally a novel study in literature circles at one of our schools for our technology and infusion and infrastructure grow learning Commons usage at Central School was increased by 28% over the traditional
024use of library and Technology lab spaces one Focus for our tech department this year was tracking Technology support requests and determining levels of satisfaction with tech support to assess this a ticket SST system was established with 32% of Staff responding to a satisfaction survey of these this of these responses 95% of the staff indicated that work was completed satisfactorily the HMS teachers are receiving training to support the fifth grade one:1 iPad roll out this summer and the board received a December board report regarding the multi your plan established for the replacement of key infrastructure technology requirements further an electronic sharing place has been established for teachers to post learning Commons lessons that are aligned to our curricular goals this will be an ongoing practice as these spaces are developed in other buildings and are accessible
025to all staff and students the following slide highlights some of the learning that occurred in Central's new learning common space lot of maker space type of activities a major focus of this year's plan was based on the CRC report and address the non-cognitive skills with a focus on this year's strategic plan on cultivating growth-minded rilian students one section of this year's plan addressed development of non-cognitive skills an important tool toward developing these skills is the application of the eight mathematical practices with focused instruction our junior high students surpassed our expectations during the first three quarters of the year when the data was collected your full Bard report provides some examples of the way students Embrace these practices in problem solving then as the board is aware scheduling options were developed and considered with full board
026reports on the topic in November January and February the these options will be explored further during the next school year as per the recommendations from the 20145 CRC report homework practices were examined by grade level and department meetings during the current school year particularly in grades 5 through eight increased communication about expectations will be be provided to parents with suggestions for how parents can best assist their students further improved communication between core and non-core teachers is planned to prevent those overlapping quizzes and tests and projects that sometimes are problematic for our students as we continue to address best practices for coping with academic stressors and anxiety a deeper dive looked at Chronic absenteeism due specifically to school refusal Andor anxiety forall attendance data revealed 155 students districtwide in this category accounting for 4% of our
027total School population more concerning is the trend data that shows early patterns of absenteeism are predictors of future chronic absenteeism our March Institute day featured sessions dedicated to strategies for supporting these students further our building leaders are collaborating with student services to develop monitoring procedures and interventions for these situations our strategic plan for 2016 2017 which we worked on last week will address causes and related in causes of this kind of absenteeism and related interventions designed to improve these habits as the board is aware a May board report from the May board report the district is in compliance with requirements of the performance evaluation Reform Act known as perah our perah joint committee composed of four teachers and four administrators met throughout the current school year with the goal of selecting a student growth model
028and incorporating results into a summit of teach teacher evaluation process in accordance with the legal requirements the student learning objectives process will be implemented during the 201617 school year and the committee will reconvene during the year to evaluate the current plan and to determine plans for 20178 and then for our 5 through eight um grade level model teachers in grade 5 have been strongly encouraged to secure Middle School endorsements by the7 17 18 school year multiple subject endorsements provide greater teaming flexibility in the departmentalized Middle School approach that now extends to our fifth grade to date 80% of grade five teachers have acquired this Middle School endorsement and further our expectation by 201718 is that 50% of these will be endorsed in math we're about halfway there with one more school year for this goal
029to be met grade five will use a new departmentalized structure that is more close aligned with grade six this will improve consistency in transitions to middle school and will improve collaboration and instruction and also provide an Ela learning block and then for our facilities development as we look at our Uh current as we considered current expansion for kindergarten um it was determined that this cannot really be considered at this time due to inconsistent space throughout the district our facili development does include further conversions of exist library and Technology Labs into learning common spaces with plans to complete this project throughout the district by summer of 2018 and finally we are completing year two of our life safety P projects for for um for boilers and R I had the wrong uh word here at boilers
030and roofs this summer with the projected completion of the three-year plan next summer and now our administrative team okay this was not this was not I think we brought up the wrong one okay it should say questions and comments so we are ready for your questions and comments and the whole team is here any our board members have any questions or comments Cindy um so thank you for the report my questions are actually they're all in the um academic stress and absence sure report and there's a lot of percentages in here so if my question is in here you can just tell me but um so so the 29% or the 4% of the total School population or the 29% of those who have been absent chronically um how does that compare to other I
031mean is there a benchmark for this it it felt High to me but I don't know that's a really good question I'm I'm not aware of that but maybe Dr thresher is this was actually to establish our Benchmark but part of it is um we do track attendance and have for the past years but this is the first year where we've been looking at reasons behind it um so that is our Benchmark but what we have seen and I believe it's in your report is that an increase for the past three years and that's why again it's something we need to concentrate on I think she was asking about is there any other uh State average or Township any benchmarks outside of comparative comparative Ben thank comparative benchmarks no we don't have or what we're
032looking for okay um and then in terms of where does this skew to the older grade I mean is it more prevalent as the kids get older I know that the percentage of those who are absin chronically is higher but the number this 155 is it primarily in the older grade or is it well it's all throughout but as the students get older then we're seeing the N is larger at each that's what I mean okay okay um and do we know or is this part of next year's plan kind of the why whether it's school work teacher issues peer issues that is next week next year next year's work and um I guess that was my question that is part of the 201617 plan will'll see a plan about this ongoing okay thank you
033thank you great okay grae um I'll start with that question or that topic I have the same question but I just want to ask a little more specifically without being specific what what is the feedback that you're hearing from parents or children of why they don't want to come to school at this point or why they're late or is can you give me examples of that there's a variety of reasons you know um some of it is just sleep sleep habits some of it is struggles at home in the morning as far as the tardies and getting children out the door some of it is concerned with schoolwork social reasons there's a lot of reasons not one specific reason I think that the the what we're going to be focusing on for next year is
034developing a targeted specific plan that if you miss X number of days then there's going to be an intervention and if you mix X number of more days there'll be a stronger intervention and then third by the time we get to a certain level we'll know what the source of the problem is and then we're going to have a series of of supports and interventions at work based on what's causing the problem I understand that and appreciate that and I really think it's great that but I the reason I'm asking that is we talked about interventions and getting a strategy in place and stuff but it's difficult to intervene and get a strategy in place when you don't know what the feedback has been from parents or children and I'm sure it's a gamut of
035of reasons yeah we we don't want to get into next year's plan but there are three broad areas in which we're going to be identifying based on feedback that we've had okay so the answer is we do and I'm I'm asking this overtly because I too have heard just from the community some things of involving children leaving the district Etc and I'm really glad we're looking at it so thank you my SEC my other question was um oh just about the science Next Generation test or is that what it's called Next I feel like that's something that's something else that's called that too anyway um you said that we use pencil and paper the oldfashioned way was that a choice or was that because we weren't so the state was very very let me add
036another couple of varies in there very delinquent in getting um the platform appropriate for districts that use iPads and and Macs and so it got to point where we just felt for ease of implementation at least during this first year we had to do the paper and pencil version and it went very successfully it was done in a class period and um we'll see next year if they're able would we consider continuing Pace we might consider if that's an option we'll have to see if the state offers that as an option okay but I want to add that it was a last minute change on the part of the state literally oh I get I I totally didn't think we chose paper and pencil because it was available but it's a science test and sometimes
037paper and pencil does better is what I'm going with that yeah so thank you sure other board members questions okay thank you all very much the team we're impressed thank you okay so our next strategic Plan update is uh evolving performance series student growth model yes this report updates the board on the emerging model for analyzing student growth using performance series data in math and reading this new approach helps District 39 distinguish between student performance or attainment versus student growth or gain to guide instructional decisions the next steps will be included in the 201617 Strategic plan and will be shared next fall Katy Lee has this good evening this report updates the board on the emerging model for analyzing student growth over time student growth is defined by a change or difference in student achievement
038between two points of time the difference between student growth and achievement can be best explained using a high jump analogy the goal of an achievement test is to ask a high jumper can you jump jump over this bar and the bar is defined by an established Benchmark and or standard set for the student but on the other hand the goal of student growth is to ask a high jumper can you continue to jump higher from wherever you started in this case the bar is defined and redefined by the student in addition student growth is also impacted by non-cognitive factors such as mindsets behaviors self-regulation and time management after calculating the difference between fall and spring achievement scale scores a question remained how much growth can be expected by students first we learned that performance series
039gains reports only compared a student's progress in relation to the current pool of students then in order to increase the comparison pool a data consultant from performance series tried to find comparison groups for us due to limited demographic information this Avenue did not produce the type of data we needed so we asked Phil orino to use our local data to con to calculate local expected growth ranges for math and reading using 50 point bins of scale scores Mr overino used the results of the analysis to calculate local expected growth ranges for math and reading for each grade level these gains ranges may be used to evaluate current students growth level in terms of local expected gains for example a sixth grade student's fall math score being 2725 has an expected growth range of 46 to
040166 points therefore if the student's spring math scale score increases by at least 46 points the student meets the gains expectation if the score increases beyond the 166 points the student has grown above the gains expectation the expected gains ranges will be rorm every 3 years using 5 years of data reading and math will be rored in 201829 and 2019 2020 respectively and this schedule follows the district's existing renorming cycle for performance series data so each year District 39 educators use both qualitative and quantitative data to reflect on the quality of curricula effectiveness of instructional delivery models and progress of students from grades K through 8 however in the process of developing a student growth model we have gained a different perspective on growth that provides new information to our students profiles performance series growth
041data and expected gains ranges will assist in enhancing the collaborative professional discussions and instructional planning planning sessions that occur regularly throughout the year since growth is measured from Fall to Spring 2015 2016 student information will be shared in the fall of 2016 administrators and teachers will have access to Prior years expected growth levels so that it will serve as a baseline for monitoring growth over the span of 201617 in addition two formal data discussions per year will follow the assessment windows teachers may use questions to guide their Reflections prior to developing a plan to differentiate instruction in order to meet the needs of their students for example The Guiding questions may include but are not limited to the following how many students fall in the above meets and Below expected growth levels within each growth
042level which students achievement proficiency level Falls within the following percentage tiles no does the average standard error of measurement impact whether the student would have met the expected growth another was what does the cross-section between proficiency levels and expected growth levels imply do any students receive instructional interventions as defined by individual education plans 504 plans English language learner services or response to intervention services which students fall within typical grade level progress are there high achieving students who have not demonstrated growth and how can we differentiate content and process to spark growth for all students are the students demonstrating growth on curriculum based assessments does classroom performance support the need for intervention what cognitive factors should be considered when assessing contributing factors towards student growth and which teacher team member will contribute to the implementation of
043the instruction plan if necessary so District 39 is in the process of creating the growth the student growth math and reading data tables for each grade level using 2015 2016 performance series data but within the context of grade 6 math and grade 2 reading we can share some sample results these charts contain data that reflects the cross-section of student achievements level and Below growth level this information will help identify students who have not grown within the expected range and therefore increase the awareness among teachers so the proposed student growth model will be piloted starting fall 2016 through spring 2017 and with the goal to improve growth for all students the district is including the student growth model in the 2016 2017 District strategic plan you have any questions I'm happy to answer board members do
044you have any questions Kimberly okay so I want to make sure as I'm posing my questions that I understand what I'm looking at um so uh taking for example the grade six data that's presented in the report on page seven appendix B so these are one these this chart represents each row one student basically tell me if I'm correct here what we're what I'm seeing is um yes a total of uh wait am I still looking yeah so we have a total of 122 students yes who are not reaching what would we would want to see as the expected or what we expect to see is the expected growth range yes right yes um which seems alarmingly high to me because that seems like more than a quarter of the students approximately right AR we're
045not seeing expected growth levels right so at least on this measure which makes me question is there something wrong with the measure is there something you know I think there are some limitations to the measure but one of the um things that I'd like to point out is the standard error of measure for the the Assassin um so if you look at um for example student number five going across um there were there was a you know a zero gain um between the 48 and then when you look at the difference between whether they would meet or not with a standard average uh standard error of measurement at 55 that's a plus or minus 55 so that student potentially could have Within in the realm of the assessment met um that gains range we also
046have um students who have like the difference is zero so for example student number eight is 45 um at the 25th range it would have been uh 45 points as well so it would be a zero difference toward being met so it's just something to keep in mind we feel that this is all uh information that we need to look at even to that granual level um so that we understand okay what is this students's profile and then bring in other factors that we could consider so if we were going to add another highlighted cell for example if we were going to highlight in um column three which is the gain if we were going to highlight only those cells for students who are not within the standard error of measure for example and we're
047going to focus on those I guess I'm wondering what our approach is is our approach to first of all f focusing on the students highlighted in red and yellow up through student 27 25% well like what is what is our approach to those students I guess oh okay thank you I was clearly I wasn't clear in my description we would consider all of them because one of the things that we want to keep in mind is identifying who our students are so for example what I haven't had um to be honest with you time to do is the cross-section of the 10% 25th per to see you know which of those students are we already providing interventions for and if we're providing interventions for them how could we improve even in those areas but then
048um we've got the 90 and above 90 and we are see seeing patterns of non-growth there for some of the students so we'd want to investigate further into what we can do for them as well including the the mid-range of students so would you expect for the students who were represented in the within the 25th percent percentile of proficiency level would you expect that those students are already receiving some kind of services or assistance or not necessarily well that's our our thinking at this point but until I do that cross-section of data I wouldn't be able to tell you um like right now sure but I definitely believe mostly yes but mostly the answer to your question is yes and if they are well and so the idea would be to obviously this could be
049an anomaly it be a bad test day whatever but particularly for the students who are showing up in the 10 to 20 10 and 25th percentile who are certainly not making expected gains if they're not already receiving Services it would seem like we would expect to have some kind of intervention correct absolutely yeah as we would um for the students in the upper ranges as well got it and I'm focusing on the lower ranges just because I'm of course that's where I've chosen to focus all right thank you great um yeah John Katie thank you for the report I have a question about statistical methods not my strong suit so I'm hoping you can help me in the report you note where there are students who are just shy of the expected growth range but
050they're within this the um standard error for measurement right right are you also noting students who just barely get into the expected growth range but are also on the upside within the standard error of measurement right um I haven't taken all of those numbers to but we definitely would look at that yes or follow yes um I I I understand there's a lot of different reasons we collect data um and I'm going to focus on I think the point of this one which is to look at students and determine how students are improving not to look at um you know teachers or or curriculum or anything else like that um given that I'm I'm having a hard time understanding the 25 to 75% range as being a a success um I would I would postulate
051that 50% you know that's that would be you know or a median or an average Improvement for student would be the Target and then some statistical error range which you have here 55 points on either side of that would be you know because of the given day or the test and all that type of stuff that actually is a smaller range than the 25 to 75% that you have here um so I'm I'm just you know as a you know as a parent you know finding out that my my child had to 20 was at the 25 percentile of growth and saying that I was good or acceptable or typical seems pretty LAX as far as the um so basically it's defining the inter cortile so you know when you've got the 25th per of
052the students um qu are below to identify but then the range I think this was established when um Phil was first brought on to um kind of provide that range of a lower threshold and a higher threshold um but in kind of the stats world if you will um that is the measure that they see as being within a middle ground and that's why the data was interpreted that way you're referring to a normal distribution yes thank you yes so that already takes into account the air range that you mentioned so I think it's double counting to take it into account again so oh I see if you're if you're outside that 25% to 75% range you've already gone outside of the air range from expected or median or whatever the the correct statistical term
053is you're absolutely correct so I think that's double counting and and um you i' I'd actually prefer if it was a mid you know a midpoint with an air range instead of 25 to 75 but you know if that's if this is a better way to do it that's you know that's a different thing but I don't think you can add that on top of it again to to look at yes ABS absolutely um and then I add another question um somewhat related to that I I'm not positive I'm understanding the percentiles here but for instance on page four um where you where it mentions um 30 students fall in the 90% and above percentile so that would be roughly 10% of the student population could you repeat the number again I don't have my
054report no not the 30 part but it says falls in the 90 and above percentile is the 90 and above percentile represents 10% of the population so um so the achievement score using the scale score when you say you're in the 90th percentile that means that score did better than 90% of your students or above 90% of your students so the whole population so it's it's saying that they did better than 90% of the entire student population okay so the 30 um students that that um fell into the um did not meet the um proficiency level increase uh what's that 30 number out of is it out of 50 students or or 40 or yeah I believe um gosh I wish I had my numbers in front of me what I did was I took
055the number of students so 122 if you're looking at sixth grade um so 122 students did not show growth and then I broke that down into I'm asking a that you have that in here I'm asking a different question so if how many students fall in the 90 and above percenti 10% or a bigger number than that or why says you mean of the total of the 4 toal total of 433 it's it would be 10% following the 90 percentile and above not necessarily um I don't have that number with me but I can find out for you okay but not necessarily because we're looking at um because there could be repetition of scores and so it doesn't mean 10% of students it could mean more or less so so then I'll just use this
056as an example sure but um it's there's 30% fall in that category and if it was 10% that would be 43 or so students and that would mean over 70% of the students in that top category failed to meet expectations oh fa toet and and if you look on the reading the the numbers again we don't know what the number is so I don't know but to start with 10% is just kind of an you know a gas um 10% of 361 would be about 36 and 30 out of 36 students failed to grow by 25% on the test so that I would think that that would be the reason why we're doing this but that should be a number that pops out as being important and Way Beyond statistically significant sure you make very
057good points and I would um ask if I can come back to you on this statistic because I don't know um I I did not break it down into every student who was above the 90th percentile and 90th but um I'd like to speak from a place of knowledge there and answer your question and so I will definitely respond and so that you get that that information but I understand your question and I and I will follow up thank you okay any other questions I have a couple oh go Kimberly I'm sorry I just wanted to clarify one thing also um on appendix a which is grade six Math gains that that data set is s years of students everybody right correct okay and that's seven years of students who did not make the expected
058gains or just all students oh so what Phil did was take seven years of data in order to um find basically per 50 point scales um what growth was made by students for the past seven years in that same range each Ro exactly um and and they vary slightly um because the students okay so appendixa is are all students from the sixth grade in District 39 for the last seven years that's what that represents and append gain ranges the gains ranges and so at yeah so if you're the for students who were at the floor of 2875 aund there were 175 of them and the was 2924 and there that was the expected range for students who were at who started out at 2925 scaled score I'm just yes okay so and then exhibit B
059is just 20156 right correct okay thank you great um Tracy thank you um I just have general what did I missed what is renorming what did you mean when you were giving the report when oh that's taking sure that's taking the data um like we did this past seven years and calculating doing the same thing but we would drop the first um two years of it and go back five so we do this cycle um to make sure that our data is up to dat okay when you said were you gonna say something oh no when you said um we were we wanted to look at something beyond our district and we had trouble finding other people to compare it to Yes um what did you mean that there was a limited demographic for so
060we couldn't find comparables uh so basically in order to find and I think this was Melanie and um Cathy's report um I can't remember which month but they were trying to ask the performance series rep and the data consultant there is there any way that we can find comparisons for students like our hours in our community and there's information personal information that we couldn't get because it's usually not reported to help with the privacy of um of students and so that's why that Avenue of trying to find expected gains and those ranges between the 25th and the 75th fell short and so instead of um just dropping it all together we thought we have data we might as well look and see what our students have done in the past 7 years so just to
061be clear meaning it was difficult to find I don't know socioeconomic or who girls were who boys are how they did all that stuff right so matter comparisons Melanie does it really matter like that we have to find something exactly comparable to us well when we're trying to develop these Norms it it does matter and so um we were hoping to get more information from the performance series National Pool but that information is not available to us so that's why we're we're dealing with this this mathematical phenomena called regression towards the mean when you have outliers right then there's this pressure to go in so when you look at the performance series or map testing and whenever they do the growth projections there's always negative projections well there's always going to be a bell curve
062I mean the curve just shifts up we were trying to find a different way around that by look can find some peers that are similar to us and we can look at their growth gains and compare them to they's say the average is uh I don't know minus5 and we could say oh our minus5 looks just like their minus5 so if would it be acceptable to find peers I don't know I'm just picking a nutrier feeder like WIA if they did it but we could use that but we wouldn't have to break it down to like girl boy so the problem is not everybody gives performance series and tests are different so we can't compare performance series for example to a district in the township that's doing map testing or STAR testing or does nobody
063else do performance in our not in our Center districts well and Al even if they do do performance series Once you identify someone they have to be willing to let you see their data that's exactly what happened with performance series they they could not deliver what they hoped they could because they couldn't get cooperation I was just looking for way to take the data if there was and not worry about how many boys or girls or whatever because I don't think it matters at this point right here tonight we're not talking about gender differences we're looking I just heard demographics that's what oh no that me that meant socioeconomic okay achievement in general but we're continuing to need to look at and struggle with this growth model because we really want to do a good
064job with it and you've asked some good questions and we're not clearly not finished and then my final question this whole this is obviously all off performance series which is this is all academic measured growth right and and that's why I tried to emphasize in the report that it's an entry point for discussions and there are many other factors that we would bring into play absolutely perfect right so it becomes a screening tool so if we have a hundred kids that aren't making their gains we can very quickly have a small meeting at school and say oh you know there's really not a problem here or there is but we need to be able to screen kids in some way so we can narrow down just like with our RTI model for the bottom 25%
065again the reason I'm asking is if we talked about anxiety and scope refusal and stuff it's not a measure in here half those kids are coming back to school and they're happy to be in school I see that as growth okay thank you Frank yeah I just had a quick followup I I think the the seven-year approach is a good idea I mean it gets you a starting data point that that normalizes a little bit the year-to-year variance of students or or tests or whatever um the only thing that I'd caution on that is since we're we're kind of validating that the kids grow an average amount and then we're feeding that back into you know the average of seeing what the new average should be um it it doesn't set the bar a little
066higher every year right that's exactly why we were looking for PE outside you're it's a circular cover but you're exactly right yes just one and then just to clarify right this is the first time that we're now going to start looking at growth in addition to what we've seen over the last number of years which has simply been the absolute scores and now you're going to be matri matrixing on top of that growth when you report it in the future and there's going to be different interventions now for growth and perform and performance and growth at different right it's an additional piece of that information that makes it a lot more complete toward thinking about student and growth so the next year's report on prior your's performance series will have a more substantive kind of
067cross-section of students discussed okay right I just want to Circle back to Kimberly's original question we are casting the net wide 25% that's intentional so we can make sure that we don't miss anybody we do the same thing at the RTI for the the lower 25% it's the same approach well we need to always pay attention to that middle as well right and the middle but you see The Middle's captured in here the greens are the middle so just one last question because I'm really focused on the data sets that are reflected in the appendices so in appendix a I understand that 20 2415 school year is not included because we did not do the spring testing exactly but 20156 is included in this data set or no no that's um we're using everything before
068that before that okay all right and so we going forward we just Hopscotch over that year when we're doing this data set right yeah okay thanks okay are there any other questions yeah great questions thank you very much Katie thank you okay annual business we have the Illinois prevailing wages yes the Illinois Department of Labor establishes the rates of uh the prevailing rate of wages each public body is required to adopt publicly post and attach to all Construction contract specifications a copy of the prevailing wages this is done annually and new high school coordinates this process with the entire Township by publishing the information in a local newspaper sending it to the Department of Labor and the Secretary of State anything to add yeah okay I just have a clarification question prevailing wage is mandated
069by the state exactly correct that is correct thank you so that's that is the wage that we need to adopt by law correct thank you okay great uh the next is resolution authorizing our July bill payments yes as we announced earlier we're not having a board meeting in July because we finished our work tonight uh but the board will still be obligated to make uh bill payments during the month of July so we're asking that you approve tonight our ability to enable the treasur Gil Bushi to fulfill our financial obligations uh beginning June 27th tomorrow or today and then the August 29th board meeting anything to add any questions from board members okay good uh let's move on to the board policy review the first is our second and Final final reading of policies we
070looked at last month I think yeah I'm going to roll third and final into that same thing because my comments are identical and that is that we took the board feedback last month we made improvements to the policies that you have before you received a final attorney review as well and is there anything to add to that Dr gaki No Okay do any board members have any comments or questions S I just have a clarifying question um it's in policy 7 colon 10 the sex Equity paragraph where it indicates no student shall based on sex sexual orientation or gender identity be denied equal access etc etc and I just want to clarify that on the gender identity point that means the gender that a student identifies as is the program set that they will not
071be denied access to so somebody that's correct clarifying question okay and then um I just had a question about how we address that process as a student goes through any gender um any transgender um issues yeah it's kind of it's actually quite interesting and also it's it's moving because we have students as young as five who are you know identifying as a gender that's different from their birth and um it's pretty much in District 39 completely led by the parents they go through a process and we make referrals to children's lurry hospital and they go through a lengthy personal private process process until they come to a place where the parents agree that the gender needs to be the gender identity the gender identity is different than what they were born with and then they
072come to the school district and then we establish a process by which we review the information and set up a plan for transition it's a very lengthy process and it requires a lot of review and reflection and um once that process is complete then we're ready to do a transition any other comments from board members okay great uh this is the second opportunity for audience members to address the board is anyone in the audience would they like to address the board okay seeing none we'll move on with our agenda um to the action items or to the consent agenda um are there any items that the board would like hold from the consent agenda okay seeing none Miss LaVine will you please proceed with a motion to approve the consent agenda move that approve the
073Personnel report dated June 27th 2016 move that we adopt the attached resolution authorizing the adoption of the Prevail prevailing rate of wages for the state of Illinois effective June 27th 2016 move that we adopt the attach resolution authorizing payment for goods and services between now and the next board meeting scheduled for August 2016 move that we approve the administrator's 2016 2017 contractual salary with aggregate increases of at 1.6% move that we approve Beth Alpert and Andy Schaefer to serve as members at large on the community Review Committee move that we approve the Amendments of the bylaws of the community Review Committee by replacing the language in the purpose statement in its entirety with the language that is listed in the document or do I need to read it um move that we approve the attached
074resolution to permit legal council to intervene in a residential number 606-01 property tax assessment appeal for a property located at 15 Linden Avenue will met pin number d201 d007 d00 for tax year 2015 move that we approve a second and final read revised Board of Education policies 2 colon 20 powers and duties of the Board of Education 2 colon 260 uniform grievance procedures two callon 300 employment of members of the Board of Education and their relatives two callon 500 Service Awards and Memorial and revise students policy 7 colon 10 equal educational opportunities and a move that we approve a second and final read deletion of policies 2 colon 310 employment of former Boe Board of Education members and two colon 500 Service Awards and Memorial move that we approve as third and final read propos
075new Board of Education policy 2 colon 250 access to District public records move that we approve the accounts payable for bills listed between May 24th 2016 and June 27th 2016 in the following amounts educational fund of $7,850 188 onm fund $297,450 3 Debt Service $21,250 Transportation fund $ 27,467 31 capital projects $237,900 move that we approve the manual checks issued between May 24th 2016 and June 27th 2016 in the following amounts educational fund $429,950 62 o andm fund 31,400 9810 Transportation fund $1,534 12 tort fund $347.50 for total all funds of $463,500 would the clerk please call the rooll yes yes here yes yes yes yes yes okay so the yeses have it the motion is carried um now we're on to conference items is there any old business new business any good and Welfare
076my only good and Welfare is to thank you Melanie um for your dedication and your creativity and your leadership in District 39 I remember long ago when you first came in as a principal at Central School when my children my four children were really young at Central and um you really have made a mark on this district and I want to thank you and tell you that we will really miss you enjoy your retirement okay so um may I have a motion to adjourn uh to Executive session to discuss student discipline pending litigation collective bargaining and specific Personnel so moov may have a second second um motion carried oh no will the clerk please call the rooll yes yes yes yes yes okay motion carried we are now adjourned to Executive session it is 8:35
077I think that right 810 excuse me there's a reflection on there I can never see it okay 810 thank you for attending no I just I actually I can't see the other hand on the clock okay thank you Cindy