001Call this meeting to order. Please rise with flags. Luke to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Approval of board meeting minutes for June 11th, 2025. I'll move the approval of board meeting minutes for June 11th, 2025. I'll second that. Been moved and seconded. Is there any discussion? All in favor? I I opposed. Motion carries. Approval of meeting agenda. Go ahead. I'll move for the approval of the meeting agenda. I'll second. Then a motion made and seconded for the approval of the meeting agenda. Is there any discussion? All in favor? I I opposed. Motion carries. Consent agenda. I'll move for the approval of the consent agenda. I'll second that. And a motion made and seconded
002for the consent agenda. Is there any discussion? All in favor? Opposed? Motion carries. Booster fundraiser approvals. Approval of class of 2031 booster fundraiser. Do we have a representative? No. Um I will move for the approval of class of 2031 booster fundraiser. I'll second that. Been a motion made and seconded for the approval of class of 2031 booster fundraiser. Is there any discussion? Only that there's going to be some people super happy about these blankets coming back out. Look like they've been wanting them again. So I wasn't super happy to see 2031. Well, that's a different problem. But all in favor say I. I. Motion carries. Discussion items. Data review. Mr. Nessie. All right. I was going to pull it up, but watch it from the big screen. Yeah. All these uh boxes. All right. Kind
003of go through our district mission and our vision. Uh, one of the pieces I lead off with showing. So, I always like to lead off with this opportunity atlas. The opportunity atlas is an actual website that shows you your income potential based upon where you live. And this is one of the things that I like to use to kind of drive a lot of to drive our work. When we move into our community, it actually breaks down that our students are on track for our our whole population is on track for about $43,000 a year. When we break it down, our students from our um high poverty families are on track for about $34,000 a year. you look at the county as a whole, it actually shows generation after generation is a uh shows about
004a drop of about 8.7% like where the family and and that becomes really important to us if we're in a we're in a mission to really kind of change where our students that are from our highest most affluent families are on track for earning 11%. So we're on a mission to change the lives of our students. This data breaks down generational social security number with graduate which Washington SSID and really looks at where are we on track for changing the life outcomes of our students. I broke down our data. I have a couple ways I want to do it. I want to do it by school improvement plan. So our portrait of a graduate and the commitment that we want to make for our students some of our successes and programs we're a part of.
005Our very first step was our our work and our early learning work and we broke it down by provider but it's actually we took a pretty big slide. I know I set this up a meeting schedule with uh I should send it off to Greg and Jennifer to ask. We kind of looked at all of our partners had been a slide across the board on all partners. So it's not partner specific. It wasn't like what type of program students were receiving specific. We honestly I'll just be really blunt. We don't know what led to a big slide in our walks assessment scores. Oh, great. Also asked him a question on did we change how we tested and we change how we assessed. So I think right now I just candidly I don't have an answer
006on where our walk kid scores are going. This is the test done the first two weeks students show up to kindergarten and we've been working really hard on our early learning partnership taking the prek badgebook working with early learning providers SCR if you would come. I think we're still kind of still questioning like we don't necessarily know. We've upped our our partnership work and then had a drop in our there's only 18. Yeah. Out of the whole class, yeah, Eric did pull that on where our kids are coming from, 18 are unaccounted for. So, this is our lowest wall kids scores we've had. But as opposed to last year that was serving one drop from last year 40% passing this year 16. So even yes it's 40% pass rate to 16% um I think like
007our even our TK program went from 60% to about 44%. which still outperformed the 25%. But it was across all groups, all partners, all areas, wherever students came from had a pretty demonstrative slot. So kind of goes against like where do you put our effort in? I don't really have a whole answer for that. Can I can I share some good news on it? Yes. So we looked at one of the things we looked at as we dive into this is how did the kids do on their reading ready this year because you know they came in well but they're end of the year they 80% believe 80% passive so I had great I believe 77 no 80% 77% So they ended well. They ended well. They're doing great. They're off. The trajectory is great.
008So we're going to dig deep and see we can find the other thing I say is if you look at the same I think there was lot of kids that were ready. I I think the data points that I thought was really powerful was the the su success rate for the social emotional learning um domain across the board was extremely high. Um, which goes I mean it kind of does speak to what we typically always say. Um, you know, when we really sit down with kindergarten teachers and they say, "What do you really need?" They say, "Bring us a child that is socially ready for school that can, you know, regulate and all those pieces are important and we can apply the academics." And so, you know, when when we're looking at across the board
009that domain, that does and then to know we made those end of the year gains that does attest to what we typically think about what they have to have to be really ready for kindergarten. So, and I thought that score was high in every single area, every single program. So, I thought that was a win for us. Our next step is is our masterbased learning data set. This is going to be a new data set. I've had the ability to run an Excel report out on this data uh for a few years, but intentionally have opted not to pull and run this data because I wanted to give our teachers an opportunity to start aligning their grading practices to standards over the last four years. So, what this does is it takes the academic aligned
010standards. We went through, we mapped out learning outcomes, we mapped out proficiency. Idea was vertically aligned. And now what we're going to do is this year I'm going to show you a data set. Next year we'll start running it four times a year based upon interim assessments. But what it's running is it's running a correlation value. Question came up with our administrators on in this correlation value is it showing like quality of instruction? It's not showing quality of instruction. What it's showing is is our grading practices aligned to ESPback and student outcome scores. So, it's showing you like if we were in an admission, I needed to meet Jamie in Olympia as early as possible, right? It really wouldn't do a lot of good helping Jamie go faster if Jamie was driving to Aberdine. So,
011what correlation shows is what is the measurable alignment of what our teachers are grading against to what our summitive assessment scores are. and I'll show you. So, we begin with, so we're kind of moving our data on. We want to show what our students are learning. So, began with sixth grade ELA. And what you see is we see a correlation value of a 3188. Ideally, we'd like to be between a a 2 up to a 0 2 really shows very little correlation. 2 to 0 4 shows slight uh correlation. 04 to 6 shows like a moderate correlation. 6 to 08 shows a strong correlation. 08 to 1.0 shows a high correlation. Big reason why every school district in the entire country began adopting I Ready is I Ready markets itself as having a 0.9 correlation
012with ESPback score. You prove an I Ready, you're high high likelihood to improve in your state assessment scores. So we took grade percentages across the board and began running correlation coefficients across uh ESPback scores and then accounted for special education who were not enrolled in mainstream educational like mainstream classes to begin. So a great example would be like a student down here at the bottom would have an A in the class but failed the SBA had a 2300 in the SBA. And what we want to see on this scatter plot is you want to see little to no outliers and you want to see that grade alignment align to the uh actual ESVAC score. So this is one of the ways that we're going to be kind of doing our measurement to see is are
013what we grading and assessing our students on actually align to the academic standards. We move to seventh grade.47 47 that really does move into a nice moderate but notice that a grades kind of come up above that 2450. So you see the these the moving in the same direction of that scatter plot and then eighth grade 3122 and then um 2854. Like an example is we have a student at a 20% in the class with a 27 the fourth highest ESPback score. So you start seeing these kind of more outliers. This is going to be our ultimate goal is to begin trimming the number of outliers. So then that way when we have when a student is earning a grade, I think this is reasonable for all parents. If my student has an A in
014a class, what is my level to expect that they will pass the S back? and you can actually quantify that expectation. So like this quantified expectation is a 2854. So, we began quantifying out those parent that that that predictability that parents have to be able to rely upon what does that grade have to say about my students ability to pass test back and then mapping out it and then we can actually run correlations against any of the interim assessments to begin running that as feedback for teachers on showing this is how your grade book is aligning to predictability on student outcomes. Chris, can you just I just want to make sure I understood. Can you go back just for a second? Um, so like at the far bottom right, yes, those those scores, those if
015I am I reading this right, those kids got close to 100% of the grade of the class. Is that correct? That's right. But they scored I is that fairly low on the ESBAT? Yes. Okay. Thank you. So that's what we want to do is bring those numbers together. Okay. I just want to make sure I was reading the chart correctly. Thank you. So then kind of what we see here is we see kind of a 647 begin kind of mapping out where we'll start running these correlation coefficients. Also, I think that the level of effort by a student say on the ESPback test itself would also be a contributing factor because if they just are bored and they just go through it because it's just something to do. It's not tied to a grade or
016anything. You know, we always ask what's in it for me. Well, an aspect score really isn't in anything for a kid, you know. So if they're not putting any effort into that, maybe we don't have I think as a school board and as a district, I mean, when we took our oath of office, it was like pretty committed to making sure that we're raising these scores and kind of making sure that we have that clear alignment, right? So, I think in the effort of staying committed to kind of like what we're working towards is is is drawing that alignment to that class and score will now give us an ability to pull out those students that are outliers and figuring out where those students are outliers because actually every dot if I was pulling this
017in Excel tells me a name of every single kid. like I can hover over that dot, it'll tell me that student's name, what their grade is, and it now starts presenting the ability for principles, teachers to sit down in collaborative based conversations to have a conversation on what is going on with this student, what is going on here, and then to start breaking down these outliers to begin mitigating and pulling down. Why do we have an A in this class but a low aspect score? Why do you have a 20% but you had the fourth highest aspect score in the entire district, right? You can start having those very intentional conversations both teacher and student. So, like I said, I that's good and that's and that's what I was trying to to get at if
018as long as we're also looking at the I think my bigger issue is right now our top priority is is when the outliers aren't outliers, right? Because there's a big difference between a I'll show you um eighth grade math 0.52 correlation is pretty high. It's right there around the moderate range. And I'm going to give eighth grade math and high school math they get a serious out. So the fact that we're 0.52 and 0.59 0.56 we also will have students enrolled in the same math classes right so students are in algebra and eighth grade math which would actually so the two areas that had the highest correlation was eighth grade math and high school math and those are the two areas that had the highest likelihood of not having the highest correlation because they have
019students enrolled across different math programs. So this shows that kind of great alignment. You can see that nice and consistent. My concern is is when you don't have outliers, right? like how do we have a student who did make an effort in math but didn't make an effort in ELA? I think when we have it bloated, we want to start figuring out what is bringing in that spread and we want to bring that spread into alignment. So, but again, this is kind of the way that we're going to measure it. I was actually really really impressed with eighth grade and nth grade because again, we're 0.52. I guarantee that if we broke this down out by actual course, I feel like both eth and nth eth and tth grade math would be at that point
0206 range on what that uh testing score is. I mean because the reason why you can't run this correlation across the whole district because you're having students in different classes with different test scores. So really breaking this down by course level will show us what that academic alignment the reason why this is important. The reason why we're going to do this is um it shows us the where you're going to drive student learning is in the classroom. We know that's where you're going to drive student learning. But at the end of the day we're going to be accountable as a district to our families and our community on student aspects score. So this shows us how tightly those are aligned. Now this is correlation not causation right? But at the end of the day, without
021correlation, you can't have causation. So, we could be spending all of our time looking at teaching practices to improve student learning outcomes, but those class grades are down to a 0. 28 of actual what the SPback score says, it says that quantifiably, we're at a low predictability rate. So, until we can bring that predictability together, it's hard to drive that. Now, intentionally did not run this data my first four years because I wanted to give our teachers an ability to align themselves to standards before we started showcasing what that quantifiable alignment is. But I feel like now that we spent four years doing it that this is data that we do think should be publicly available on where parents should be able to see this is my predictability for my students in this class, how
022I can predict my child will be doing. It also to your point Ryan brings parents into us by saying we have a high predictability within that course and my child is an outlier to really have parents be team members with us on saying oh my child really should have done better on ESPback and makes it so parents as parents have that kind of trust in as parents build that trust on that predictability how parents become team members now conversation comes up like Chris are you okay with um with like holding students back. Anything below a 0.80, I'm really uncomfortable of having conversations about holding students back because if we have grades that are below to like a moderate to low alignment to student actual ability, then it would make a lot of sense to hold
023students back into another grade level when they have the ability to continue forward. So, part of the reason why we haven't do into a hold students back until they can show proficiency is is I would like to see a 0.8 eight correlation across the board from all of our classroom teachers before I would ever really leave that like before we lean on before we even engage in those conversations. I don't think it would be fair to our students to say we need to stay back in another grade level. Um that's why we haven't had those conversations. So we kind of know that our correlation values are but it ensures that what we're measuring in the classroom is aligned to what we're measuring on the ESPback because again we're only getting sback one time a year.
024So, we should have a high level predictability that if I'm doing better in class, my SPback score will go up. Helps us build that credibility with families that says that if I got an A in CLA, my class, I should be doing better on ESPback. Or if I have a B or a C or a D, that I should be able to know what I'm going to be doing on ESPback when it comes time to take a score. But it doesn't have to just be SPEN. And we can run this on any two data sets. And since criterion six, the teacher evaluation does require data, we will be running these correlations across every single teacher data point. So we will be looking at gradebooks as they compare to the data that's submitted as part of
025their evaluation whether it was like I yeah we can run this across I already scores and I already has a 0.91 correlation with ESPback um in fact our I Ready came back really high correlation value didn't it was looking yeah so the predictability of I Ready score to ESPback score is already really high for our district so we can even do this on I Ready we can break it down over I ready and run the same report which now lets our teachers kind of know this is how well my daily assessments are being applying to what the students and getting that data more often because I already have if we get I yeah I already three times a year if you can bring your classroom grades into a straight correlation alignment now it means every
026single thing we assess and grade and do is going to be driving that predictability rate up that's why it's important important for us to do that. So, this is the reason why it's important. The conversation came up, how are teachers going to do grades? And I think it's important to make sure that we're citing the contract because in article 6, section 6.5 of the ETO agreement, every teacher has the right to determine how they're doing grades and evaluations. But under Washington State Law, RCW28A150210, by law, it has to be aligned to standards. So, I think when John moves into it, John is a teacher with our district. He's going to be providing a framework. We still hold by that teacher's contract that teacher set grades, but we still hold that we now have data to
027run our evaluations, teacher evaluations off their ability to show those grades or we have a great data set now to begin asking those questions. So our goal is that we have every student area, every correlation sitting around a 6. That's what we'd like to see now that we've spent four years connecting teachers to standards, making sure that teachers have that alignment. We think it's reasonable to say that we would have a point six across the board on all content areas across all grade levels. Grade levels. I mean both, right? Yeah. Okay. Our current college readiness data will continue to go up. Oh, actually hang on. Before I dig into that, did want to kind of show our ESPback score as a whole. So our SBA score as a whole as in Mr. So I'm a
028middle school reading scores. Am I not sharing? These are included in your board packet. But we do show you the actual um our growth levels on where our students uh began the year and close the year. And we do think that as we bring those classroom grace assessments and assignments in that we can begin and our our work on aligning standards has not been about improving instruction. Our work has been about alignment. So as we begin our work on improvement, our work on improvement is now moving quicker because we can show that we're moving in the correct the right direction. Um, but you'll see as our elementary has had a standardsbased gradebook for years, you can see that impact on instruction. Um, as Mr. Scrogggins pointed out, we ended up with 83% of our students
029standard in kindergarten started. We learn first grade, second grade and fifth grade at our highest passage rate that we had. Then when we move into our um math for our um so about 74% of our kindergarters pass math and I ready. Oh my god. in the last data set was our ecra data. Remember we hold that we want to have our students making one year's growth in one year's time. This looks at historic growth where students are on track. That's why we moved to the ecra dashboard. This is also included in your board packets. And this shows you what that correlation value. Notice that it still runs growth size effect. that's still running on a correlation coefficient of what historical growth was off of new growth. That's why that number still reports in that same
030way. Are we able to show year after year of those students making that effect of one year's growth as you break down those individual students? This one's broken out by ESPback score. So 0.24 kind of down. Notice it does want you to look at a 28 and above. Um zero means that we're making one year to one year kind of holding consistent on one year to one year and then it starts kind of breaking it down color coding where we might see gaps. So we do hold pretty well within that range but we do make a slight decline then by math. one area where we made kind of a a lowered year-over-year decline, but it does break it down because I feel like um we see some slide in the secondary, but what's what it
031does is it breaks it down by what's been consistent for us. So, this is based upon we start falling to yellow. It means it's lowering our year-over-year. Then we broke this over our I Ready data. like to start making sure that we do feel strongly that as we bring things into alignment, we can start hitting more. But every single one of those green dots implies that wrong part. Wherever that kid was last year, regardless if they were below grade level, but they were at this spot that they grew. That's right. The same they didn't go further back. That means that we're staying on track with our students across the board on averages making one year's growth over one year's time. So, we're not going backwards. I mean, we're going we're going a little bit backwards,
032but not in our marketable way because we were at a negative.2 in some areas or negative.18, right? I mean, we'd like to move into greater changes, closing that achievement gap, but we're not really doing a full slide backwards. Um, yellow means we we did make some losses on that one year in one year's time, too. But if we but if if a child were to be able to catch up, had they been behind to catch up, we would need to see that reflected in the blue, right? Because they would be making more. Blue would be they're catching up. Okay? And that's where we want to work ourselves to. Our post-secondary going has been improving and um a lot of this data is represented by um see we've been broken down. We've actually been decreasing on
033our CTE dual credit, but I don't think that's a bad thing. We gave out a lot of CT dual credit, but a statewide report came out that a lot of students were not using their dual credit. So, we've come up in our other forms of crediting. We've had a lot of students complete Arizona State University credit. That does not report out on the statewide system. The big thing that we've made big gains on and Marcus pulled this data is on our FAFSA file which has been consistently year after year increasing. So when we begin breaking it down to students um like all students like you'll notice very small gap between our special education and our not. So um between 45% and 48. So we're only having about a small drop. We break it out by
034demographics. um for all students 45% um and our Latin students 64%. So really working with actually our our white population has the lower class of filing with more females 56% to male students. So I think a lot of the bureau work is going to be geared towards our male students on how we can support our male students in postsecary. for a while about this data which pass. So UDL data, we wanted to start looking at our inclusive environment data. So we just started doing U year-over-year data. When we first pulled this data, we were about fourth from the bottom for districts in the state with only about four schools lower than us for students in the full inclusion. So I wanted to show where is our full inclusion rate year after year. So blue is
035going to be 2223. Um gray is 2324 and red is 2425. And this shows where our full inclusion rates are. And you'll notice like a high school with the work of um um our special ed department and moving into a team teach model. You'll notice that this had a d pretty dramatic a 20% increase in our high school inclusion rates. So, high school and their and their work taking students in um has had a dramatic impact. Um I wanted to compare it to the state averages though, so you'll kind of see where we fall below state average and it looks like through the middle school is where our next level of work on our full inclusion work will need to go. Um but the high school is just about the state average. We have some
036areas that outperform state average. It's pretty sporadic on placement at the middle school for the first 22 23. I think now we're finding a little bit more continuity where the lines have come together. Um but we we have the bulk of our full inclusion is happening before third grade. Then after third grade, our students are being pulled into resource-based classrooms. So this is students percentage of students that are not in mainstream like resource English or they're in a resource English or resource math classroom and where we sit. So zero estate average and where we sit along the state average on that placement. Can you explain the zero state average? Zero state average zero. It doesn't What does the zero represent though? Uh six well it changes year after year. So I it was 64% for
037the blue line. It's 65% for the gray line and it was 66.2% for the red line. So that's why I wanted to show because showing the state average for year after year, I wanted to show how we changed in regards to the state average year. Okay. So I we I leveled it so the state average is consistently at zero for this reporting to show how we compare. Does that make sense? Yeah. Thank you. So this one shows you that year after year. So here your question right Stephanie is uh let's see 63% 65 66.2 and then this shows our year-over-year. You've seen that we've made pretty big gains closing that gap from where we are as a district average. So that kind of closes that out. So I think the big one is is um
038guess are there any questions? Yeah, I mean we need to stay true to our commitment to having this UDL alignment. Our masterbased work is showing that we feel that our parents deserve to know that what's what a grade in their class is worth predictability on the respect score. That's quantifiable. It's always been quantifiable. But now we're going to now start sharing that quantifiable predictability with our teachers so they have that. And I think it's making sure that in the best interest of our students and our families that we can show that alignment. We're showing how we're preparing our students. We can kind of calculate out that vertical alignment. Really have a great working relationship with our families teachers and everybody looking forward. Our administrators, I was really clear. I'll be using that correlation number on
039their evaluations. So our administrators know that they are going to be held accountable on showing that tightening of alignment. It's under Washington state law that we have to show that tightening of alignment. We also feel that in the best respect of the teachers contract that the teachers have the right in how they grade. Mr. Guerrero is going to be presenting on some frameworks that he's helped um build to support teachers in grading. But we're not going to infringe upon the teachers contract and how they do grades. But we will uphold the state RCW statute that those grades are standard. All right, moving on. MBL grade standards Mr. Ger, are you out there? Thanks for hanging in there. I am out here. How's it going? Good. So, uh, at the last board meeting, Ryan, you asked
040a question about how mastery based learning and what we're doing currently is going to affect like grade checks for athletics and all all that. Remember that, uh, our currently what they're using for grade checks every three weeks. Um, there's a report run out of Skyward. And so teachers input their assignment scores. Skyward runs a report, tell us what the grade would be. That's really um, dependent upon teachers making sure they get their grades in. Some do a better job, some not quite as so. Empower using mastery based learning and scoring uh student work against proficiency scales will run a report. There's the we have the capability ring report. Um and that report would convert um scale scores to letter grades. However, as you recall, the last uh late star, last couple late starts, really one
041of the things we've been working on is we felt like empower was kind of getting in the way of our master based learning and the real philosophy and spirit around masterbased learning. So, we gave teachers an opportunity to move to the classroom where they're going to be working on building activities and doing a lot of the work there. They can take that work and put it into empower and let empower do that work. But, uh I asked John Guerrero to come and share a framework that will be can be used for those teachers that are using Google Classroom in terms of what those grade checks will look like. Now, I want you to keep in mind that the actual what will the form look like or what will the report look like, we don't know
042that yet. That will be determined in August. But um I I need to ahead ahead of time thank John Barl for the work he's done. Uh it's just incredible because he took it a step further because you know one of the things that we've been pondering is how are we going to communicate this with staff and with parents in terms of what this is going to look like and he's created some websites. So he's going to do twofold tonight. He's going to talk about the websites that he's creating keeping in mind that those are currently being developed. um he spent a lot of time today for example on that and then he's going to get into what those what that framework can look like for grading not just for this not just for the um
043grading at grade check time but grading at the end of the semester so John I'm going to turn it over to you oh I want to thank him he's zooming in from Tri Cities he's had a math conference with his wife that's dedicated husband there yeah let me pull up my stuff here. All right. So, there we go. And you can see that, right? Yeah. All right. Perfect. I haven't presented anything on Zoom in a bit, so always in front of the classroom. All right. So, uh yeah, we're going to talk about like Mark said, website creation that I did. I created two different websites. One for teacher resources and then I also created one for um for the community. so that we're transparent in what we're doing, how we're collecting grades, how we're collecting
044evidence, etc., and just what Mastery Base is. And then I'm also going to talk about grading practices and grade checks. Um, starting out here, this is kind of the overview of what my website looks like. And so, I created a basic website that starts out with what is masterybased learning. And I wanted to break down what it is to the teachers, but then I also took it and I broke it down a little bit softer for the community because it didn't need to be as in-depth. And you'll notice that they're a little bit different. I'm going to go into both one individually, but again, I decided that this was the best way to put out the information to uh everyone. Uh so teachers, here's what it looks like. There are just like little screenshots here,
045but in the website it's going to talk about um how to use empower and Google classroom for implementing mastery based learning using empower and Google classroom for recording evidence and also assessing and then using Skyward in conjunction. So it's kind of like all fold. It's not just about Google Classroom. This is about mastery based learning. Um I'm going to show you the website right now and in here you can click on it. It is welcome to go into but yeah keep in mind I'm still developing it. So, here's our masterybased learning website. And again, basic basic information for teachers. Um, why would you do mastery base? There's a bunch of clickable buttons that take you to everything inside of our website. So, they either take us to our home or then it can go to
046our LMS, our learning management system. This breaks down the choices that we have for learning management systems that we're using in Elma currently. and it brings it down so that you can see that there is a difference and where you need to go if you want to take it to the empower level eventually. Um each of these again is clickable and it'll take us into our um basic using the empower application. Inside of each of these pulld downs you're also going to see all the different tutorials and videos we'll have in there. Little short brief 15-second to you know 2 minute videos. Nothing crazy. Manageable so that when you need something you can get to it and have no issue at all. Um, and as we go in here, then you're going to go to
047Google Classroom. Again, I built out the same concept and all these for the teachers. Also, I put in little pro tips and little videos that supplement what we're doing in addition to what I'm creating. And again, more videos and tutorials on just how to manage the system. We don't want the teachers getting hung up on using systems. the systems aren't difficult to to use, but if there's no tutorials, there's no background in place to help them, there's no base, they're not going to use them. The last piece I did was Skyward. And in the Skyward piece, I broke down first how to convert from Google Classroom to Skyward. There are capabilities. They've been doing this since like 2018, so we can do it now. But then also, um, I broke down in how to report
048in Skyward. So, again, a couple more videos, but how we're going to break down the grade calculation. So, that's all for teachers. And then when we get into grading over here, we're going to be looking at what is a proficiency scale, how does it work in the classroom. This is the book that the uh district was using and every teacher in the high school level. I don't know who else has it, but they should have it in their classroom. Um, and then why it matters and just kind of a breakdown of keeping us in check if we get a new teacher. If we want to, you know, just push this out and say, "Hey, let's look at this real quick as a group." We can start to dissect this. Then we get into the um
049the grading schedule. And actually I have to replace this. I just recreated this with no A+ in it. And you'll see that on the uh on the uh next slides. But again, just basic information to help out. I don't want anybody to sit there and look at this and say, I don't know what to do next. I want there to be a road map of how we can get there. And the last piece I put in here was curriculum. And so in here, I'm going to put some planning tools. I have some templates that I created that broke it down so you can actually plan out your base curriculum for the entire year highlighting your essential standards and then your secondary standards, your level two standards. And um it should flow pretty smoothly. And I
050hopefully I have enough, you know, by August 1st that we can start moving pretty heavy with this. I um intend on putting this out for all the teachers pretty soon for feedback. And I want to have all the videos and everything done by August 4th. So when we come back, we're ready to roll. All right. So, uh, community again, same concept. I wanted to take this level of website to a different and I wanted to give it a softer look. So, if I look at my home, we'll start there. Sorry, I didn't go there. Um, that's again, we're still I still want to break down what mastery based learning is. I still want that information out to the community. what we're doing here in Elma. It does look a little bit different for what we
051want our students to achieve, but the same concepts that Chris was talking about. We just want them to achieve. We want them to move. We want them to be accountable for their learning. Um, then I have a my first one is called apps instead of LMS because they don't know what a learning management system is. So, these are the apps that they're using and I'm still working on that piece right there. But when I go to empower, it just talks about using empower. So if your student's child, if your student is teacher is using empower, here's your empower basics on how to access. Here's your reviewing student activities and here's how to monitor your students progress. So we're actually putting the onus on the on the parents by giving them information and giving them a
052way to get into here and say, okay, well, what do I see? How do I see it? It also puts the onus on the teachers. They need to be in their syllabi or whatever they're communicating saying, hey, this is what we use. This is the standard I'm using this year. I'm going to grade this way. And it all falls in here where as long as they come in, they can see how to use Google Classroom, how to review student progress, and those will all be videos in there as well and little tutorials. And then again, Skyward, I was so amazed at how many parents don't really know how to use Skyward. So, this is my first year teaching and I was they they would ask me questions. Well, how do I access this? How? So,
053I put a couple little videos in here and I'll have those in there for them as well because again, we want our parents to be informed so that they're not approaching us with these crazy questions of what are we doing rather than well, how can I support my student? Uh, the last piece I have in here is grading. And I broke it down for them again on what a proficiency scale is. It doesn't look much different than the teachers because we want them to see exactly what we're doing. Again, transparency And then let's see, timeline distribution. So on this one, I would like to have this out July 1 to go out to staff for clarification, suggestion, and approval. The videos are not going to be done because I'm working on those all the month
054of July. But I want them to come back to me and say, "Hey, I want to see this. Hey, I'm missing this. What are you going to tell parents about this?" I want to have those conversations so it's a full communal effort. I know that everyone's on break, so some people will chime in, but I want that opportunity. On July 30th, I want to send it all out with the videos and tutorials so that people can have that opportunity to say, "Hey, you know what about this and how about this?" August 4th, I wanted to go live to everyone and be able to just put it into a website, into parent square, wherever we need to put it out so that it's just this is what we're doing. Uh the other suggestion I had was
055during open house and I talked to Tosh a little bit about this uh little mini presentations like every 15 minutes to explain to parents the methodology behind masterbased learning and so as they're circulating in just one of the administrators or somebody that is just talking about with a guided presentation of boom here it is what we're doing talk to your teacher talk to your teacher talk to your student any questions about the websites I really like that you broke it down to community use versus the a teacher. I think that the concept behind that is really honorable to what you said at the very beginning of it, communicating and educating two different groups. So, thank you. We're all on the same page and if the community is involved with what we're doing as teachers, we're
056all going to win. So, 100%. The next piece we're talking about is grading practices. So, this grading practices, um, this is where the teacher begins to teach a standard. This is kind of breaking it down of what we're going to do. We're going to teach to a standard based on a very specific standard and then we're going to grade based on a proficiency scale. I talk about this a lot when we're talking about um, mastery based learning is teachers don't have to change how they teach. They don't have to change a lot about what they do in their classroom because they're all great teachers. They just need to change how they assess and they need to look at how they're assess and what they're assessing. Are they assessing a key piece or is it fluff?
057Can we cut that out and put some more key pieces in there? Um, it also the proficiency scale, the way it works is if you're shooting for that level three, you're really shooting for the level two, the level two, all your underlying skills so that you can get to the level three. If you never get all your level two skills mastered or usable by the time you get to the level three application, you're never going to hit level three. So, we live in that level two world where we're just trying to crank that level two and then eventually get to level three and then level four of course is going to happen later. The third piece is teacher gathers the evidence. So after we've assigned our standards and we know our performance or or proficity
058scales, we're going to gather evidence three to seven evidences and G and score them against the proficity scales. We're going to take all those scores and we're going to average them. Empower will do this for us, but at the mid break, Empower is not going to do that. Empower only does it at the semester end. So teachers are still going to have to go into their empower and be able to look at whatever report you pull out of empower or in Google classroom you're looking at your spreadsheet you created or you're looking at your uh level three and level four activities that you created for your evidence and you're averaging those out. Uh but yeah, it's we're at the progress reports at the grade checks at the mid at the midterm. We're going to have
059to do those calculations ourselves so that we can transmit those and uh communicate those to uh parents. for grade checks and uh everything else we're doing. Here's how it's the conversion looks. So in this conversion we have here's our average proficiency score. So think of this as our zero through four on the left hand side here. And on the zero through four you have um your needs help is your one level, your basic is level two, level three is proficient and of course four is our ex exceeding. But now we can see how this breaks down. So there is no A+. we actually go from a minus just to a straight A. And that gives us from 93 to 100 is going to give the student an A. If they're scoring a level three proficient,
060they will get a 90 to 92%. And that means they are scoring an A minus. So as long as they're shooting and hitting that level three, they're going to be proficient in getting the A that they want in that standard. But then if we look down here at basic, if they're hitting those level twos consistently, they're still passing the class with a 70% or so. So when we take this and we average it all out and if you see on the next slide, we break this down and we have all of the average. We divide it and we end up with 2.7 as our GPA and a B for all that we have there. So it is fair. Um I don't think we should be concerned about letter grades when we're working with mastery based
061grading. But I know that traditionally that's all we work on is master is letter grades. We work on these grade scales. We want to know who the top 10 is. So this kind of still puts it in that perspective of um moving forward. John, one of the conversations we had when we spoke is is as part of grade checks, we're not accounting for standards that have not yet been taught though or the routine grade check timeline. So if a competency hasn't been taught, obviously students are going to be sitting below a one. We're not accounting that teachers, we wouldn't account for that. So there is a time aspect of what competencies have been taught and where you're at on those competencies. Correct. Correct. Correct. All right. Thank you. So in theory, the teacher would have
062to have a way within their learning management system to designate by November 7th, if it was grade check, that this list of competencies have been taught and that would be the chunk that would be graded, which is no different than when you have what assignments you put in or anything else, right? Even if a student was working way further ahead or anything else is almost irrelevant to that particular grade. Great. Okay. I mean that's no different then because you can actually even skyward or anything you can you can actually report or not report out on what specific things you've done to show that reporting. So that's that's really no change really. The only that was something I have built into the website as well is when you're go when you're in Skyward, you I put
063all my grades from Google Classroom directly into Skyward. Even though zero through four, I put them out of 10 and now I have my grade scale here and it automatically goes to a 9.2. So really the only change because Mr. Guerrero is providing a framework. He's providing a framework on how teachers can show this alignment. Teachers again still hold autonomy and agency on how they do their grades. It's just as a district, as a board, myself as a superintendent and our district administrators, we're just obligated to show that those grades are standards aligned and are connected to student learning. So, um, this really just sets a framework where we can support teachers in moving forward in that work because that's work that we have to do. And as a teacher, whether you're new or seasoned,
064new to the district, coming in and just saying, "Let's do mastery based grading." It's so overwhelming. If you have this basic framework, I think that it's easier to push people and say, "All right, now let's try this." Because we do have support. If we don't have support, it's really hard to push people to do new things. John, could you send the the link for this presentation to Eric Smith and Candace Goldsmith? Yes. And then they can get into the board packet. There were some examples in here that really need to go through. So, you may want to take a look at this. Some of it's kind of smaller. You may want to look at the presentation just on your own. Okay? If you have any questions at all, you got me till Monday. Mark, because
065we love you. We're gonna hold any questions till Tuesday, but uh there are some swinging. Yeah, there's some examples in here. Um and um take a look at that. I would recommend looking at this slide by slide on your your own computer so that you can see those examples. I think one of the big things and and Mark said this earlier too. We're talking about like our calculations on seeing that alignment to grades. I mean it's not uncommon in a current grading system that a student's um success in September is still calculating out to their total grade in in uh June. But there's a reality on you might not have been good at a skill in September that you are at in January and that would break away. This is showing how we're we're accounting
066for that growth. I mean, it is a good thing that a student just now learned a skill by December that they didn't necessarily have in September, but yet a student's grade is still indicative of their September skill. Um, this creates a framework now where it's built upon what students do in fact don't. And that's what we have at the elementary and elementary had a really really tight Can I ask you um if if I was starting all over in education at a teacher prep program are teachers that coming out of current programs um is this part of their you know I mean like we kind of mentioned we didn't so the quality of teacher prep programs are so diverse across the board. That that's really hard. I mean, I have degrees from University of Washington,
067Washington State University, and Central Washington University. And I can tell you all three had a completely and totally different approach. My I mean, when I went through and I did all the data, that's because when I was at UDub, Udub was very science-based. It's one of the top research institutions in the entire world. and uh um they taught education as a statistical analysis worked for me. I used to those that same correlation data was data I used in my own classroom and I was a state recognized teacher. I mean I was on stage, you know, as I modified my own instruction based upon student achievement. But my time at Central was very um uh constructivist learning theory, making sure you have essential questions, making sure you're big on instructional practice. My time at Central was
068not as heavily focused on learning outcomes. It was much more focused on practice. And then my time at Washington State University has been so different. I don't think I can say any institutions are the same. And and I went to three of the better state systems. Now we have students across A lot of it's done online now too. I mean like and I will say like we do have a it is noticeable. The student teacher relationship aspect gets lost in a lot of our online prep. So really making sure that we're supporting that because you know it's four years of learning on a computer and now you have bodies in the room and you haven't been in a spot where you had bodies. And then I think I I think Go ahead. Here's what I
069do notice though is that teachers are coming out used to in their programs learning how to teach to a standard. Okay, that's one that's one big difference. So, I'm assuming that also means assessing to a standard. So, they're more used to assessing on proficiency scales, maybe. Okay. All right. Um I I think I think I'm hearing this, but I just am clarifying. So, if I'm a parent in theory right now, well, as we move forward to do a grade check of my own, I I need to navigate potentially those three systems. That's right. And it's not ideal, but as we have our teachers work out that unifying system that they can do this best. But when we looked at what that grade alignment is on that predictability, we think that that predictability on grades to
070student performance is so off that it's worth giving our teachers the ability to kind of come back and rebuild that alignment and then bring our parents along as team members on how we rebuild up that alignment. Okay. So, it it'll be it's a message that I committed to our teachers that I would send out. But again, we've waited. I told our teachers I would do it in January, do it in February, do it in March. It's because the message the district will send out will be in the support of what our teachers have said that they want to do. It's in their contract that they get to make a decision on how they want to have this done and we'll support them in that. So it feels like someone at some point will have to
071figure out from a consumer side of things some system. I mean I think about my chart and I love I can my parents can navigate my chart and they can do it across 15 different doctors and everything else but if they had to do that across 15 different systems and and the pieces and so it'll be nice I think eventually to see that maybe come together closer. That's kind of what we're hoping because what's going to happen is is Google Classroom and Mr. Bur can speak to this. John, if I'm speaking for you, let me know. But John summed it up really well. So I'm speak summed it up well, but then fix me afterwards. Google Classroom is easier in the beginning because it gives you a chance to get real intimate with your competencies
072and outcomes. But very shortly becomes more difficult once those competencies and outcomes are set and you're not changing them and you're not editing them and you're not modifying them. It becomes really really really complex because you are needing to copy and paste and add and do it all character by character manual versus when you move into empower empower is a lot more user friendly because once your competencies are there you're just checking a box there's my competency there's my box but empower is not user friendly if you're still not landed on your competencies all the way and you need to edit them so by giving teachers the option to use Google classroom it gives them a chance to get much more intimate with their competencies, their outcomes, and their standards because coming into alignment is
073it's it's we have it's about bringing two pieces of data into alignment. So, it means that we might our teachers could be grading against standards and yet we're still not fully aligned to like our summit of assessments because those competencies and standards still need to be edited and our teachers using Google Classroom are going to have an easier time doing that editing. But once that's set, they're going to quickly realize this is way way way way more work because I'm needing to type it in over and over and over again versus this one lets me do a checkbox. So that's part of the reason why we landed on two is we realized that our teachers were in different spots. John, does that capture what you said pretty well? Yeah, that's 100%. So yeah, my biggest
074thing was I walked in, I didn't know how to use empower, so I was trying to get this going and I went full at it and I got it going. the data on the back end. I can just grab it because that's all I'm doing is checking boxes. Going into it though, if I don't know my curriculum and I don't know my proficiency skills and I got to re and I have to redo my proficiency skills over and over, well, that's bad for empower. So, as I'm building my curriculum and getting comfortable with how I'm going to deliver all this, go build it in Google Classroom because at that point when you have it built in there, all you do is copy and paste it over to Empower. And then once you're in Empower, you're
075pretty much just cruising. The way I'm going to use it this year is I'm actually going to do all of my level one and two work in a Google classroom. I won't be grading anything in Google Classroom. My level three and four work will all be going straight into Empower. So all the stream in my Google classroom will say do this, do this, do this today. Go to Empower. That's where our activities are going to lie. That's how we're going to get our evidence. They put it in their locker and it moves ahead. So it's more of a hybrid system. It's it that's the sliding scale of the continuum more existing. It's going to be easier for people to have evolving competencies to use classroom. But if your competencies are set, those teachers who have
076set competencies and don't need to edit their competencies and their outcomes and their standards. They're kind of really figuring out their rhythm are going to realize that Google Classroom is a lot of extra work for an empower. You just need to click a couple boxes. Just click click button. Reason what makes the power so cumbersome is if we're not committed to competencies, we're not committed to the outcome. we're not totally happy with what's in there, we want to change it. Google Classroom is going to give you that level of intimacy with those competencies to get that editing done. Thank you. And that's why we landed on this because we're across the continuum. Having teachers that are not totally consistent with their competencies and empowered would be a bit of a train, correct? Having teachers that
077are consistent with their competencies now needing to retype it all out and move classroom over and over and over again, that could be. So, we needed to make sure that we had a system that was taking in teachers on their level of readiness based upon where they are with their competencies and their alignments. John, I really appreciate you. I know I tell you that a lot, but I really do. I do appreciate your teacher standpoint and your teacher outlook. So, thank you so much. Any other questions for John? I know John's probably I don't know. Is your Is your wife done with her sessions for the day or does she have a She got done with her sessions for the day. Yeah. All right. Well, we won't need to keep you too long. You want
078to be with us? No. All right. Enjoy the weather over there. Thank you. Thanks. Thanks, John. Ready to move on? Um, before we move on though, can we go back and can I get a motion to excuse Bernardet from tonight's meeting since I forgot that earlier? I'll make a motion to excuse board member Bernardet Power. I'll second and a motion made and seconded to excuse board member Bower from tonight's meeting. Is there any discussion? All in favor? I motion carries. Thank you. Public comment. Believe we don't have anybody. Unfinished business. Approval of the athletic handbook update. I'd like to move to table this approval. I'll second that. and a motion made and seconded to um table the athletic handbook update. Is there any discussion? All in favor? I I opposed. Motion carries. New business. Approval
079of ESVA school improvement plan for 2526. Christiey's in motion. Yes. um slow Michigan right now. This is the next adopted copy of our school improvement plan. We had we were going through accreditation. We didn't have it to you by the June 1st deadline. Um so this just includes our East Harbor High School. I'll move the approval of SDA school improvement plan for 2526. I'll second that. Been a motion made and seconded for the approval of ESPA school improvement plan for 2526. Is there any discussion? All in favor say I. I. I. Motion carries. Approval of the superintendent contract. I'll move for the approval of the superintendent contract. I'll second. Been a motion made and seconded for the approval of the superintendent contract. Is there any discussion? All in favor say I. I. Opposed. Motion carries.
080Reports, enrollment report. Um we kind of closed out our year with um 162958. Um that includes uh 41 open doors and 13 TK students. We have 57 students and running started. So your reports and financial reports are there. Any questions? Budget reports. We're out about 6.1 balance which will be very nice with this function until end of July. Are there any questions on the reports? What percentage does that work out to? Um, that's a little over 6%. Now, our budget will be going up, so that I'll make sure and put aside what the resolution said. Facilities report. Um you guys have those in your packet. Um so now the stadium's been approved. We did the um pouch bid on the wall, the retaining wall is going out to bid. Um the middle school roof being
081handled by Harvard architects. We should be going out to bid soon on it once we get paperwork back. And I think that's about all. Good day. I was just thinking about the roof today when I drove past looking at that thing. So, um just one question that I have is the ADA compliance districtwide. The ADA What do you mean the ADA compliance district? Well, just report. Yes. where it says here um have to ask Jeb. I don't know. Well, I I I understand what ADA compliance means. I'm where I'm at going with this is that um I almost feel that it needs to be of a higher priority. It's kind of an interesting balance. It's it's it should be a high priority, but we also don't want to touch square footage or remove some grandfather
082projects if we can't do it. So, it's like can't do it comprehensively. I do think it should be incorporated within a capital project plan. So that's that's a very vague open statement though. It's not my my concern is the liability. Well, I hear you. Okay. I I hear you. Um, what I'm saying is is some ADA compliance we have grandfathering that we have more liability if we touch it than if we don't. I just wanted to put it out there. Yeah. Yeah. I know it's a priority for Jeff. funding is the issue because we can't just take our levy money to do these saving projects because by law our levy is for enrichment and so um we have to use it for that first. The only other thing I can take out of that enrichment
083levy by law is salaries that are over and above what we get. So you have an idea of what the levy can be used for. It's not an M like it used to be where you could use it maintenance operation, right? It is now enrichment. All right. Thank you. Uh good to of the order. Um pretty sure we have a lot. Our admin team had Mr. Gaskins got opportunity to go get trained on teacher evaluations and so he was at that principal's conference. we had created for presentation. Um, probably not the most exciting content, but now we are all set for uh teacher program evaluations and some of our mandatory requirements. We have our uh we are partnering with WA on we're looking for the middle ground on um some of the racism issues that
084we're experiencing. What crosses over from where's that line between classroom management to HIV district? what is the documentation recordkeeping that needs to happen. Um we've had a lot of lot of of dehumanizing language of students to students and how are we building systems in place to kind of build a cooperative and then it'll culminate with protocol between administrators and teachers on how to build a protocol when when this is what I'm seeing in class when what I'm seeing in class needs to become administrative and then WA is come in and run that training for our teachers on what that obligation is in the classroom and what that obligation is for administrators when does the obligation classroom administrators. So, we thought that was really great to have the state teachers union come in and provide that
085for our teachers and instructors to work on. And then our students and our Mr. Barrera is going to be running a training on how to use AI on connecting standards to projects. So then that way we can start looking at AI tools to that teachers can use to say here's the competency. Here's a project I would like to do. doesn't mean they're going to be doing it on. Ideally, we're having a lot of more project based learning, hands-on learning for activities that students can do. AI is doing mapping. So, be able. So, Eric's been on top of helping us get our summer institute out to all the teachers. It's just getting by um he just needs a little bit more information from me so we can get it approved for clock hours. I saw that
086the the bookmobile is out in full force. It is. So that's exciting. Um Caleb has dubbed it Eagle One. Eagle One. Okay. And uh I think it's Tuesday out and about, but it's a great resource for families. Um the library program, we went and saw the reptile woman this year at the library. Um, and there were so many children at the library that because I don't want it to get shut down, I'm not going to say it. But I will tell you in context, mccclary that morning had 109 that attended the mccclary session and Elma had so many it was not able to count. Um, but so lots of kids involved in that program. That's exciting. Um, a lot of kids during the middle school, high school ad co-op. just I think it's it's just
087a good reminder that kids still have lots of good things to be involved in when they choose to. Um and I had an opportunity last week to um have conversations with both Congresswoman Emily Randall and Senator Patty Murray's field rep and our district was part of a conversation with both of them of just some of the innovation and things that kids are having access to doing. So, um, I was talking childcare, but it was just it was nice to hear across the board the cohesiveness with some of the things that are happening in the community. So, that's my good word. Awesome. Ryan, [Music] you guys needed to be at the library, you would have got to hold a huge old yellow snake and all kinds of right. Uh that looks like it is it for
088our meeting tonight. I make a motion that we adjourn. Michael second to get off mute. Motion made and seconded to adjourn the meeting. Motion carries. Oh, all in favor? I I motion carries. She was confident we were counting that. Technically, it isn't Robert's quarter that the agenda has been completed. You don't even