001tonight at 6 p.m. >> Yes. So I am going to bring up welcome everyone Kevin Collins principal and I will bring up Madison Simpson our ASB president to lead us in the pledge of allegiance. I pledge allegiance 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. >> Thank you. Please remain standing for the national anthem by All right, this is our rising rock star Jaden English. And so Jaden, uh, Jaden, I think you should tell the board a little bit about who you are and what your goals are and what you're doing with your music. >> All righty then. Hi guys. My name is Jade English. I'm 11 years old. I'm a sixth grader at Miss.
002I play guitar. I do stuff outside of school in some rock concerts. And I do stuff with the jazz band and beginner band. Thank you so much. All right, come back up and turn it over to our board. Okay, I will now hand it back to direct. Good evening. My name is Madison and I'm the president at Middle School. It's my pleasure to welcome Superintendent Bu and the Oregon school district board of directors to this evening. Today you'll have the opportunity to learn more about what's happening this school year at. >> Now I would like to introduce our gentle directed by Mr. Heat. Heat. Heat. Heat. Heat. Heat up here. Heat up here. Heat. Heat up here. Hey, Heat. Oh boy. Heat. Heat. Heat. Thank you, Mr. Vision and the 2025 to 2026. But before
003I do, I got a joke for you. >> Why can't your nose be 12 in long? >> Cuz then it would be a butt. Here you go, Mr. Jones. >> Thank you, Madison. Well, again, welcome school board. We are so happy to have you here. This is always one of my favorite nights of the year, just to be able to celebrate all the amazing work that's being done, uh, and our teachers and students. So, this is just a fun night. Um, little shout out to our drum line. That changed this year. This year, last, no, I think this year. That's no longer a class. So these kids all up here are volunteering their time uh as has as a club. They come before school and just an incredible uh program that Mr. Greenley has built.
004Uh they were chosen to play in front of our statewide music educators conference. Um so really really incredible work that they've done. Outstanding for my drum line. Tonight we're really going to start off uh by going over our MS vision beliefs problem practice theory of action. Uh and then really the rest of the evening is talking about our goals. Our four goals around academic growth, community partnerships and connections, whole child and student support systems. When we think about Oregon Middle School, we really do root in our vision that we are a school that is a community where all students and staff are learning at high levels while feeling safe, seen, and valued. That is what we aspire to become. We actually last word value because our leadership team thought that that really got at the
005essence of what we want every single individual in our community to feel is value when they come into boarding middle school and are here. Our staff also took some time to talk about what are our beliefs, what what is it that we are rooted in and we really came uh landed on kind of these 10 as an entire staff. This isn't just teachers, not just leaders, but all of our staff. What are we rooted in and what do we believe about students? And as you look on there, you'll see a lot of words about community, a lot about relationships, a lot about our belief in every single student's ability to grow with the right support. And that is our job is identifying that support that they need and really making sure that we're preparing them.
006But it really is uh grounded in that sense of belonging for each and every student and each and every staff member. Uh when we've looked at we spend all summer as leaders really looking through what is our problem of practice? What what is the data showing us about our students and we do have some challenges. Uh when we look over our data like our state assessment data, we're still seeing that not enough students are at great not enough students are efficiency, but we also see some uneven performance across grade level. So we see sometimes where we'll see our sixth graders are just flying and they're above state average whereas our eighth graders may be struggling in a subject area. So uh we also see some gender disparities. So uh in math and science our genders
007are not performing equally and that's a real puzzle of practice for us. Uh and then we also see low levels of self-efficacy. So students belief in their own ability to learn uh they have demonstrated on our panorama survey survey anyway uh low levels of that. So what that tells us is there's a need to strengthen consistency across our school alignment and then student confidence in learning. Students have to see that they are growing and they are learning in order to build that self-efficacy. Our theory of action uh really is rooted in teacher teams that if they establish those clear and rigorous goals that are aligned to core competencies and priority standards and students understand what those goals are, what the success looks like and then monitor progress along the way, then all students will experience
008that academic growth and improved self-efficacy. This is partnered though with at the bottom there these really high uh leverage engaging equitable instructional practices that honor the dignity and agency of every learner. Uh that has to root in our work. Uh when we think about agency uh student agency, what does that look like in the classroom? And this this has really been work that we've uh really kind of tried to refine over the course of this school year. What does that actually look like in the classroom when students have agency? Uh what it looks like is that students understand the goal. Why am I learning this and why is it important? When you talk to students, it's interesting. They will tell you, I want to know what I'm learning today and why it's important. That's very
009important to a middle school student. We also want to see students doing the thinking. So it can't be all teacher talking and no student talk, no student exploration, debating ideas. We want to see the students doing that. Uh that is what prepares them for high school and beyond as they are doing the thinking and they are involved in that challenging work. And then finally students own the learning. So they are using feedback to consist to constantly improve in their learning. That is a really crucial element. And so students are setting goals. Students are monitoring their progress along the way towards those goals. And so that is what it looks like every day in the classroom if we are doing this well. How do we do that. One of the ways we do that is something
010we started last year called the Falcon 5 high leverage practices. So in every lesson when you start with this inclusive welcome that involves all students when students understand the purpose of the learning when students are given multiple opportunities to participate and respond within a within a lesson. They're given feedback or opportunities to reflect on their learning and then finally that really sealing in the learning with that intentional close. that is when those are powerful high leverage teaching practices. Uh and then this spring we've really also focused on what is the role of teams and our PLC team. So teacher teams have really worked on how do we involve students in these goals that we're setting. How do we involve students in understanding what the goals are? So they're helping to cocreate. in the process of
011helping teachers and students working together to define what does success look like on this assignment, on this goal. And that really is what the formative assessment process is all about is a continual cycle of working together with students, making sure they understand the goals, why they're important, and then helping them see this is my progress along the way, and this is what I need to do next. And so we're do all these things well, we will achieve our vision and you will see that in classrooms every single day. So that brings us to goal number one which is around academic growth. We set a goal that was around IRA. So typically we'd set it around the SPAR balance assessment, but this year we used I Ready. Uh first full year we've had this uh diagnostic
012tool. And we chose I Ready because for one thing we see that if students are at grade level on I Ready, they have a very good chance of being on standard on the Smarter Balanced Assessment, which is our state assessment. But we get this result three times a year versus once a year with the smart found assessment. So our baseline uh in the fall we we wanted to get in math and reading 50% of our students. That was our goal to get 50% of our students to grade level. And so in reading we started with the baseline only 23% of students that were on grade level. When we most recently took it was up to 216 students. So we still have a ways to go toward our goal but that was a 9% improvement. And
013then in math, we started at 16% and then we were up to uh 22%. So we've increased both areas of students on grade level, but we know we still have a ways to go. Um and we're going to be talking about this is the point where we're going to be turning it over to our teachers to talk about all the things that they're doing to help students improve in these areas. So I think with that, I'm going to turn it over to All right, Madden Sherman is up. Thank you, Mr. Collins. I'm Madden, the vice uh vice president of 8th grade. I'm going to turn it over to our teachers to discuss the ways they're putting our theory of action into action in support of our schoolwide goals. First up is Miss Hickey to talk
014about goal setting EOA. Mr. Holmes did a great segue into what I'm going to talk about today. Uh because this is what my students have been doing in my classroom and it's been really impressive to see uh their commitment to this process because I can do whatever I'm going to do but they're they are the ones that need to be invested, right? And so to see them so invested and working hard and reflecting in that process has been uh really powerful. Uh So, they're going to talk about um a couple of our priority standards and those are things that um shout out to Dr. Lee for kind of really helping us focus in on these core standards that if they can develop these, that's the foundation they're going to be building on every single year
015uh with these skills. Uh so, Grace is going to talk about early unit we have about reading The Giver and writing some evidence paragraphs. >> Hi, my name is Grace Mos. I am in seventh grade and I attend Oregon school and my experience in trying to make a evidence paragraph was very intense. I felt like really overwhelmed but as I started to just read and write it felt like I had the whole essay handled especially with the help of Mrs. and the teachers um there to help give examples, definitions, and support to who I was uh to what I was questioning about and wondering about which helped me understand a lot and help increase my learning and education. >> Thank you. And Nathan's going to talk about that we had later in the year where
016they had to read a lot of different texts and write my summaries. They got there. It took a while, but they got there. >> I'm Nathan and the goal the goal set really helped me because it showed me how I could improve in different things about running a suburb and and it also um it helped me with um tracking how I've been doing with all the work that in class and it's also telling me how I can improve in different ways about how like writing summary like using my own words and not like um using the text that much. Um so this is just a snapshot of the top of our scope and sequence the first uh the second and third units of the year just to kind of show you that work that we
017have these priority standards that build and that doesn't mean we're ignoring the rest of the standards right we're still teaching them um but we know that citing text evidence that's what they're going to set their goal in that's what they're going to focus That's what they're going to track and progress in while we determine the theme, which we was our priority standard the unit before. Uh analyze elements of a story, use context clues. So, we're still doing all of those things, but we're our goal setting and our focus is on those things that are most going to influence them as they continue to advance in their academics and life. Thank you Mr. Hicken. Now Mizo will talk about social studies has supported our work with the core competencies. >> Thank you m. >> All right.
018I'm Emma Hisinga. I teach seventh grade history here. I'm also this uh social studies PLC team lead. and I'm here with my good friend Harper Wnik who's also in seventh grade and we're kind of I'm gonna talk real quick and then Harper's gonna kind of explain some of the benefits of the work we've done as a social studies. Um so what we did is starting in August was the ELA team met the year prior and they found some core competencies that were essential and then in August when we met um as a history department what we did is we went to our scope and sequence. These are the core um units that we have and the standards in history that we teach. And we wanted to find alignment with math, believe it or not. There's
019some history connections um and with ELA and where we could share that burden of helping our students improve um and where those core competencies are identified in our own scopes and sequence sequences. So, we spent some time doing that and put those on our scopes. Um and really what we found was there were two main um areas of influence. So their first main area of influence was onformational reading that core competency um around communicating what the text means understanding the text and then that also leads to the writing which is to use writing to share ideas um and use evidence to support that. So once we found those two main areas of impact where we could use our time in history to support ELA and math um we developed we used to for evidence paragraphs
020specifically we used to call them race paragraphs that was an acronym that we used and we decide we met and we're like okay in ELA in history they say race some teachers use the acronym CER claim evidence reasoning science uses CER um and so we're like okay let's just simplify it because every student should have experience the same thing. If we all want to them to use evidence and explain their evidence, how their evidence supports the claim, it should be the same no matter the discipline. Uh and so we decided, you know what, CER just seems to label it out so much clearer. Um and so we decided as an entire school, even math, um health is using CER, everyone's using claim evidence reasoning and language around it. And then we decided, okay, so that
021helps with the writing portion. So then the reading portion is how they're able to access the information when they're readingformational text. What are those key details? How do can they use that to support a claim later on when they have to demonstrate their understanding? So we created common protocols for annotating the text. Um, and these protocols for CER um were developed with the science department. What templates are you using? So students are still using the same templates. Um and they're able to again it translates from class to class to class to help reinforce um what we're looking for and also to grow their learning with goal set ELA. Um luckily we like I'm on miss and I are on a team together and so I she's we're able to communicate every social studies PLC except
022one has an ELA teacher. So we're really sharing that burden and working together. And so Harper here is we have a couple questions for you Harper. Okay. And that first question, right, is how does CER, that acronym, help you in your writing in history class? >> C helps me find evidence better and know how to find it. It helps me track um what I'm actually writing about. I feel like I've gotten better writing and realizing how to write using the evidence. >> Good job. And is it more helpful than race? >> Is it better? >> Yeah, I'd say so. Because race is going already know focuses on evidence and helps you know how to get it and where it's where it is in the writing. >> Good. And how is using CP and annotating in
023history? >> You and Sam use the same color so that I know what I am writing and it helps me understand where I messed up and I can fix it. My writing has gotten better from this. Annotating text in all my classes helps me find the more important parts in the writing. So, it makes it sound it makes it easier to write. >> Awesome. Thank you, Harper. Quick shout out to Harper. Harper has grown so much in her writing this year. She's one of my top writers. Um, and I truly believe it's because of this common protocol that we share and just that feedback process that we're engaged in in all competencies and classes. Thank you. >> Thank you, Miss Heisinga. Now, Miss Sanders and Miss Netherly will talk about the instructional strategies we have
024used to increase engagement in math. >> Hey, it's uh Miss Netherly. Emily Netherly is Jen Sanders. And we kind of took on building thinking classrooms last year by Peter Lill. >> Yeah. And that requires vertical non-permanent spaces. So, you have students standing up to do math, moving around the room, showing their for all to see it's a little bit different. And these are some of the expectations that building thinking classrooms has uh that students doing. They get random groups so they don't know who they're working with for the day. Uh one marker to share. Uh they record the task on the board so you see that thinking. They have to collaborate with their team with their group working together. And we don't get to erase other work like all work is valuable. So we can
025learn from see up there. So, these are some of the expectations. >> Each classroom has 10 groups and there's about three kids per group depending on how many classes. I do have a group of four because I have 31 kids in the class and they're all working together helping each other out. Anything you want to come back up and talk a little bit about how it works in our class? >> Yeah, there are some some work that we're seeing up on the boards >> and they did discuss under the bus on this because I was like, "Oh, we actually did an activ with each other." And um um what's it called? It helps us like problem solve with different people and helps us like communicate more often. And um with the one marker thing, it
026makes the people that are read telling them what the person with the marker does, it tells them how to more like write uh with different ideas basically. And now just like all the other subjects, we actually got some time this year um not just in this before school started but also we took a day two days um where we worked together and created our scope and sequence and looked at what our priority standards were going to be and how it aligns to the IM curriculum. And then we went through lesson by lesson which curriculum which lessons work really well for those, which lessons can we shrink down, which lessons can we eliminate because it's already blended into some other ones. So, we're really focusing on our core competency standards while still hitting everything else. >>
027All right. So, that's it for us. Thank you, Miss Sanders and Miss Neerly. Now, Miss will talk about goal setting in science in our new amplified science curriculum. >> Hi, good evening. I'm Sarah. I teach eighth grade science. This year is our first year with our new adopted curriculum, Amplify Science. Um, in this curriculum, the kids are working on real world based story problems. And so, this unit, we are working on the collapse of a biodome, which is modeled in the early 90s uh that different scientists went in and were hoping to have it closed for 100 years and it failed. And so in science right now we are looking at a similar situation and the kids are trying to figure out why did the biodome collapse? What happened? What they're really learning is the
028carbon cycle. How living organisms work together? Photosynthesis and cellular respiration. In this program however they're doing research running investigations. They're looking at online simulations and they're collecting data. This curriculum is also really heavily focused on literacy. So that reading and writing that they're doing in ELA and in social studies and writing CDRs is also in science as well. Um the students are able to then set goals as we go through the unit. What we found this year is that the kids are kind of transitioning into this new style of science and they were struggling to important and how does it go to the bigger picture. So what I decided to do was teach the students how to write smart goals. So they are writing specific, measurable, achievable, relevant and timed out goals for each chapter.
029Before we start the chapter, the kids know here's how I'm going to be assessed at the end of the unit. How am I going to get there? We modeled this through the first chapter of the unit. And then students wrote their own goals and they went through and figured out what is something I need to work on. What is that going to look like for me? And how am I going to achieve that by the end date which they know before they start? After the lesson, they do a progress check. How did I do today? What was my effort? Um what did I learn? Am I ready to do the task? Am I ready to perform? And if not, what do I need help with? So that daily reflection as we go through has really
030helped the students and then at the end um of each chapter the kids do a final reflection. Um and then Madison Simpson is here as well. She's one of my science students and she's going to tell you a little bit about what this process looks like from the student perspective. >> Thank you. Like she said or smart rules we do them in science and I think they're really helpful to understand what we're doing in our lessons and what we're really learning about. Um, and I really enjoy as she was saying the progress checks in the middle of the end cuz I feel like it brings a really good followup to like that other goal setting formats don't really have. And yeah, I just think honestly it's really simple too. We don't write a lot for
031it. We just set our goals like explain like our time frame and what we're doing really. And then follows are basically how are you doing and I think it's just a great way to understand your learning and re work towards your goals you just wanted to add really quick too the kids have a lot of flexibility in their goal writing some are writing academic goals a little bit more rigorous academic goals other students are working on maybe some more habits I'm working on taking my notes I'm working on making annotations while other kids are working at a higher level and they have the freedom to I want to make sure that I have three pieces of evidence. I want to make sure that I'm able to connect my reasoning from the article back into the
032evidence from the so there's a lot of flexibility. I'm really proud of that. >> Thank you, Miss Monson. I will now turn it over to our assistant principal, Miss Cronin, to talk about our goal around community partnerships and connections. >> Thank you so much. Welcome. Nice to see you guys again. I'm Danielle Cman. I'm the assistant principal here at Harding Middle School. First year here with Harding. So, it's been a a really great experience thus far. Um I want to talk to you about our uh goal number two, which is community partnerships and connections. So, we have been um one of our feedback that we got one piece of feedback that we got at the end of last year that was pretty daunting was the concern that was not clear two-way communication. Families didn't feel
033like they had an input. They felt like uh most of the information was sent directly one way. Um and so we really want to make sure that we are incorporating our community and family members um in in the decisions that we make in our school every day. Um so these are some of the different ways that we have done that. Oh no. Okay. So we have created our Falcon family outreach. We've had two meetings thus far. Um our last meeting uh we actually had an opportunity to discuss um a lot about communication systems. We talked about the difficulty that parents have with the multiple different um types of systems that we use such as Skyward um parent square all of those things. Um parents were able to to give us some things that would help
034them such as screenshot tutorials. So, one of the things that we're going to be looking at over the summer is creating slideshows that help parents navigate our multiple different systems and then put that together um on like a parent hub. So, they have quick links of tutorials of how to access their kids grades, how to access their sports, how how do we get our kids involved in clubs. So that is that is one of our big focuses with our family outreach. Um another way that we are reaching out with community members and families is our studentled conferences. So our fall conferences we had almost 400 families out of close to 700. So we had a really good um a really good uh turnout. However, we're looking to improve that for the spring. Um so we
035have some lofty goals. We want to definitely get it um to that over 400. We want to get close to that 500 mark. So when we're doing student conferences, our students are the ones that are actually presenting the work to the families. Um this gives the families an opportunity to put that accountability piece on the students and ask what are you doing? What is your best work? What's your favorite subject? What are you struggling the most with? Um and this also gives the parents a time to uh connect with the teachers too and ask any questions so that they can get the best their students. Uh, next we are sending out your value postcards. So, these are our Falcon postcards that our staff members at each of our um at each of our staff meetings.
036Our staff members go ahead and select any of the students in the school. It does not matter if they are their own students or not. They select any student that they have noticed some kind of positive in and we are just sharing the positive out to those families. We have an example. This is a teacher example of an email that was sent. Um I believe yes. So this one um was let's see sorry I lost my train of thought. So this one the whole key for this one was that one of the things that we had asked our staff members to do when we were saying there's one way communication. there's not an opportunity for parents to to discuss what it is that they want to hear or see from us. And so we asked
037our staff members to add that input piece, add just a piece that says, "What do you think about this? How can we partner with your with your family and your child?" And so this is actually an example of one of the emails that one of our staff members sent. And we just thought that this really just highlights what it is that we're trying to elicit here, which is we want that feedback from families. Goal number three. Okay, we're going to move on. Um, so goal number three is working on the whole child. So this is um some of the parts that we're working on is our SEAL. We are also working on our positive behavior systems. So our our SEAL or our social emotional um learning that we're working on is we use the curriculum
038second step and second step is uh the curriculum that we have for all the social emotional learning but then they also go into cyber all of the electronic technology safety. Um actually I believe that was something that they were just working on today um in one of their classes. Um so with their advisory they advisory once a week and they they work on stuff so that they can work on coping strategies and and being safe. Okay. So, we have our positive behavior recognition system. Um, and I'm sure you guys all know this is my baby this year. Um, we are really focused on um just elevating the positives, increasing the positive, the 10 to one. We want 10 to one. For every one negative that you have, you better have and positives to back that
039up. Um, and so part of that is recognizing our students with the Falcon tickets. So the Falcon tickets are kind of like the I saw that I got you. You were being awesome. You were being responsible. You were being safe and you were um being kind. So with this, we actually have our students run the student store during lunches. Um, the students that run this are our students from our business class. So, our business students come here, they run it during lunches, and then at the end of the day on Fridays, they also open up the as what used to be the ASV window, and that also becomes their um their last opportunity on Fridays to purchase items from their store. Now, my favorite thing is that the things that the students are purchasing right
040now, positive emails home, positive phone calls home, that's all they want and they give them to the teachers and and they're they're getting those positives. So, we're really increasing the positive communication home as well. Okay. Falcon Council. Um, Falcon Council is our student principal advisory group um that was nominated by teachers. So, all the teachers just put together a list of students that they thought would be excellent voices, the voice of what direction we need to go with our school. Um, so on that we're gonna have Emory. >> Thank you, Hello everyone. I'm glad you're all here today. My name is Emry Renades and I'm a seventh grader. I'm here to talk about Falcon Council and the impact it has had on students at our school. Falcon Council provides an opportunity for students to express
041their ideas and opinions. It gives us a voice and allows us to work together to make our school a better place by addressing issues that matter to us. What I like most about Falcon Council is being able to communicate with my peers and share ideas. It really helps students feel heard and encouraged. Overall, Falcon Council has helped me grow and given me a chance to represent my classmates and contribute to positive changes in my school. Okay. Thank you. Now, Miss Now, Miss will talk about our counselors, about how our counselors have used small groups to build self efficacy in students. >> Hello, my name is Jessica. I'm one of the school counselors at Middle School. This year, we're focusing our goals along efficacy. Um in August I did a deep data dive into Panorama student
042survey and recognized the past four years self-efficacy has been the lowest category. So we decided to focus um our goals on selfacy. So in our small groups I just finished a four-week group with seventh graders and before that I did a sixe group with eighth graders. We focus on learning what self-efficacy is and we defined it as our belief in our ability to achieve a goal um and ways we can grow our self-efficacy and how we can encourage others to do that as well. One of the activities that we did was a juggling activity where we watched a tutorial on how to juggle and then we had our students try it out. Um one student can juggle at a time and the observers were only or if they were going to provide feedback. They could
043only tell the juggler what the things they were doing, right? So, we really focused on encouragement and positive feedback. And we actually did have a student in our group who knew how to juggle. So, she did not tell us that beforehand. So um out of this group out of the two um in our pre and post surveys there has been an increase in selfacy selfs. So students are believing in themselves setting smaller goals and asking for help when it's needed. >> Thank you. I found this to talk about how our students have spent set personal goals to self- advocacy. >> Hi, I'm Miss Reynolds. I'm one of the teachers at the middle school and my buddy Shabo has joined me. Um, I promised him we would just do question and answer so he doesn't have
044to stand up here as long. So, what have we been working on in my class? And you know what? Right now I'm feeling a little nervous right now. What can we do to make us take a deep breath? I find it terrifying. So when we meet on Fridays, what is something that what what do we work through? >> And we revisit what happened during your >> and then we talk about what you do very well. >> Yeah. Well, we talk about what you do well and then we identify areas where you're having And what's a goal that we have picked to work on? >> And so what was the strategy that we decided you were going to do to help you with that? >> Uh, but also you can use another >> word. >> Yep.
045Substitute it with another word because sometimes that's a hard habit to break. >> So how do you feel about what you're doing. >> Yeah, >> you did really well. You were great. >> Thank you, Miss Reynolds. Now, I will turn it over to Mr. Balls. >> Thank you, Madison. Um, one one other thing I wanted to point out with our self-efficacy goal. So, that is measured through panorama. We've had some struggles with seeing growth in that. It's a survey students take three times a year and they never really get feedback on what that is or where the scores are. So finally we worked with Dr. Lee's office and the amazing Miss Sarah Vinnon Hall and they were able to give us the student scores uh in PDFs. So we had to print out all almost
046700 scores, distribute those and sort them by advisory. But for this spring student led conference, students are actually going to get a chance to look at those scores and then determine what is an area I want to focus on and grow on. And it gives them some tips. Try this to work on self-efficacy. Try this to work on growth mindset. And so we think that that could be a powerful approach to getting those scores up around panorama because it'll give more meaning uh to students for those results. Now I'm going to talk oh one other thing I want to talk about full child and self-efficacy is our participation last year we have a goal that every single student participates in a sport um music group or a club and last year we had 73% of
047our students doing that 476 students uh when any student we want to remove barriers for any students who student who wants to participate uh and so we have done everything possible we have to get support for that student to be part of a support part of a club or part of a sport, we will do that for them. Um, and so we've really had just incredible, it's a incredible way to help students be connected and also build their self-efficacy in other ways because they see themselves learning new things in a sport or music program or a club. So, we're really proud of that. Uh, and then our final final goals around student support systems. Again, we set this We wanted 75% or or more of our students within two grade levels of proficiency according to
048uh IRA. So in baseline in reading 54% of our students were within two grade levels. Uh at the midterm we were at 65%. So we made 11% growth in reading and that goal of 75% is attainable. And that really is just we want to get students within two grade levels because then the next year we can get them even closer to grade level proficiency. And then in math we went from 61% of students within two grade levels to 67%. So we're seeing growth in both areas. Uh and we do think that that 75% within two is attainable this year. Uh and one of our main strategies to do that is around IRA. We've devoted two uh advisory periods a week to having all students working on I Ready My Path. And this really is targeted
049practice lessons for students based on their diagnostic scores. So on Tuesdays they do math lessons. On Wednesdays they do reading lessons for 25 minutes each time. And we track that. We have what are called the I Ready Allstars. And we shout out those students who are really crushing it. We have students who've done overundred passed over 100 lessons and so we're really excited about that and I am going to introduce one of our rating allstars who is Miss Evelyn Crouch. Hi, I'm my reading scores have improved by almost 100 points from September to March. I think this was due to due to two things. The first was that I get from my tissue. And the second factor was my first test. My second test that helped my my dyslexia performance auditory learning. It's a part
050of myations. It's important that kids like me get good intervention to help improve their skills to get them closer to grade level. I started at a kindergarten grade level in fourth grade and I have improved to being on grade level. That's my hard work and the progress that the program that Miss Lissa used to teach me. Thank you so much. Yeah, she is one of our allstars. Like I said, uh we shout them out. We really celebrate them. They have a chance to earn prizes. We have pizza parties for those students who are really cruising with that. Um and it's been a great program, great support for us. Uh and then another support for extra support for students is our this just started very recently is our after school math club. So Miss Dearly is
051going to talk about that. >> Hey, I teach sixth grade math here and um if you guys met me before and that was awesome. Great work. She's in my math class and just a stellar performer in there too. Math club. Me, Mr. Scott and I were talking that we wanted talking in our PLC's for a couple of weeks. We want to start a math club. We want to start a math club, but neither one of us just did it. And then, wouldn't you know, the high school reached out and said, "Hey, our National Honor Society students really need some hours." And they said they want to work with some middle school students. Perfect timing. Great way to partner. And we ended up just a few weeks ago getting this getting this ball rolling where we
052have high school students coming in working with our middle school students while Mr. Scott and I are there. And so we get to work with our students, each other's students while we also get to see our students growing with these high schoolers there. It's just a it's been an amazing an amazing program already. Kids are engaged. Kids are learning in so many different ways. And what I love most about this is I can only teach the way I teach, right? But then I get to hear a high school student teach one of my students in a different way and I can take that into the classroom. So it's been a really great learning experience for me as well as for everybody else in the class. Thanks so much. That really wraps up our presentation, but
053I know sometimes you all have questions. I would like to shout out director Fischer. This is your first time as a director at Middle School. So, welcome. And we miss director Mackie or sorry, not director Madigan, Director Kinsel is not here this evening. We miss her because we know that she loves the middle school. She always says we like that. We miss her tonight. Um, but do you have any questions for us before we wrap up? >> So, I got a few. Um, first national in your heart when they're playing. And so, I love that. and their focus was so they're so you can tell they're passionate about what they're doing to see that I appreciate and I want to honor the work around and just getting the rules right and not necessaril learning material
054with my peers and my teachers. So I want to honor that realization opportunity to experience the enrichment of what they're learning and I have all kinds of questions about how it works and what happens when the students don't agree through it. That's great. That is absolutely congratulate you guys for doing it. I also you don't have to answer this now but you mentioned a communication hub some what is the need for some kind of communication hub and I've got two 13year kids I've lived that complexity and so now >> that's really summer summer work and we have I think it's especially important. So the jump from fifth to sixth grade is the first time skyward really means anything in grades and next year we're jumping to cumulative. >> Um and so I think streamlining because
055you a lot of teachers are still communicating through Skyward. Um but in elementary school they're used to parent square. So we've tried to get more and more teachers on board with parent square this year. I think they're finding success with that. So that'll be our main way of communicating with families going forward. But then cumulative, it'll be interesting to see what those tools look like. So those are the two main areas. But then they have Google Classroom and kids have Yeah, they've expressed that, hey, I have all these things. So we're going to work on that this summer to try to figure out what that looks like. >> Yeah, I imagine it'll be complex during conversation. So she left to see how you solve the problem. >> Thank you. And also I'm going to embrace
056the goal to not cuss. >> I just have a comment like you kids that got up and spoke you were better than a lot of just so you know you spoke very well and a lot of confidence and um I see leaders sitting in this room right now because you guys took control of what you were saying and and we understood everything you said. So very good job. You did a great job. >> They called you out like did great and answer questions. So keep it up. I just wanted to say thank you to all the parents and students and teachers for sharing time with us and sharing your kids with us and your energy concerns for education. Um, which is why I'm really very glad that you're talking about the communication aspect because the
057last soccer game I heard a friend of mine who's also a teacher at OS talking about how difficult it is for them to navigate that's kind of scary. They often use it. So that's I was going to bring that up anyway. do a good job. The data I mean isn't that >> we actually did let them know that that was feedback we gave them. Same with I if uh it's they don't I ready gives all this amazing data that we print out and give to families because we think it's val but why isn't that available to students at any time I don't understand >> I mean isn't that purpose of the system is for the students to learn I'm glad that you already did that and um oh once again thank you for using language
058in all the different such evidence. You can give it when you're working to show that you're doing your job. It's all the same and it really helps everybody wondering what you're talking about and Yeah. I just want to say uh great job students um getting up and doing this. That that's huge, right? I mean, everyone's nervous talking in front of people and heck us as a school board sometimes. We don't want to do that either, right? Um It takes a lot and and keep doing it, right? Um I love um hearing this club, right? This that kind of um shine some light on that the high school kids were coming down and that they're working with the middle school and and with the the teachers here. Um they're also building rapport. So when these uh
059eighth graders get to high school, guess what? people over there and that interaction is going to be huge at that point. So, and then back to the smart. Yeah, I'm a manager in my job day job and yeah, that's just those are critical that I'm glad they implemented that >> one more thing. I love the tutorials for parents. >> We love it because I in that office at the high school and that was one of the biggest frustrations I think that we saw was parents couldn't navigate they didn't understand it which I understood completely I work there and I have trouble sometimes understanding it so what they need is a tutorial that is fantastic students going to help with that going the conversation with the families and my frustration trying to learn a new system
060coming from another district and not like it was like an 800 page tutorial that I was not able to make it through and I thought this is what I need. So when this is my problem I thought this is what you need. So, we're just going to try and do some screenshots and then put it together so allies have access to it all the time. >> Yeah. And the thing I think I'll add about that is that really did come out of those inperson conversations with families like we give surveys and hear things but that really comes through when they're human to human talking conversation. So, that's been really It's easy to say to somebody, oh, it's all the information there. It's right. So, I love that. >> Thank you. Well, before I think you
061have to close the meeting, correct? I really want to give a huge shout out to our teachers first of all for giving up. It's been a long week and we're almost to spring break. So, a huge round of applause for our teachers coming out. And of course, Miss Cron and I could not be prouder of our students for the amazing job you did tonight. And your parents, we thank you for getting them here. I'm sure you are so proud of your students and that's why I said this is one of my favorite nights of the year because it's just a celebration of all the cool things that are happening. It really makes you understand uh all the cool things that our students and teachers are doing. So huge another round of applause for our amazing
062students. And with that, I'll turn it back to >> director. All right. I just have one little thing to let you know. So that kicked Great meeting. We have fantastic community volunteers participating in our own campaign. That I will