001indivisible with liberty and justice for all. >> Can you hear me? Yeah. I was expecting a little bit louder, but you guys are ready to go. We're ready, too. Okay. Elementary school. Right now, we have about 550 students and growing every day. I just enrolled a couple fifth graders last week and a third grader and about every week we have new students coming and we're putting them in classrooms. So, we are continuing to grow here. Um, I had the privilege earlier this week to interview some construction companies with some people in the room and that was fascinating. There are so many acronyms that I had no idea what they meant but I pretended and we are just really really excited. um for the build of our new elementary school. So, thank you voters for passing
002our ball. Again, um our culture here at Oring Elementary School is run off of our pause slips and you have those in front of you board members. They are things that we give out to kids when they are following our expectations and doing well. And then the item you have in front of you are our cougar kudos cards. And if you follow us along on Facebook, those are for students who go above and beyond. We do a big celebration at the office. their picture, positive phone call home and do a big celebration. They get to ring a big cow well. We also have playbooks this year, which is a recess program that Mrs. Finny is going to speak a little bit more to you about later. And then you'll hear a lot about academics, including
003our core curriculums for reading, math, and social emotional learning. And I'm just going to point out Charlotte, one of our students who's going to speak, is also a Playworks junior coach. you can see her with Brandy who we recognized at the school board meeting um earlier in the year and so really excited to share with you more about that. All right, so what's going on at Oregon Elementary School and what are we going to do about it? So Mrs. Spinny and I along with our leadership team analyzed our data and what we're really finding is that students have foundational skills but they have a challenge with applying those into really critical thinking and How we're addressing that is really narrowing in on our PLC's, our professional learning communities with our teachers. We're having clarity and
004coherence around what we're teaching and why. And with that, we have an emphasis on high quality core instruction for reading and math. This year, we're specifically focused on reading. You're going to hear more about that from our wonderful fifth grade team. And with all that will come increased student self-efficacy that are team is going to talk about student agency and that sustained growth that we are actually very excited to talk to you about when we talk about goal four. Okay, with that being said, we're going to start off by speaking about goal one. This is something that I shared with you when we met earlier in the year that this is just a graph to share like where we're going in the blue and where we want to go with our SBA scores this spring.
005Um, we want to increase our English language arts or reading from 42.7% to 47% and math from 36.1 to 40% by this spring. And fifth grade team, come on up. They are going to talk about how they are putting this goal into practice each day with reading. >> Good evening. Thank you so much for having us here tonight. We are so excited to share some of the growth um incredible growth our students have been making. Um my name is Jennifer Toris. Um unfortunately our fearless leader Britney Jarrett is not able to make it this evening. She is an emergency. Um but she is definitely here in spirit and she's helped us um put a lot of this together. >> Hi. I'm also one of teachers. Hello, I'm Adamski, fifth grade teacher. >> And I'm Jacqueline,
006fifth grade. >> All right, so I'm going to start us off. Um, so the unit that we're currently in is a reading literature text called the Westing Game about 16 different characters that go through a murder mystery and they're trying to figure out why this guy died and it's a big debacle about how they're all related somehow. Um, so the is about 10 weeks long. And the things that we're noticing that are really high strengths are that the text is super complex, so they have to follow lots of characters as they're reading. Um, and then the discussion questions and the comprehension questions that the kids are talking about and trying to figure out um are really strong and they um gear their minds towards that. They're very focused. Um, and then the units are really
007good at building across and across different subjects as well. Some of the things that we've noticed that are kind of weaknesses are that the standards there's no standard based assessments in the the curriculum and so we're kind of having to make those up on our own and we'll talk about that a little bit later. Um and then the same thing with the written responses and so the written responses um don't exactly measure mastery um in the way that they are asked. they don't match the standards um and then the rubrics that go with them are very not studentfriendly. Um so we are focusing in this unit on the basis would be that students can retell the events in the story and explain how the characters connect to them but we're trying to build in a
008deeper understanding that they can explain how the characters are changing throughout and how the events affect the characters and then that the theme is building throughout the story doesn't just One of the things that we look at when we first start out um planning our units is we want to really look at our learning progression for our students. So we really want to look at it's kind of like a road map. We want to look at where they came from, where they need to be right now, and where we want them to be as we are sending them off to middle school. And this um basically shows you some of our standards that we cover for our reading. Um so one of the first ones in both here, the RL 4.3. Um you can see
009that some of them have a bit of a change as they progress through and we really try to focus on what those little tiny tweaks that we need to make in our instruction in order for them to be able to meet those. Um let's see. Um and really focusing on the that's going to that they're going to be asked to do when they go to sixth grade. We're noticing that um we've had a lot of um challenges with kids not being quite as ready as they need to be. And so in response to that, we've really again focused on those um core standards and really made sure that they are able to hit those standards so that they have the base and the solid foundation they need as they move to middle school. One of
010the things that we do in order to be able to track what our students are doing is part of our assessments. Um, and as Noel mentioned, a lot of things in our curriculum are not really fine tuned for this. So, we really spent a considerable amount of time to make sure that each and every one of the standards is addressed in the way that we're looking at what our students are learning. So, we start out with a preassessment that really gives us an idea of where they are at right now. And then based on those, um, we take it all apart. We look at each standard, how they scored, um, and then focus our instruction on those areas. Um, halfway through, we get do a that's really a check for us. Is what we're doing
011effective? Are they really retaining? How are they doing on that progression of the standard? Do you want them to do progressing the standard or you actually have mastery of it. Um and then we tweak our instruction, do some changes, regroup some students um as we then go to the post test and that really is the area where we see um the most growth where they have made that progression and are really able to demonstrate what they have learned. One of the things that we tied in that's really important for our kids that we found was something they were struggling with is the FIA. Um, and those are basically tests that are very similar to the SBA and that's the state test that they need to take in. And we found that kids were just not
012prepared. They were not familiar with the language. They were not familiar with the way the questions were being asked. And so everything that we put together really helps um expose them to that. So taking not only the material but then putting it in a format that they are going to see and see to be able to demonstrate with that. >> Good evening. Um up here you'll see a couple examples of students work ranging from one to a four. When we pose them, this is a written response. When we question to the students is very deliberate um to get them to kind of think outside of just re uh restating the text. So the questions are usually posed involve some critical thinking maybe uh using some inferencing just really analyzing what they read and putting it
013into words on their written response. Um, so again, ranging from 1 to 401 is uh they're not really uh answering the question, they're not restating the question or they're missing their text evidence u which we require all responses. We want them to be able to uh articulate what they're saying but also back it up with text that gives them experience and exposure to going into the text and being able to pull it out. Um I know it's very difficult to read from uh uh where you're sitting at. Um, so one, they're just they're missing the resting question, the text quotes, um, not citing it properly. That's something we're always really big on, making sure that they're citing things properly, especially moving out into middle school, so they have that skill. Um, and then our sent
014for citing it, we always have them do the same structure. So it's according to whatever book it is they're reading, on page, whatever. And then we emphasize quotation marks. word to the book. Um, so that is every response is that same format. So they get again more and more exposed to it. Um, and so a two would be they're missing one or two things from it. They're not quite there. A three would be they hit all all those things. They've got the two text evidence. They've got their is cited properly. They've restated the question. And then a four, that's when they're going a little bit beyond. They're expanding on their explanation. They're expanding on their How does this connect? Why does it connect? Um, in addition to that, there's no grammar errors. Capitalization's good. Punctuation's
015good. It's just a solid good paper. It's hard to find something. So, those were just a couple examples of student works for one. >> I have the data here for our ready. We test it in the fall and we test in winter. So, our graph on the top left. The light represents the fall and the dark represents the winter. And we have six priority standards that we test. We have point of view, figurative language, theme. I knew I was going to do this. I knew I was going to do this. I'm notorious for forgetting these. Quoting accurately, vocabulary, and >> comparing contrasting. Thank you, Ellen on my team. we notice about the first graph is that we have a consistent growth. There's no one isolated area that we succeeded. We grew across the entire six
016priority standards which we are very excited about. And the graph below here shows our we started in fall at grade level of 37% of our students and by winter we were grade level at 56% growing 19% which made us extremely happy for our students. And if we can take a look at our second grade and below we were thriving to see that we dropped which tells us that our struggling readers are now reaching those proficient goals or attempting to reach those proficient goals which makes us very happy that they're giving their their bets to us. Up to the top right, the Westing game. A fan favorite. As Mrs. Long was stating, we have quite fun with this book. This shows our pretest, which was yes, our pre-EST and our MIT unit. And this once again
017assesses all six priority standards. And as you can see once again that it shows growth across all priority standards, not isolated area and one area that we noticed a high jump in was our point of view and we took really intense time in teaching students point of view because it's not an easy thing to teach and we were really thrilled to see they were grasping that with the westing game and our final graph the literature growth we have walk two moons which we began it's a good one in the fall and the westing game which we began in the winter bothres represent our pretest. And as you can see, it was a huge jump from the fall to the winter in our pretest. And this one was one to celebrate because figative language, as you
018can see, took a huge jump from four students to 69 students. And figurative language was not something that most fifth graders had much exposure to. So to see that huge jump was really something for us to celebrate. So we take great pride and our kids given all that effort. Okay, so this is where our students have gone through and reflected on their learning at the halfway point of our unit and then set some goals for themselves. So in the um pie charts below, we can see their scores from their pre and their mid and then the post we haven't taken it yet, but this is them um what they want and what they think that they can attain once they take that post. So we have majority of the kids think that they can push
019themselves to a Awesome. Um, above that is a question that they answered on a Google form with the sentence stem, I believe that setting my own goals and working towards it helps me. And they had to fill in what it how it helps them. Um, and so most of them said that it helps them push to get to that goal. It helps them succeed in life. Um, and then that believe they believe that setting their own goals um helps them achieve it. Um, and then down in the right corner is a template of what it looks like when we goal set. So each kid receives one of those templates where they write their goal down for the unit and then on the graph next to it they keep track of what they got for their
020pre-EST, what they got for the mid and then what they got for their post. And so once we give them their mid test back, they make um a goal on the bottom uh which is a little bit small right now, but they decide what they want to focus on for the rest of the unit. Um and it's all standards based. So which stand do they really want to focus on? And then at the top we see what most of those kids chose. And so they went through on the same Google form and chose um what they chose on their paper. And most of our students want to focus on um theme and summarizing the text as well as vocabulary and then doing text evidence. And then I have three kiddos here who want to talk
021about how they go set in class. Introduce yourself before I ask you a question. >> Hello, my name is Alex. >> What I think helps for for people having partners is people find for other people to find stuff people don't find or don't see with their own mind and to get correcting on stuff they accidentally made mistake on. If they did, then they get checking from their partner to help them get a better score of what they do. >> Hi, I'm and I'm talking about how I make and achieve goals goals. Goal setting is when you choose how much growth you want to make and how hard you want to push yourself to reach it. We often do this in writing. When we write responses for the West game, the book we are reading, we
022use the acronym races. Races stands for we say the question A. Cite text evidence explain Summarize what you said. This helps me be able to reach my goals because There's a clear path for me to follow and I know exactly what I need to do to get a year of work. When I reach a goal that I've been working towards to been working at, it makes me feel really good and proud of what I'm capable of. When I succeed in a goal, it makes me want to try harder, reach further, and go bigger by setting higher goals and never giving up. >> Hi, my name is Charlotte. In my class, we use goal setting sheets to set goals. I monitor my learning by tracking my scores that I get on my test. These scores show
023me if I'm growing. I can compare my scores for my pre-EST to my mid. This lets me know what areas I need to work on. I take my post test, for example, comparing characters when it comes to their actions or feelings. I use graphic organizers to show my learning. This helps me in the letter because it lets me write down the information my teacher is asking me for and then I have to find text evidence to support my thinking. Using the goal sheet increases my confidence because it lets me see if I'm growing and it pushes me to keep going to improve my score and it lets me see that I am learning more about what I'm doing. All right. So, one of the things that we do with all of this information that we
024get from the kiddos and all the hard work that they do, um, we really look at analyzing the data that we get from them. Um, so we try to, uh, take a different standard. You can see a few examples there for, vocabulary, word analysis. Um, We look at percentages and we're looking at 47% for theme meeting. So 53 are not. Um and then we really dive deep into what exactly it is that they need um to be able to meet that. Um and we also look at some of the different factors that we know influence our student performance. Um because these are things that sometimes are out of our control and then how can we respond to those and help those kiddos that might have that deficiency. So we um have frequent absences a lot
025of our students. We have a lot of behavior related removals that really impact their ability to learn um and then um different access to language and academic discourse um for some of our second language learners and then pacing and processing needs for things like so we have spent a lot of time working with different departments within the school to help support us in those areas um to really help those normally would probably fall through the cracks and we've seen really good results from them as well. >> So these are some of the things also that we do in response to needs that we see with our students. Um one of our biggest ones intervention um basically where we look at where do they need their growth most and how can we best support them. Um
026we break them into different groups. We have a program it's called walk to reading. Um we We uh have the kids in different groups, different skills, and then the um the lessons that we give them and what we're teaching them is specifically targeted that. We kind of look at it as like a puzzle and they have a few little pieces and boy once you get those pieces in, they are ready to take off. Um and so we have found that that is the best strategy because sometimes they just need a little bit and then they're good to go. Um so really looking at that intentionality of our instruction and our practices and really help get us um the results that we have seen. Um and then for the kiddos that are already there, they are
027already on top of it. Um and we really want to make sure that they are also challenged even though they are proficient um or receiving fours above and beyond. We want to make sure that they are not left behind and they continue to have extension opportunities to really push them in those areas that we know they can really their independence and being able to apply those skills even deeper. >> I'm back. Um, okay. So, our next steps and lessons learned here, um, we will continue using our midunit data. That's that mid checkpoint just to make sure that we're on the right track. Uh, that gives us an opportunity to adjust and self-reflect as a team. Is this working? is this uh what we're doing here, is this working to reach this standard? Uh if it's
028not, we get together, we tweak it, we try to figure out what's best. Bottom line is we're here for them. Uh we put a lot of effort into making sure we're doing what we can to help those kids succeed the most. So we're very data driven. Um a lot of our information is based off of the data that we get from the students. Um then our uh next step, increasing the supportive practice, we're just contining to bridge those those gaps, making those smaller, helping them succeed and get to the point so when they move into middle school, there isn't a huge gap. They're not there's no struggle there. There's an easy transition for them to continue to grow. Growth is like the main thing we want here. Um students engaging in that analysis of the
029feedback. That's something we as teachers do with our students is we're continuously giving them feedback whether it's written on their written responses or um or just oneonone with them or just stopping by and being like, "Hey, this is written here. You got that. We're on the right track. What do you think next?" And just kind of probing them to see what they're understanding, their level of understanding. Um and just if it's not quite there, just giving them that nudge in the right direction to reach that. But cons constant feedback to these students. Um they like it and I think that also helps us achieve our overall goals. Uh and then extension for those that are contining to like those those students that performing on fors and those written u those written responses continue to nurture
030and feed that and getting them to think and go beyond what they're already doing and just giving them a little push again to see if they can continue to thrive and grow. Um but it's fluid. It's so changing all the time. We're adjusting all the time. Uh like I said, just the amount of brain power that is spent trying to develop the just what are we trying to get them to understand? How can we uh how can we gauge that from their responses? We're just constantly tweaking and it's just so fluid. Um but at this time I'd like to open up any questions to our team over here that you may have. in relationship to relationship to the book. You mentioned character which I thought was excellent. 15 characters was excellent for point of view.
031I thought that was Did they emphasize character before that? because they emphasize character before that. >> So then when we were doing the walk to moves, there were times where we had the students uh do written responses or think about individual characters like their point of view or how they're reacting to something just to give that compare and contrast between different characters, but it wasn't that high of a number. Um I think we had five or six characters maybe in walk two. Um, so this kind of brought it up to the next level to just kind of throw more parts at them. Again, more exposure to see. Did I tap on that answer? >> Well, no. I guess I'm just asking emphasiz. So, we focused a lot on graphic organizers and So they'll have two
032different characters and they're analyzing how the characters are responding to the same event that's happening. And that's not something that performs really good because I was really wow. We have an opportunity to review your plans, your school improvement plan, and saw your original plan with lots and progress just on your stood out to me. I don't know if there's a curriculum that exists that checks all the boxes, but I love to hear how you put your heads together and close the gaps in order to work also as a board meal for us to bring homework and for parents to work And I just want to point out like how much rigorous work and learning is occurring in classroom and those feedback opportunities are in person in the moment and frequent for students. So the evidence
033shows and how it's working how it's working. I have a question. How much homework do they take? >> So, we have debated on this the last couple of years. Um, and because as you mentioned, so focused and so to sometimes send things home like that um is something we get more with the math because every reading you know I just we are so rigorous during the day we just ask at home and do it for the joy of reading we spend so much time really in these and just breaking them apart and hitting all of these pieces. It's a lot of brain power and they're tired at the end of the day. And so I think sometimes you know part of that is you know my response is they they've done the work they've done
034during the day and all that but they are making the results. So I don't worry and the homework that she has to do home so I want to be home. and we really focus on quality versus quantity. So if I'm sending something home, you know, many of us and I'm not able to look at it or give that feedback or respond or even I would much rather spend my time with my team and making sure that we get everything in class and then give them that time to rest. Whatever you're doing everybody has assistance enjoyment. because 10 weeks long. I mean that be a long time to wait to find out how they were doing. So I mean not that you don't really like the way you use the data from the standards to I
035don't have any questions. Congratulations. I think the evidence of your work or educator, you don't really know the exact kids. you explained it very very well and I thought I'm like oh wow we have a great group they're actually taking that curriculum and picking it apart but this works this and creating their own to go with it and those are things that people don't really work on your behalf and it's evident in the way that your students presented themselves they were very articulate and knew exactly what they wanted to say and I applaud And I was gonna say as you were going over the homework, you know, hey, I'm stressed out. I got to read not enjoy it, right? I'm one of a student back in the day, I didn't want to read. So, I
036love that when they go home, they're doing it for that passion to read and grow from that. So, All right. At this time, our students and their families, you are more than welcome to stay, but we would like to offer you a moment to leave if you would like to do so. All right. Well, I don't know how I'm supposed to follow that. Um, but my name is Abigail. I have the pleasure of being here at elementary and I get to talk about our second CIP goal and soon I will have a partner join me up here. So, our second goal is really around community partnerships. And in the past, this goal has been something that's been focused on the number of volunteers that we've had coming through our building, which is super important. But
037this year, we really wanted to look at the data that we have around family and community engagement and see what would be the highest leverage area focus for us. And so we looked at a piece of data from our community panorama survey that is essentially asking families how involved they feel in providing input around decisions regarding their child's education. That's a really critical piece of data for us. And so up there underlined is the exact statement. We're already at 80%. We wanted to increase 10% to 90 by our spring survey. So this is the metric that we have and as you can see um we really wanted to approach this goal with the knowledge and the acknowledgement that this is already really an area of strength for our staff. And we really have strong relationships
038here with our community and with our families and we really thrive on those parent partnerships and we wanted to just see what approach could we as leaders take to kind of uncover any of those barriers that might be remaining and get us from that 80% closer to 100. So with that, we designed some professional development specifically aligned to engaging families in decisions about their child's learning. Not just communicating information about behavior or grades, but how do we really invite that family voice into decisions that we make? One of the pieces of research that we looked at um it's okay that I thought was really interesting because we talked about student self-efficacy a That's kind of a common phrase for us around here. Um, but I looked at lots of different pieces of research before presenting
039things to our staff and we found um, teacher self-efficacy is really positively impacted by mutually beneficial consistent family partnership. And that's something that I've observed in my own role. I mean, I spend hours each day communicating with families and I know our teachers really spend a lot of that time as well. And There's that mutually beneficial, mutually um solution focused mindset in our communication with families that makes you feel like you can do your job better, right? And we want that for our teachers. We want to remove those barriers. Some teachers are, you know, scared to call home or there's that fear of like what are they going to say? Um and those are the very real things that we want to address that could get our staff collectively up from that 80% to a
04090% So, we um did a lot of partnership with our intervention team and Stephanie is going to talk about that in a moment. I just wanted to touch on one more piece about the professional development that we did with our staff. It was very um teacher talk based. We're really into active student engagement within our classrooms and lots of opportunities to respond and students doing the cognitive heavy lifting. We wanted to model that in our staff professional development as well. And so we just took lots of very real life sticky parent partnership situations and we had teams process through those. What barriers do you see? What are some things that are coming up for us as we're looking at these situations and where do we go next? What are the biases that we have that
041we can uncover collectively and maybe help identify some of our next moves to help us be more effective communicators with our families and again not just presenting information but that focus of really soliciting input. So Stephanie's going to talk a little bit about what this looks like within our intervention systems and what has changed over the past couple years. >> Hello. Stephanie interventionist here. Um, one thing we really made a point of this year is to make sure that me or group are MTSS specialist attended every fall conference of a student that was tier 2 or tier three. That allowed us to really connect with families and have them have a face to someone who might potentially reach out or someone who might have resources for them. Um, that led to several parents asking like,
042"Hey, what can we do at home?" Um, and following through on that what we were able to provide and we actually saw several kids exit from intervention uh in the months following that. So that was really a big celebration for us. Um we also started attending all referral meetings. So parents that were meeting to discuss the possibility of a special education referral. Ruth or I started attending all of those just at that point they will then seen us a few times. So, it's just another person at the table that is a familiar face that they've already connected with. Um, and then when we talk about those referral meetings, we meet as an empty test team and say, "Yes, we want to potentially talk to parents and keep going the next steps." Um, we sit and
043call with the teacher. So, they're hearing from the teacher and they're also then hearing our voice again. Um, so it's kind of a consistency all the way through. Do you have any questions? >> Obviously evidence at home. Those hardies seems like I'm sure It takes a lot service as we grow that more difficult to scale. And so just something that touch I have a little answer to that too is as we developing our intervention systems we're actually seeing less students. So, as we as we're strengthening our core instruction and really streamlining these systems, we're seeing less students. So, for example, in fifth grade, um I think we're starting like three. Um so hopefully that won't be the problem. Hopefully it's actually the opposite end >> and or maybe it's more of our younger kids that
044are just starting school, you know, be able to be visible. I'm hoping It'll be fun to hear how you Those are numbers. I don't know of other districts that have to ment communication but also confidence in what's happening in this building. So, shall we? >> Hello, I'm Megan Foley. I'm the school counselor at Orton Elementary. and Mrs. Kyla Cosmi. She is my counseling intern this year. We will be presenting about our whole child goal and then Abigail is also going to pop in just at the end, but we're going to do the heavy lifting for this one. So, our goal this year is to increase Oh, I didn't click it. Okay. Our goal this year is to increase our students in grades three through five and their favorable response in our panorama survey in the
045section of self-efficacy. So we want them to increase from 41% favorable up to 61% favorable. And our why behind that is we want students to believe that they can achieve high like expectations. They can achieve high learning standards. They can learn hard things. they can apply classroom strategies and they can complete classwork successfully. So that is why we want them to improve that. Kyla is going to talk about some goal setting. Yes. So the fifth grade team touched on like goal setting in the classroom. Um and from what I've seen I mean this is my first year here but um from what I've seen I believe I think like most classrooms if not all are doing some kind of goal setting whether academic or or something like that. We're for these, at least right here,
046we're really focusing on behaviors. Um, and so these first two boxes right here are examples of what the students will see and what we give to the teachers to track progress. Um, and so yeah, this first one I created on the top. I can follow directions the first time. So that's about class behavior. That's for a first grader. Um, and then this one down here is a little bit well, we don't have the happy faces, right? It's just did we complete our work? Yes. No. And that's for a little bit of an older kiddo to make sure there's like work completion there. Um and then these two photos are examples of what um the student is working on on their end. Right? So for this one right here where we have our root beer float,
047he has a daily goal. He's a first grader. Um and every time he meets his daily goal, he gets to add into his little thermometer and when he was all the way up, he got a rubber pow. So that is what this is. Um and then this other kiddo right here, a little bit older, he has just started his like behavior tracker. So, his isn't quite as exciting yet, but he's working with it. All right. And something else that we've done to try and help close this gap is Kyla and I presented to our staff, our certificated staff members. We presented for an hour after school. Um, and then Miss Finny had done her slide about family engagement. So, we presented for an hour. What we did is we broke down every single question from
048the self-efficacy section. So, so we showed our staff how students were responding and then we had slides. This is an example where I had the question Kyla and I talked about some of the behaviors that show up if a student's not responding favorably. And then we gave strategies. So, we weren't just like here you go, these are the behaviors and that's it. We gave them strategies to try and address um decrease the behavior and increase the self-efficacy. So, on this Our example was talking about teaching students to persist through challenges and our staff got to hear me go on a whole long spiel about Sam Darnold, our Seahawks quarterback, and how, you know, he had a rough time. He was a number one pick. Um, didn't perform well, basically got benched. Uh, you know, had
049a really hard time, but ultimately he won the Super Bowl. Took him some time. The only way he got there though was because of his high self-efficacy. His belief in himself is what let him continue and persist through the challenge. So I told them way more details about it. They probably didn't want to know, but I was like, it's a good example for students who are following along with the Seahawks and connecting. So, what was really cool is Miss Ritz um she actually then went and found a video about the Sam Darnold story and presented it to her students. So, they got to learn and hear about that and see someone that they you know idolize and watch him persist through challenges. This is another example of one of our questions talking about when a
050complicated idea is talked about in class, can you understand it? How sure are you that you can understand what's being talked about? And what we noticed is a lot of our students have a hard time articulating the questions they have about it. I don't really know why I don't understand it and they don't know how to ask um questions or seek clarification or explain their thinking when the thinking is not quite right. So what we suggested to our staff was using sentence stems and Kyla and I showed um primary examples as well. elementary examples and we offered to make posters for our teachers and a lot of them took me up on it. So, um this is one of the posters over in Miss Laramore's classroom in her kindergarten class. So, it was really exciting
051watching our teachers want to implement that as young as kindergarten. And um we also had time for staff to collaborate because our data was showing that there was a disconnect in what self-efficacy means from grade to grade. And so if we can align that thinking, then we all have a similar understanding of what that looks like. And so Kinder got to talk to first grade about what's self-efficacy for you guys and work to align that. And then handing it back to Kyla. Yeah. So just expanding on student self-efficacy. Megan and I went into some classrooms and did some mini lessons like 20 to 30 minutes. Um, and the the kind of prompt of the lesson was everyone got two little strips of paper and on one strip they're encouraged to write something that they're good
052at or that they're proud of themselves or something that is one of their strengths and then on the other one um it is something that we're working on improving and Megan and I gave our own examples and then we went around had everyone read them and then um the final result was a paper change and so we kind of got to see like all things we're good at and what we're working on and we're going to be talking about selfacy. Does anyone know what that means or want to take a guess? >> We don't give up on ourselves. So, a lot of those answers are all kind of part of self advocacy. There's a clock up there. What does the talk say up there? >> You can do hard things. That's pretty much what self-efficacy
053is. Believing that you can do hard things and keeping yourself going, being resilient. So try not to give up on things. >> I am. So, I'm high straight this math petition and I'm working on filming seventh grade math. >> Selfacy. >> Yeah, self-efficacy. Did someone remember what >> selfacy was? >> Yeah, I believe you can do something. knowing you should do something hard. Evan >> Yeah. Yeah. You make a goal and then then what? Try to do it. Yeah. Liam. Okay. Yeah. Okay, I'll do Emma and then Callie. So, that was obviously very short and we had to be on a tight schedule, but yeah, that was our little lesson. And now, Miss Finn. So, one of the really cool opportunities that we have had this year to really inspire that sense of empowerment and
054leadership and self-efficacy in our older students is through our playworks program at recess. And one of the key components of that are our junior coaches. And these are fourth and fifth grade students that have to apply to be junior coaches out at younger recesses. So, our kindergarten and third grade recess or our first and second. And one of the really things we've been able to do throughout this program is empower some of our students who maybe are not always picked for things. So, we kind of always have those kids. They're going to come to the schoolboard meetings. They're going to come to the bond presentations. They're going to be in student council, right? But we have a lot of our students who maybe are not always at the forefront of experiences like that that show
055really great leadership skills with our younger kids. And so, getting to see some of those students who may be like your students. Oh no. And they get to be leaders out on the playground with younger kids. And that has been super cool to see. And we've seen that affect our recess behavior referrals all across the school. And so younger kids are getting to see their the cool older kids at recess, right? Showing them examples, helping them work through problems. We don't always have to solve things through Vista. We can rock it out as they say in playworks. Do rock, paper, scissors. Um and then of course the older students that more deeply sense of responsibility when they go out to recess as well because they know that they are student leaders. And so at this
056time, as of three days ago when I pulled the data, um our playground referrals are down 65% of last year. So at this time last year, we had something like over 400. It was like 429 and we're currently below 200. We're at like 160. Um That's a pretty significant data point for us. You guys all know what our facilities look like. >> So, that's been a really cool way that self-efficacy has kind of been able to translate through to different areas of the school, not just the classroom. It's been very cool to see. Any questions? Yeah. >> That's a great question. So, we have our partner and his name is Coach Casey at Playworks and he comes out to our campus once a month for a week at a time. And during that week, he
057meets with our junior coaches and he walks them through different games and kind of like some problem solving strategies. And then I also meet with our junior coaches once a month um on an additional day when coach DC is not here. And then in addition to that, they're also learning new games with during their classes game time. So on the week that he's here, in addition to being out at all of our recesses helping to facilitate games, um he also meets with each individual class throughout the school and teaches them one or two games that they can use. So kind of an ongoing ability and and teaching to it and using it using the language throughout your lessons. One thing wouldn't it be cool because it is a language of metacognition and you're teaching them
058how to think about And I just love that I wanted to say yes. When I was here, the playground was the best. I was just acknled in an office in the back of the school somewhere and the idea that you are going to the staff who ask for your assistance and you're getting really good examples of things how to do It's just you're all about the kids at every single stage. Perfect idea because they do not know how to begin. ownership. It's a big deal for adults, right? >> Same. Um the last appel that shows that you definitely changing and moving in the right direction. Watching the interaction with the students and showing that right That's amazing. So, I just love seeing what what is going on and how much grows. Great job. >> Hello,
059my name is Ruth Vz and I'll be with Stephanie. And >> hi, I'm Stacy Roberts and I am the free resource room teacher. So, I'm work with the multi-ter assistance of supports in the school. And so, we're going to look at goal four and specifically to those students that we're serving in tier three reading intervention. So, how is MTSS laugh and said um helping these learners grow every day? And so, our goal that we have is by spring 2026, we want to reduce the percentage of students who are performing two or more grade levels from 25% to 15%. And we want to increase those students that are performing at or above grade level from 31% to 45%. And this is based in our I Ready uh diagnostics. So, we take that assessment three times a
060year. So, we took it in fall, we took it in winter, and we're going to take it again in spring. And so, with that, we have intervention programs that are helping us um with students that need that extra support. So, we look at their diagnostic and we look at the students that really need that support in reading. And so, we have our sips program with this instruction and phmic awareness, phonics, and site words. We have 95% which is a reading achievement program and we have youth fly which we're using for students kindergarten to third grade. We actually have met our goal uh based in our winter. So that's a great celebration. Um in our winter diagnostic we saw that we are at 11% of students who are two or more grade levels below and we
061are at 47% for students who are at or above. So, we're just mid year and we already met that goal. So, now we talked about when is going to be that next goal that we want to achieve. And so, our new goal is we want to decrease from 11% to 9% by spring. And we want to increase our at or above grade level from 47% to 55%. So, this is what we look at. And so, we already see uh that triangle that is changing, right? We see a lot less red and more green. And that's where we want to be at the end of the year. >> So, how we got there is we Ruth and I really have taken a deep dive into students data and look at each section of that data to
062figure out if it's a phonics instruction, they need comprehension, they need vocabulary. Um, and then progress monitored and adjusted our groups. Our really fluid. Um, sometimes you'll have a student that will be all of a sudden excelling after only four weeks and other times you have kids that are in that same group for a lot longer. So, we've really been really fluent about that. And as the year goes on, sometimes kids um become on teachers radar that maybe they weren't in the fall. So, we've been really flexible with that. Um, we have lots of groups um in six and at all grade levels. So I have four three fulltime parents and a parttime and there's me and Ruth and then Stacy is also still using those programs in the resource round. And we've kept our
063lab groups as small as we can um numbers wise, but also as you had suggested earlier, our fourth and fifth grade ones are a lot smaller than anywhere else, which is the goal you would hope for that as kids are getting older and getting that quality instruction, there's less. Um and so this is our growth data. So in the fall we had 40 students in grades one through five in RA. Um and now in the winter we have students, but um although that only looks like it reduced to five, we also added kindergarten in there in the winter. Um and six went from 36 students in the fall to 29 in the winter. Um we actually exited over about 29 students this year. So those you can tell by that that those numbers are definitely
064really fluid. Um so we have a couple of students and I just asked them like tell me how reading interventions helped you and he's talking to fifth grade boys. Sounds a little loud and quiet. >> Hey CJ, how intervention helped you. >> Hey Tanner, how did reading intervention help you? >> Reading interventure help me break apart big words and make my teeth go faster. >> Good job. Okay. So, for the SPE department, we also use 95 rap. And this is our second year really diving into it. And so, we've seen some amazing growth. This is just a snapshot of some fourth and fifth grade students that I have on IEPs and the progress they've made on their reading goals. So, the full bar is like how many goals they have. So typically a student will
065have like three reading goals and the blue is showing how many of those reading goals they've already met and then the red is just what they have left. So you can see several have already met all of their reading goals at this point in the school year. So they're really doing a wonderful job of taking um these programs to heart and really working hard in our room. they enjoy it. And so we've seen some amazing success. Um, one of the students in fifth grade also just had her IEP in December and she's already met all three of her goals. So she um, and she was a new one to me, so she just got qualified and has already just went amazing with this program. So, I have a video of the students talking about what
06695 rap is, what do we do with it, um how is it making them better, their thoughts on the whole program. >> Stacy's voice is real loud. >> What is an why do you have one? >> It's a visual IP just for you. >> Why do you have one? >> I have one because I need Math, reading, writing. >> I have IP goals and I want a resource to work on them. >> What is 95 rap? >> Decoding slowly answering questions. >> The reason why we do 95 rap here is because it helps us get better at faster so our parents can get proud of us. >> How does rapping your fluency help you? I look at my graph before fluency, then try to beat that score. After I read, I get to color my
067graph and see my growth. >> How has magnified rap helped you meet your goals? >> I have three reading goals and I and doing rap helped me reach these goals. Okay, any questions? >> Kudos to you guys for doing that. I just also want to acknowledge that to meet those kinds of goals, you don't with just picture stuff. You guys are really so evident that you're digital basis and I know but the fact that you are doing that is so evident and it's so amazing to be able to sit here and witness that investments in those programs that support student learning and it's important for us as members to see the outcome of those investments. So I it's great to see not just one program but how combining those programs to line up. >> Yes,
068please do. I like that child that bar Fantast. the region goals some of these that they made the goal and then I set one investidence Okay. Well, with that, um, this is kind of our final slide. So, we hope that you can see at OES here that with clarity for our teaching staff and our students along with that engagement. So, yes, learning is not a spectator sport, right? Plus, I hope that you saw evidence with our kids that they're really owning their goals and their learning and that we're seeing the growth that we want here. And so, thank you for everything tonight and we're so excited to be here. Charlotte My heart. I don't have a lot of comments, but I just want to information form that you guys use. Then make sure that your
069rubrics multiple assessments too. I love the way you're setting up middle school and high school for success. It comes from your numbers are phenomenal like you're doing right and I do feel very strongly about their school. I mean these kids are going to go And I remember your numbers when we sat down, but I think I know seeing this. You knew that you had this capability. that's here. My team can pull this together and I can see it. I know it. And yeah, I just it blows my mind and how much you're preparing these students, especially fifth graders that we're seeing and that they're over. It's just amazing. What's going through my mind is what I know is that there's steps forward and steps backwards now. want to honor the determination and creativity that you're
070so wonderful to actually addressing that are focusing our energy. what you've accomplished so far. I love that it reminds me of is that You guys start with kids and you're teaching them all the way. Thank you for your comments. Thank you all for being here tonight.