001I will call this meeting to order as we have a quorum of the board present. We have JD remote. So we do have a quorum here. If everyone will please stand for 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. Roll call, please. >> Katherine Solen, Abby Maddock, >> here. >> Dr. Bardau, >> here. >> Bobby Braraw. Joe Matic Nelson >> here. >> Kristen Matt Miller. Scott Peterson >> here. >> JD Shrader Remote. >> Thank you. >> I just heard him. >> And Danny Piatt. >> I'm here. Is there any way that JD can be turned up louder? >> I will work on that. >> Okay, thank you.
002Number two, administration report letter A, district and school report card data presentation. Uh, tonight is all about the great news that has been happening in our district with our staff and with our students. So, without further ado, I want to turn this over to Mrs. Ojinski. board members, we can go sit out in the audience and um and enjoy this presentation that we're about to receive. >> So um as doc uh Mr. Payatt said, everyone is welcome to sit in the audience. Um, Miss Tutzim has prepared um lots of data around our school and district school report cards and once she is finished we will hear from our building principles around their data monitoring regarding our benchmark assessment data and then lastly then Miss Stuts has an action item for the AGR data. So I
003turn it over to Miss Stuts. No, I think they all did. All right. So, this is our December 1st schoolboard meeting around data. all of our state report cards and all of our local data around our AS web plus. So, do I have to click this somewhere? All right. So, we're going to review the background on our state report cards. We always like to do this each year to make sure everyone's aware of how the state report card is um compiled, what the data means, what it looks like, and how do we use that data for the best of our instructional practices here in the Anago school district. We're going to discuss our state our state report cards for each building. We're going to discuss our local data, that's AIM web plus our ACT 20
004data. And then we're going to reflect and have some answers around what next steps we're going to take because we always know we have areas of growth. and then there'll be time for questions and answers at the end. So, some background around the state report card. So, all Wisconsin public schools and districts and choice schools receive a report card annually per the state statute. So, they're released in November and they reflect the prior school data. So, tonight we're going to be looking at the 2425 school year data around the report cards that was released November 11th to the public. There's always a spot on DPI that you can go to. So you can look at the state report cards from not only this past year but from years prior. So assessments versus report cards. So
005report cards are different than assessments because unlike assessments, report cards are scored using multiple non-assessed based measures. So including attendance, chronic absenteeism, graduation, things that you wouldn't see on just our local data. They report additional non-score data including the course and program data. New this year and we're going to talk about some updates is the third grade reading and certain state and local law violations which is also new to the state report card. It uses multiple years of data averaged across years for stability with more recent years weighted more heavily. So when you look and we're going to talk through some of those pieces that it weights um the years closest to 2425 more and as you go back in those three years to 2022 they are less weighted but still important and still a
006part of it. So report card data is submitted to DPI just so from background from our schools and districts and assessment vendors like Ames web plus um and they use the report card calculations set by state statute. So every school every district has the same criteria the same statute that um wraps around its state report card. So Anigo isn't different than other districts. Um we'll talk through some of the differences but it's not based on a different criteria than every other district in the state of Wisconsin. So there are some new updates for the state report card that I want to bring to people's attention because I know this always gets a lot of communication and discussion around well they change this that means must mean our data isn't reliable it must be invalid we
007can't use it as truth so there are some updates to the achievementbased scoring and we're going to talk through that a little bit more test participation flags on the front page those are back those were prior to co on our state report cards every year those are back now if If you look at the district report card, you will see if you have it in front of you, um, underneath where we say meets expectations and our stars, there's a little exclamation that's highlighted in yellow, which means that we have 85 to 95% test participation rate. Um, that is from our high school and we're going to talk through some of the reasons why around that. So, if you look at the high school state report card, you'll also see an indication around the test participation.
008Um, but that is back on our state report cards from prior years when they did not have it. Some new statutes come out that we have to have our third grade reading scores now on our state report card. And I'll show you where those are. And they've added certain state and local law violations, which means if a student had a violation that was a criminal base, meaning I brought a gun to school and that was reported and um dealt with, that would actually show up on our state report card now. So any state violations and local law violations are now added to our state report card as a means of safety, as a means of being transparent to the districts. That's for all districts. And then we have an updated rating category score ranges as
009a result of the 25 um report card standard setting. What they did is they took a bunch of educators in Wisconsin, they all met in I believe Madison, and they went over some of the criteria. They really looked at the um report card standards. they really looked at the accountability and they made some changes which I'll show you. Um but educators were a part of that process. So just like every year those priority area weights are not changing. Achievement growth target route outcomes and on track to graduation are the four components that our state report card and our school report cards revolve around. So you'll see the front cover of our state our district state report card. if you have it in front of you, you'll see there's four priority areas right there on that
010first page. Those are the ones we're going to be talking about, and they go in more detail as you go throughout the packet and throughout the state report card. So, the first change that we saw was in the accountability scoring. So, if you look at the colored portion, it says 2021. Underneath that is a chart that says 20 starting in beginning 2021. And then over to the right has the beginning 2425. So you'll kind of see throughout the years that they have changed the accountability rating of like what score you need on your state report card to either meets exceeds significantly exceed meets few or meets fails to meet expectations. So what you can see from last year the significantly exceeds expectations was at 83 minimum. And now if you look on the 2425 it's
01184. So it actually became a little bit more difficult for schools to get that higher ranking on the accountability. So there's not a lot of changes like you can see exceeds expectations was 70 and now it's 71. So it just moved up like a point but that did affect our high school um in their ranking around um their proficiency in their state report card because of that change. Okay. So we just have a new accountability scoring this year. They do that as they um meet and they talk through standards and talk through performance and what our students are expected to do at each grade level and on these assessments. So this is our state or our district state report card. We meets expectations with an overall score of 68.9. Um you'll see on the right
012hand side that piraphph are those four priority state uh weighted areas that we're going to talk about. So at 68.9 meets expectations as a district. When you look at the priority area scores for us, you can see that we have achievement growth, target group, and on track to graduation. So we have some really great successes to celebrate. We have some areas of growth that we can identify that we need to create some action steps around to make sure that we're hitting and raising those scores in all four of those component areas. And we'll break them down if you can't see them. So starting with achievement. So the achievement is based on a pointsbased proficiency system. So each part of these four components has a different system that it's based on. This is pointsbased proficiency. So
013that means that based on the assessment, if I'm a student and I score at an approaching, I get so many points for that. If I'm advanced, I get more points for that. And that's how they figure out this score. So I'll show you in a little bit, but this is multi-year average of three years usually for ELA and math. So you can see we're at 57.6. This is an area of growth for us. Even though we're really excited that we're sitting um in the district the same or higher than about 15% of other districts in the state, we know we can do better around our achievement. Um and when we look at that, we'll we'll show you why this test because this data is the two-year average because last year, if you were here for
014our data meeting, that was the first year of that new assessment. So, they're not going to do a three-year rolling on that. They had last year, they've added this year. Next year, that will add it. And we'll go back to the three-year rolling achievement scores. So, we have two because we had last year and the previous year and last year's the 24 25. And then we'll add this upcoming testing cycle to that and have a three-year rolling. So, what updates does that mean? So, just like I said, the achievement scores on the report cards used just two years right now, but after next year, we will have the three-year approach back. That's what the state report cards has always had is the three-year rolling. We'll get back to that on this new cycle. And then
015they've discontinued that 2324 scale adjustment. When they switched over to the new assessment and those new achievement scores, they had to align like a scale adjustment last year. That is no longer on this state report card. That is gone. as they move from one to the next, they had to make a scale adjustment to make sure that we could look at data um historically. And now that adjustment is gone. So those are the updates to achievement. Here's the proficiency based uh point system, which I think is really interesting. If you're not a data person, you might not think it's interesting, but I love it. Um so when you look at your students and where they score, so this example says 167 students scored below basic. they give zero points for those students which means we
016don't get any points. So when they take 167 and times it by zero obviously equals zero. We want our students to obviously score advanced. If you're advanced you get 1.5 for every test. So if we have 50 students like this example here times 1.5 we have 75 points that get added and then they take the points divided by the students to get that pointsbased proficiency rating. And that's that achievement score um on the achievement portion. So, if you're kind of thinking, if you're really into data of like how do they get that information, they use those calculations to make sure we want all of our students proficient and advanced. Obviously, we don't want our students to be below basic or basic. It's not as much scoring, but also for our students sake, it's not enough
017learning for them. Here's our scores for our achievement. They broke it down on our state report card based on ELA and math or literacy, English language, and math and around different subgroups. So some of the subgroups are racial, some of the subgroups are socioeconomic, um, English learner, students with disabilities or an IEP. So this is how ANGO scored. So you can see we have some celebrations and growth. For me and for my, um, the wonderful teachers I work with, we know that our English learners aren't making the achievement we want. One, we're making the growth, but we're not hitting that achievement score, that proficiency score that we want them to. and then our students with IEPs. That's typical of state report cards, but we don't want to be typical here in Ano. We want all
018of our kids to make that great growth and that great proficiency. So, you can look at these on each of the school report cards as well. They will show you based on subgroup how the students are scoring on achievement. Um, and it gives us as educators an idea of what we need to focus more on, what we need to invest more on to make sure that we're making that growth for all of our students and hitting those proficiencies. um so that they're making standard-based um decisions around how we present instruction and how students are learning. This graph on the state report card will eventually have three bars on it because of the three years rolling. Right now, we only have two like I said before. So, you'll see last year from 2324 to 2425 under
019ELA. One great note is that we're increasing our students who are advanced, which is the light blue at the bottom. We're increasing our purple, which are those kids who are proficient or we call it meeting on the state report card. You'll see in math, the same goes for that. We increased our advanced. We decreased a little bit of our meeting, but we know we have a lot of work to do. We don't want any yellow or orange. Like that would be the best case scenario. We don't want any students who are developing. We don't want any students who are approaching. That's always our goal. So while we see celebrations in our students who are advanced, we know we have students on the other end that we need to continue to work on. When you move
020into the next priority area is growth. And this is where Anigo really has um been a shining light. So you can see we're at 71.7. And that is the same or higher than 82.9% districts in the state. That is huge. We're on the right side of the bell curve as you can see. We obviously want to keep moving, but the growth is where our our students do um have scored the best and that is a value added model. So not a point-based proficiency, but a value added model. What that means is there's a growth score from 0 to 100. That's our 71.7. And they get that based on conversions of growth per student. So what that looks like to find that growth score is a value added growth. It's normative. It also is calculated by
021it takes one student in the Anago school district and it looks at their test scores and their growth to the next test score and they compare that one student's scores to another student in Wisconsin who has the same demographics. So those demographics look like this. So a student who has the same prior achievement, the same economic status, the same disability type if there is one, the same English language if they have one, the same gender, same migrant status, same race. So they're trying to find a student that is the most equivalent to that kid and then they look and say did our student in Ano make more growth than that student who is almost identical to them based on demographics. We want our score to be three or higher. Three from 0 to six is
022the middle which means we are making average growth. So if you go above three and you have like a four for example, that correlates to increased growth as almost 1/5if of an additional year of teaching and learning. That's almost 36 days as they they counter adapt. So we're looking for to for our growth to be above the 3.0 on that scale to make sure that our kids aren't just growing, but we are growing exponentially compared to our peers in the state of Wisconsin. So I'm going to take you back a few years. As you can see this is 2223 just to show you some growth around our district. You can see ELA at this time is below that three. That vertical line is the three uh between zero and six. You can see the kind
023of blue rectangle or squares are not shaded in which means they are below growth in every category. every category of subgroup economic non-economic disadvantaged English learners English proficient students with IEPs proficient last year not proficient last year so ELA in the 2223 school year we knew we had to make some growth math you can see we're above the three because those rectangles are colored in blue but we're right above and we actually have our students who are proficient last year did not make the growth we wanted during this school year means I passed the test last And then I took it again and I didn't make the growth I should have compared to my same age peers and same demographic peers in Wisconsin. So we knew we had to work on that. Here is the
02423 24 school year. Okay, we have those students now above that were proficient last year in math. Every subgroup is above the three, which means we're making great growth with our students, but our ELA moved closer to the three, but still obviously not colored in, not where we want it to be. This year's growth looks like this. Wow is a great thing from the audience. You can clap if you want for all the teachers and the students who did the hard work. So what we're seeing is our students are making more growth in every category in every subgroup than their same demographic peers in Wisconsin. In every category I want to highlight because we always talk about our students who need interventions, our students who are struggling. How do we help them? I want to
025highlight that our students who are proficient last year on ELA and math when they took this test they were actually had the most growth. So they're sitting at 3.7 in both math and ELA which means they are almost making that whole 36 extra days that 1/5if extra learning. So when we talk about that, I know that's always a a point of communication and discussion is what are we doing for the students that already are proficient? They they know the materials. They've hit the standards. We're showing here in Anigo, we're growing them even more than what we should be growing them at that three, but even more than all the other subgroups. So that's a really good point for our teachers because they are doing the work around those standards and making sure that they are
026showing growth for all students, which is a huge celebration. When we saw this and every one of those rectangles are blue, we get very excited. That is wonderful for Anigo students. Moving into the target group. So the target group is another priority area. So we had achievement, right? We worked through growth. Now we're on target group. So this is measured to make sure that all students are improving. We have a target group and basically it's a state report card in a state report card. They take the bottom 25% of the students in ELA, the bottom 25% of the students in math. They calculate that out and that becomes our target group. Means we are going to watch these students because we need to make sure they make more growth than the average student. They are
027further behind in their skills and we need to make sure we keep an eye on them. One really exciting thing this year is we have tagged all of those in our um next path program which is where we store our data so that we can pull up all of our kids in the target group and be very clear if our interventions are making that growth and those rate of improvements for those students which we haven't had before. So that's um a very exciting thing that we can make sure we pinpoint those students and make sure that all of our kids are making growth and this target group especially is making aggressive growth to to catch up. So, if you want to know more about the target group and the like equations that the state uses,
028it's all online. I'm not going to go through it today because it becomes very cumbersome around the math, but just so you can see, it's kind of that state report card within a state report card. So, they're using those two years of achievement, three years of growth, three years of chronic absenteeism, and that one year of graduation and attendance. That's how they figure out that target group. Here's a little better picture. If you're like, I really want to know what that looks like. They pull that bottom the bottom of bottom math along with our DLM which is students with disabilities with cognitive disabilities take a alternate test called the DLM and they take the kids who have the ACT and Aspire and that um high school assessment and make sure that we have that targeted
029group a little bit more information with you but like I said if you want more information on how to create that that target group you can definitely look on DPI and they come with a whole binder of like information around So here's our um component scores for our targeted group. So this is definitely an area of need when we talk about what are our next steps. We can see that our ELA and our math our achievement of that not our growth but our achievement is still low. So out of that target group we might be growing them but we're not getting them to that achievement proficient mark yet. That's something we need to look at and make sure we have in our our continuous improvement plans as buildings. You can see our growth is even
030higher than um the state for math which is wonderful or the non-targeted group for us. Um and then graduation is moving up and chronic absenteeism. So when we look at this the achievement part is where we notice the big gap that we need to focus on the targeted group students. The last one is on track to graduation. So, we can say like, well, that's just high school. And it's actually not because we can predict our students based on their ELA or their literacy scores in third grade if they are going to be successful in high school. We know that. That's why the ACT 20 law is here to make sure our students have those literacy skills, but there's four components to this. They take your third grade ELA scores and they double those. your eighth
031grade math scores because if you know your fun fundament fundamental and foundational math skills by eighth grade, you should be successful and graduate. Our chronic absenteeism because you can't learn if you're not here. And our graduation and attendance rate. They take all of that and they figure out our on track to graduation number. We're at 77.7. We know this is an area of growth that we want to continue on because we're only the same or higher than 6.3%. Now, I'm going to say this because our attendance I know that um Mr. Mach had the question which was really great of like our attendance has gone up. Why aren't we seeing it here? Because this is rolling three years. So, it's taking the the the data from before and it's the cohorts from four years ago
032and seven years ago. So, that's kind of weird on the state report card. But we're not seeing it yet because of that and the great growth that we've made in the last two years because they for this component on the state report card, they're really looking at longevity around four-year cohorts and seven-year cohorts because it's not just okay to do it well for two years and not be able to have that long cohort of, hey, I'm in third grade and now I'm graduating and making sure that we're keeping track of that. Chronic absenteeism is also a part of this. we have done a lot better but again this is if you look at the weighted over three years 40% is the 2324 so not even last year the 2425 that doesn't even come into play
033till next year so not as an excuse but just as u a point of knowledge around we are doing better but we are still pulling some of those those data points from a few years ago which weren't so great which is not showing inaccurate of like how are we doing attendance today this is more longitudinal around how have we done in the past, historically, how are we doing, shows up here. So, definitely a place that we still want to, like I I said, work on because if kids aren't in the classroom, how do we teach them? And if we can't find you and you're at home or you're absent, we need to make sure that we are doing something about that as well. The new component is the third grade reading. You'll now see this
034on the state report cards which shows that as a district here in Ano 49% of our kids by third grade. Remember I said that's weighted double because if we can predict that you have their reading skills by third grade you have your reading skills to learn. Um the state is 50.3. We definitely want to get that up of those third grade um state report cards and those forward exam um achievement. But we're moving in the right direction. But this is another point where we we know we want to be better at. So, our district report card from last year to this year because it's always important to know where you were and where you are now and where you want to go. We were at 64.4 and now we're at 68.9. We're meeting um expectations
035which is a huge thing to celebrate. That's a big jump on a district report card. I always say that with celebration comes okay now what right? We can celebrate but we always want to be better. Um so for us meets expectation is wonderful but now we're looking at that exceeds and then we're going to look at that significance significantly exceeds and we want to be the best in the state. So a great jump for our state report card and now we get to even be better. So here is the the report cards over some years from 2018 just so you can see where we have been. I think I am very transparent with data because I and I'm very honest about it sometimes. I think we all are at central office and and with our
036teachers and our staff because if you don't know where you are and you don't admit where you are, you don't know how to grow and how to change things. So I like to do some historical and I'll do it for the schools as well based on we can see the growth we're making which is really great. We could see in 2018 2019 we had um a little less but still good growth around this the report card history but we are moving in the right direction which is a great place to be. Also, we have moved in our state ranking. So, every school, like I said at the beginning, gets weighted based on the same criteria. So, we in Anigo get weighted on the same criteria as everyone else. So, in 2022, we were at 385
037out of 420 districts in the state. We moved up to 296 and we're currently at 263. So, we moved 122 places in two years um around that state ranking. So as we look at um some people on the internet uh talked about that we get weighted different based on um our poverty rate or our socioeconomic rate. So I just wanted to touch on that because students from low-inccome backgrounds um often enter with some academic gaps as we know due to external factors that are out of our control and out of the students control. So which makes high proficiency really difficult to attain in a short amount of time like in a year. So we if we have higher poverty higher socioeconomic numbers we get more weighted on our growth. If we had higher non economic
038socioeconomic and we had higher non-poverty we would get weighted more on proficiency because I can easily move to that proficiency and I'm not so far behind. So when you're looking at it, everyone's gets weighted on something. So if you look at school districts that are similar to Anigo and they're going down in the state report card and we're going up in our state ranking on the state report card, it means we're doing something correct because we're all based on the same criteria. Okay? And we have the same socioeconomic levels of poverty and socioeconomic um disadvantages. We should all be moving the same way then if we're all getting like special treatment for that, which we aren't. So I just wanted to highlight that. and I'll come back to that at the end um of the
039presentation as well. So, a huge shout out to our teachers because this is huge growth in two years. They really have dove in and decided to like try what what's in front of them, try the curriculum even though it's not might not be their favorite, but they've been all in. So, I want to give a huge shout out to our staff. Um down to our nutrition staff, our support staff, our custodians, every person that has an impact on kids, this is their their growth. Um and that's super exciting to see. [applause] Yeah. So, quickly, we'll just go through some of the the school report cards. Um, at East Elementary last year, which is closed, but remember these are uh scores from last year. They went from 70.1 to 75.4. So, I want to highlight this
040because I the staff at East does a really good job and they did a really good job. If you're already exceeding expectations to make a jump like that is huge. So, they already were exceeding and they jumped up to 75.4. That's very difficult to make that jump when you're already so high, which is really exciting for our staff at East. And here's some historical data around where East has been in the past around their state report card um in the history. So, a great jump for our students. And then here's their achievement because we know that's one of the things we want to really focus on because our growth is really good, but we want to make sure our achievement um rises to that occasion. And we see our achievement history going up at East
041as well. We have North Elementary. They made a huge jump from 54.3 to meets expectation at 63.1. So, a huge shout out to our North staff from last year. They worked incredibly hard. Here's their uh report card history. We're making it back up to where we used to be at North um in 2018 and then we're going to surpass that. And then their achievement history is very exciting because you can see at 58 for their achievement they made huge achievement gains along with their growth. So to do both is very exciting not only to make the growth but also hit that proficiency. Um something to definitely be celebrated. At west we have from 50 to 60.9. Huge jump at west. Shout out to West staff from last year. They went from meets few expectation to
042meets expectation. And I think Miss Ojinski, you wanted to speak about West. >> Yes. I just wanted to lift up this was a great improvement for West Elementary because it has been since 2012 and 2013 since they were fails to meet. So it's been a long time coming for West. So that's that's great to get them where they're finally meeting expectations. >> Absolutely. Here's their report card history. You can see we're above where they were in 2018. And then their achievement as well. You can see that huge jump for our students. Not just the growth, but their achievement, which is super exciting. Ano middle school, they went from last year 72.6, six which is already exceeds and jumped to 81.2. This is wonderful. I mean this is uh definitely a clapworthy moment for the middle
043school and the and the staff there. [applause] It is difficult to jump from exceeds to another higher exceeds. I know they have their eye on that 84 which is the significantly exceeds and I think we'll get there next year which is really exciting. Here's their report card history and again that achievement data big jump. So a lot of times we only see growth and we're not seeing that achievement. Ano kids are achieving which is really exciting. Another really exciting piece is because they have a target group or a um what is the word I'm looking for? that group score because they have that because they have more than um two two grade levels that are taking the assessment. So at at East, West, and North, we only had third grade. So they couldn't have that
044rolling three. They only had one grade level. Um the middle school and high school actually have that. So I wanted to uplift this. This is 2223. You can see in ELA, the only kids that were making that three, remember that above growth were the students with disabilities. math. Everyone was above that three. Here's 2324. Huge celebration because all of our ELA uh students are over that growth except for if you were not proficient last year in ELA. And then you'll see this year, which is the best growth that we have seen in the district. You can see our students proficient last year are at 4 point I want to make sure I'm right. 4.6 in ELA and 4.7 in math. meaning they are jumping not only that like oneif but another oneif out of that
045um to make sure that they are making significant growth for students who are already proficient. That is huge and I want to keep uplifting that because again I hear from the community all the time. What do we do about the students who are already proficient? We are doing the work for them. They are doing the work back. Okay. So a huge celebration. Anything else middle school wants to add on that? >> It's all the teachers. It's all the students. It's all the families, right? No one does education alone. I'm going to say central office doesn't do it alone. Teachers don't do it alone. Nutrition staff don't do it alone. It is a whole group effort. And what we're seeing in ano and these scores is that everyone's all in heading in the same direction which
046is what we want for our students. Here's the high school. So the high school you'll see and I talked about this before because of the change of the accountability rating was at meetats and now is meets few even though they went up. So they went up but then they changed that scale which put them meets few. I know Mr. Ron's going to talk about this when he gets up to talk about his data. You can see in our report card history, we're above where we were in 2018, which is a positive, but we know we need to do better at the high school and we have a plan for that. And then here is our high school achievement. So we know the achievement part at the high school is where we want to focus some
047attention and we have already this year and Mr. Mor will speak on that. Here is 22 23 around that growth. So, our students who are not economically disadvantaged and students with disabilities actually made it over that 3.0 in math, but no one else did. Here's 2324 and 2425. So, when I say we have a lot of celebrations and we have areas of growth, this is an area of growth. This is not acceptable to us or our students at the high school or our staff who work really hard. This is not a reflection of the staff not doing their job. This is our systems need to be put in place so that our students get to the high school are equipped with what they need so they can do the high school work. And Mr. Moranc
048like I said is going to speak to the growth that has already happened this year and some of the things that we put in place because we knew this data was coming at the high school. We take data all the time. So it's not a shock to us but we know what we have to do there. Here is our some longitudal data around 22 23 of where we fall in state ranking in our community. We know that families when they move here, they look at this, they'll pull up our state report card, they tell us they do that. So in 2223, this is where Anigo stood within that ranking um for all the districts. The next year, moving up a little bit into 64.4. So you can see kind of where we fall within the
049districts around us. Where do I want to live and send my children? And then this is 2425. So we, like I said at the last one, we want all students to win. If you're in Mel, Wasa, Rinlander, Anigo, Elco, wherever the curriculum directors and I meet um at CISA 9 and we talk about how we want every kid to win, right? Um I joke that I want Anigo to be like 1% better. Um and we all have that like healthy competition there, but we want our school and our students to get the best possible education. We want everyone to do that. We're really excited about where we're landing and and the work we're doing. Um and also wishing that um all the other schools do well as as well. And then just the state ranking
050over multiple years so you can kind of see where we ranked again around that conversation that I saw online about like well ano has a lot of poverty therefore they get extra points. Not true. Our growth is weighted more than a than a city that might not have as much poverty but their achievement is weighted more. And so just kind of look at um some places around us to see their to see if they also had gotten those points for socioeconomic we would have all gotten in the same direction which means Anigo is doing something right which is exciting for our families and our students who deserve it. Okay. Any questions on the state report card? >> Yes ma'am. catching them if they miss. So why isn't that? >> Yeah, >> absolutely. So just at
051our high school, so we have it on our district report card and then you'll notice it's on the high school one as well. Um so I want to uplift that we had 39 students opt out of the preac this year. Um we have worked really hard to educate our families of we get it's another assessment, but we really do use this data to make your child's life better at school. Um, we're still fighting some of that in our community around the importance around assessments. Um, we also have RVA students who opt out. So, our goal this year, especially at the high school around pre-ACT and ACT, is to get students to take the assessment. It's not always fun, but you should feel really good. We call it our Super Bowl. It is where you get
052to shine and it's where you get to show all the knowledge that you have. Um, so we're really working hard with our families to educate them on it's important not only for your child's future, but for us as a district to show and be able to determine what support your kid needs. Um, we really do like dissect this data um almost crazily just to make sure that every kid is getting what they need. >> Okay. Does that answer your question? Yes. Yep. Yep. >> Am I right that if someone takes the test again? >> It doesn't count. >> Yeah. Like if I took the test later, if I decide to take the ACT my senior year. Yeah. >> Yep. >> Yeah. It just doesn't go on the state report. Good for kids. But I think
053for me, testing is always good because if you don't use data, you're just guessing and we don't guess about kids future. Anything else on the state report card? If something comes up later, you want to email me, send me an email. I can definitely get you some answers. Okay. We're going to flip to our um local data. So, this is where the principles are going to come up and talk about their fall data, the the data we took in September. We are testing as of next week, which is very exciting for our winter to show growth and progress to see where our interventions and our students proficiency lies. We have a new assessment with Ames Web. And [clears throat] I wanted to make sure I highlight what this looks like for the um community and
054the schoolboard members because I did the same with FastBridge when we used FastBridge. Now that we flipped to Ames Web, I want to make sure that you guys are all aware of what the testing looks like. So I'll be real brief. I um along with the help of Melissa Gerky, our reading specialist. She helped put this together. We just took snippets of what a kids take at different levels. So this is our 4K or preK. They're doing initial sounds, print concepts, which means how do I hold a book? how do I open it? Where's the title? How do I read a sentence? Um, all those components of just that like print, how do I look at print? And then auditory vocabulary, which is new for us. Um, which is exciting because it'll actually read to
055the kids or we say to the kids, show us, point to the apple, point to this. Which one would you eat? Right? And they have to point and use some comprehension. This is the data we use for our act 20 as well, which is the literacy law in Wisconsin that we need to make sure that we are following all those regulations. Here's kindergarten. So, if you have a kindergartener out there, their assessments are letter word fluency, which you can see are vertical, which made a little bit of a difference for our students because they were used to doing them horizontally. And sometimes when you change stuff, the kids act like, "I've never seen that letter before. It just is vertical." Um, so we've been practicing that letter naming fluency. You can see that the letters
056are uh uppercase and lowercase mixed together. That's new for our students to make sure they really understand it. Initial sounds and they have that auditory vocabulary as well. Vocabulary is one of the things our students always struggle with of having that background knowledge and having enough vocab. So, you can see it in our assessments as well. So, this is what the principles are going to be talking about as they talk through their data. First grade reading, they took all of these assessments. Big cheer to our first grade students. Um, with the fluency, the sounds, the phone segmentation, your student in first grade should be able to break apart a word like c for can. Um, they should be able to have word reading fluency, meaning I should know some of the words that don't follow
057phmic um, patterns. Nonsense words, which means those words that are not real words, but I can blend those sounds really well, which helps me when I get to middle school because I can read multi-elabic words. Again, that auditory vocabulary and the oral fluency comes in first grade. That's a huge one. Students should read so many words per minute by the end of first grade if we've set them up for success. Second grade has a little less. They do theirs on the Chromebooks. They have a reading comprehension that vocabulary and oral fluency as well where we we look at that fluency number fourth through 12th grades. So we have the vocabulary and the comprehension. Our students have done that before. So that was not a problem. The silent flu reading comprehension the silent fluency is a
058different test. And there's going to be reason I'm uplifting this is because when you see them high school especially we saw students take this assessment for the first time even though you gave directions on how to do it. Um they just kind of clicked. It's timed as it it gives you two to three sentences. You have to read it and then a question pops up about that. Well some of the kids took too long and it timed them out so their score looked worse. Some of them clicked really fast so their score looked better. So when the high school um talks about their data, that's where we saw the most significant like issue with the data and I don't like to present and I know Mr. doesn't either data that looks false. So we actually
059broke it into these three assessments for you and some assessments and a composite score that makes sense uh for the board and the community because if we just showed up and Matt Mr. Mr. Moran came up and said, "Here's the composite score." It's not accurate data because not all of our kids understood how to take that test. And that's one of the tests that flows into the composite score. Um, so we wanted to be really honest about that. Um, we're going to train our kids actually at a staff meeting. We're going to talk about it so that our students know how to take the test. I know fourth grade as well, Mr. um, uh, Mr. Jason over at North, Mr. Fear said he's going to work with his fourth grade teacher to make sure she
060is reading those directions out so our kids know how to take the assessment. When you have a new assessment, sometimes that just comes about as our kids don't know how to take it. But there's no excuses. We know we need to to keep moving on those. Here's some fall preK math. They look at the quantity or total fluency. So they look at the the dice and have to say how many there are. And then they have concept and applications. Which number is larger? Which one's not as big? Uh kindergarten, same two assessments. They do number naming fluency. So do they number know their numbers not in order? First grade is um they get more into the fact fluency and the comparison. Which number is larger? Which more cookies would you want to have if you
061love cookies? And then some concepts and applications as well, which just means word problems using the math skills in real life application. 2 through 12th grade do the number comparison fluency triads. So they have the number in the middle. Which one is it closest to? So that number sense mental computation. We want our kids to be able to use uh math and place value fluently. And then they also have those concepts and applications. How do I apply the skills that I have? Those are the assessments that they will be talking about, but I just want you guys to put your eyes on them because they are new to our students. Um especially in grades 4th through 12th. This was their first goound of taking the assessment. Again, we're testing in December, so we're going to
062see um the growth that we have. Any questions around those assessments? I'm going to give the floor to Mr. from Moroc at the high school. He's going to talk about these assessments and where our data lies um in fall of this year. >> Thank you, Mr. Appreciate it. >> All right. Can you just scroll up a little bit, Nathan? >> Too tall. >> Down. Sorry. All right. So, usually Mrs. Borman would be here with me, our high school principal. But if you don't know, she just recently had a baby right before um Thanksgiving break. So that is where she's at. That's why she's not here. Otherwise, she would she would be here with me. But the first thing I just want to um talk about is our school SLO goal. Um, our target is that
063100% of our students show growth from the pre-ACT to ACT scores and at least 50% of our students meet or exceed ACT college readiness benchmarks in two or more tested areas and math, English, reading or science. And so when Mrs. Sutin was talking about the ACT and preACT, we actually give um a preACT to our students um and it gives them really a benchmark on where they're at. And I will tell you the we shared those results in our advisories and for the first time ever I heard kids talking about their preac scores and where they want to go when they're a junior taking the ACT test. And it was really cool because one of the young ladies who was probably at the risk of graduating or um staying in school got her ACT score
064back and it was a 22 and she's like I'm going to shoot for a 25, Mr. Mor. and I never heard that from really anyone in our school and she was like that's where my goal is and so not only as a staff we're working towards that our students are setting goals for themselves as well. So I just wanted that's the kind of the our goal goal and that's kind of what we're shooting for. Um and then that will translate in increasing growth on our state report card which Mrs. Sustream went over as well. Okay so getting into our Ames testing like um Mrs. to stud stream. I said this is this was brand new to us so it was it was different. Last year we had Fastbridge, this year as testing. Um there were
065some technology um glitches. Super um great team that we have. We worked through all those things. Um those aren't excuses, but those were just realities. Um and the kids were super great through it all. Our staff was super great through it all as well. Before I get into our scores, I just want to reiterate that it is an entire staff that is working hard to improve these test scores. It is not just ELA, it is not just math. I'm talking FIED teachers, health teachers, CTE program, um technology, everyone across the board is a part of this. If you talk to Mr. Churchill, one of our CT directors, he is teaching one of the interventions in wind class. So he is teaching a math intervention during his time in his win. So he is not only
066our CTE teacher, he's also our reading and or math intervention this eighth hour. So it is a total team effort when I say that. Um so looking at our uh reading comprehension 9th grade 142 students took it. Um 83 were at grade level. When I talk about grade level if you looked at Ames testing it's 40% or higher. That was our benchmark. Um if you looked at it, it shows that 25% is kind of the area of where um we want students to be, but we set the bar at 40% because that's that's where we want to be as a district and we want our students. So um 83% of students or 83 students met that 41.6 41.6% um so 40 or 59 students were below that. 10th grade 147 um students took it 84
067were above 63 42.8% and in 11th grade students 133 took it 83 above 50 below which is a 37.6% a total of 140 or two 422 students took the test 250 were above 172 or below which was 40.8%. We do have some seniors who take it um depending on their fast grade scores from last year. Um but those are not included in our data just so you're aware. Um if you look at vocabulary um I'm not going to read them all off. You can look at them again. Um but those are our scores from vocab. And then like Mrs. Stream said, our composite scores were down here. Um we know we have work to do in this area. We know this is one of our biggest areas of growth, but I just want to touch
068base. Oop, sorry, Dustin. Yep. Or Nathan, I'm going too fast for you. I apologize. U, but these were our composite scores right there. Yep. So, you see 141 students took it. 80% or 80 of them were above, 61 below, 43.3% um were identified below. 10th grade again 147 took them 76 above 71 below 48.3 11th grade 131 68 above and 63 which is 48.1%. So what are we doing now? What are we looking to do to improve these scores? A lot actually. Um one of the biggest things like I talked about last year is we wanted 100% of our students to take this test. I think we were at 98 or 99% of the students taking it. There were some outliers in there um for various reasons, but we were very close to 100% of
069our students taking the test, which is a big deal because it gives us our best data. So, scheduled win interventions, I talked to Mr. about Mr. Churchill already, but we have three areas of um language that are happening. So, we have a low risk group, we have a medium risk group, and we have a high-risisk group depending on their scores. So if I were to score in like the 1 percentile, I'd be in that super high risk group. If I were to score in like the 25 percentile, I know I'm in that medium risk group. So there's three different areas of our language um that we have students in in their win class. We also have um a double block of ELA 9 and ELA 10. We know that if we can catch kids early
070in their ninth and tth grade years, the data shows that they're going to be successful and probably graduate as seniors. So that's kind of why we targeted our ELA 9 and ELA 10. It's a double block. So their English CL or their English 9 class still happens and then they get the intervention in the second block. Sometimes it's it reverses itself. Sometimes they do the intervention first and then flip-flop, but it's a double block where they get their English line class and their skills class intervention at the same time. Every day, all the time, same time. Um, and then something that's really new for us that just started actually this second quarter is progress monitoring. I know it's happened at the middle school and at the elementary, but if you asked a high school teacher
071what progress monitoring was last year or even first quarter, they probably had no idea what that meant. And um, it's something that all of our wind teachers are doing and all of our uh, skills teachers are doing as well. We actually had three kids that tested so high in progress monitoring. So they progress monitoring every week. So one of the students took the test in um November 3rd, I think it was, November 10th and then November 20th. And after three times in the Ames testing, it basically says your student has tested out. They don't need an intervention anymore. And the they you can't give them a test anymore. And three of our students actually blew it out of the water and they were testing in the 99 percentile. So it's it's pretty cool to see
072that data and kids can see that and when kids can see their own data, they strive to be even better. So it's something that they can visually see to help them grow. >> In addition to that, Mr. Elementary, I can only speak to middle school professional experience a great job with progressing that We're catching kids right away and there's kids are catching themselves right away. So they're saying last week was this. My goal for this week is this. I hit it or I didn't hit it. Why is that? And even looking at what may have interrupted that score like you fiddle with your hair so you know your attention whatever it is. But my point is we're we're looking at weekly and when we look at high school scores and doing about it like that's
073just a huge approach to catch it sooner and determine if what we're doing is working or not working very quickly. So thank you. I wanted to just give a big shout out to the importance of that and shout out to the middle school. They do it so well. So, it's huge and I appreciate that being implemented and it's still something that's new to us. We're still learning. Um, but like I said, when I say all all of our teachers are invested in they're trying something that's very different to them and it takes a lot of work and effort. So, like Mrs. Stutream said, we may not have seen the results that we wanted to, but we're going to. It's just taking some time to implement those things and get them done. So, um, our essential
074standards work with solution tree, um, we've really done a a lot of work in this to unpack our standards, um, when I talk about 100%, we actually made teachers as a staff that said 100% of our students will know the essential standards for those specific classrooms. So, when when we have kids walk in our door, we're saying 100% we're going to guarantee 100% of kids know this when they walk out that door. No questions asked. And so we unpacked those standards and then we looked at depth of knowledge. So we're on the progression ladder of do we want them in that essential standard and there's different levels and depending on where our classrooms are at we continue to climb that ladder to get to highest level of achievement. Um instructional coaching we unfortunately lost Mr.
075Winger to um West Elementary. That doesn't mean that our work has stopped. Mrs. Burkan is continuing to lead those along with admin. Um but that instructional coaching has been very beneficial. Our PLTS which is our climate planning time collaborative meetings um they are happening every single week and they are happening with our instructional coach and administration at least weekly or bi-weekly um in in those meetings. So that's extremely important. Um we're going over lesson planning. We're looking at how we can incorporate ACT work into our lesson planning and how it fits into our instruction. Um the other big thing that we're looking at is data. Um we have a data protocol system now with common formative assessment. We know that if we have two classrooms in English 9 and English 9 classroom, we have to
076be giving the same assessment. So we're teaching the same things and we're following the same um assessments to make sure we're getting the same results. And then we're looking at the data and we're saying if this isn't working, what do we do differently? If it is working, how can we continue to challenge kids? Um Kathy Glass has came in to work with us. Um I know we are uh Mrs. String talked about vocabulary and reading comprehension. Right now we're currently working on claim, evidence, and reasoning. And why that's important is well when you read something, what's the claim? What's the evidence? And why am why why is it this way? So it's something that our whole um staff is working on and this directly aligns with ACT and what ACT is looking for. Um, we
077have some instructional look fors that us as instructional coaches and admin look for. We talk about organization and um, management inside the classroom. We know if a if it's a good structured classroom, good learning can happen. We talk about posted learning targets um, and where they're visible to students and staff or anybody who walks in. Um, we talk about our bell ringers. So when staff get or when students get into the room, what are they automatically doing right away so no valuable instruction time is wasted. We talk about kids leaving the classroom, we want kids working up to the bell and exit tickets so we can evaluate on a daily basis what kids are learning and adjust planning as needed. And then if I'm done, what can I do now? And I'll touch base on
078that a little bit later. And then how can we use small groupoup instruction? We know that some students are farther along in class than other students. And how do can we continue to move the kids who maybe are struggling and move them but also continue to challenge the kids who maybe have already got it. Um and then attendance. I just I'll share this because this directly goes to the 10 or to the state report card. Our attendance last year after quarter 1 was 87.9 87.95. Not where we wanted to be. This year it's not where we want it to be, but it's up 88.09%. So a small jump, but it's increasing. Last year we had 304 student negative student behavior referrals. This year we only had 215 the first quarter. So almost 100 um events
079dropped from one quarter. And this is not including the eighth grade. So I want you to know we took out eighth grade. That's not included in the data because they went back to the to the middle school. Was there any change in criteria for that or is that systems in place that have been followed through on it or using? >> All well everything stayed the same. There's no nothing different, but some of our systems have changed to help with that and I'll kind of talk about that in a little bit. Um and then our suspensions have gone down from 39 suspensions in first quarter. So that was almost a suspension a day out of school suspension down to 20 suspensions. So it's a cut in half. And when I talk about what are we doing
080differently, um, one of the major things is we're sweeping hallways and we have a pass system now where, um, students have to take a visual pass. That's standard. They actually have to type in their name before they leave the classroom. And then it's one kid at a time. It's reduced our kids in the hallway. It's reduced um, behavior incidences. And better instruction leads to more engagement leads to less behaviors. And that's the biggest thing that we've seen in our in our school this year. Um, so I talked about what if and what what can be done if um I'm done with my stuff in in in in school. Um, our freshman and sophomores, if they're not in a win class, they have a study skill class that um our staff members go through. So, it
081just teachs them about organization and just good study um skill habits. Our juniors are um in ACT prep. Um every kid in our building has an individualized plan to basically ESL will spit out the individualized plan once we enter their scores to say this is your route to get to where you want to be. And that's for every student. So right now our juniors are working on ACT prep um to hopefully uh again um improve those ACT scores. But that's for all students across the board. And then our seniors are working on their senior portfolio um to make sure they have everything completed um to graduate on time and to be um more successful um in areas that they want to want to go. So that is that is our our language um information. Math
082is very similar. Um if you want to scroll down, Nathan um math we just have the composite score. Um you can see the data there. But I want to just celebrate. I mean this is a total change in our math scores. 16.9% students um scoring below. That's minimal but compared to where we were at in the past. Minimal 10.8 in uh 10th grade and 12.8 in 11th grade. I mean it is we went from last year's data where it looked very similar to the ELA portion to this year's data for math which has been a drastic drastic drop in um our percentages. So very similar to um ELA if you want to scroll down Nathan. Um the only thing that's kind of different is um we use transmath um for our progress monitoring. Um and
083then our double block is just like ELA 9, ELA 10 except for it's algebra and geometry. So it's the same thing for math as is for English. Um our work is the same. And then um Jen Wolf has worked with us um a math coach on just what good instruction looks like, making sure we're using those small groups um and things like that. She talks about using visuals um reteing to meet all of our students. And then um again the other things are the same that we're doing with every other other piece questions. Sorry I feel like I rambled on forever up here. So but we I just I just want to reiterate that this work for our staff is it's it's really new to us and our staff has very been very receptive of
084doing it and they put in a lot of work and a lot of change and change is hard and they've accepted that and they're taking it on. So it's new to us. We're learning still, but um I'm very confident that the data is going to show that the work we're doing is the right work. >> I just want to point out that had stated earlier, I think it was high school achievement scores, something similar to that, this is not acceptable for our scores. Um and that is not a reflection on our staff not doing their job and it's not having the right systems in place. And what I appreciate about what you just shared is we're not sugar coating our outcomes. Congratulations by the way on the huge jump in math. That's significant. Um and
085you're outlining the action steps quite detailed which goes back to it's we're not accepting what our scores are. We have a very clear plan and that that those scores are not a reflection of the staff, it's the systems that need to be adjusted and you're doing that. So I appreciate you sharing and giving that detail. If I can speak a little bit on the high school, too, because I started the year there. Um, and I've been at the high school for the last 12 years of my career. Uh, the difference from all of the other years to this year is profound. And um, I I haven't been at the high school for a few weeks now, but um, the the systems that are being put in place are starting to become welloiled machine. And it
086feels it feels very different and it feels great. Felt great. Um I I was very sad to leave there. Very happy to be where I am right now. But I just wanted to speak to that because a lot of this work is uh I was part of a lot of this too. Shout out to >> and we appreciate the um movement that you help make at the high schools too as well, Mike. So thank you. I know a lot of the teachers teachers are getting very competition daily. >> Yeah. When you see the results, it it really drives you um to just want to be better. And that's what we see at the high school and we're to continue to get better. Thank you. [applause] >> So, we'll move to the middle school. >> All
087right, we're going to do our tag teaming again, right? >> Absolutely. Okay. So, I'm going to first um talk to us about the SLO. And before we start there, we're going to just communicate like we're still working with Solution Tree. This is our second year. It seems like our third or fourth, but I think it's only second. Okay. So, it's our second year with Solution Tree. Um continuing to work through these essential standards. A lot of everything that Matt had talked about through the high school. We do have some similar coaches that we work through with ELA and also math. Um and then our staff. Uh we have had a significant change in our staff because we were a 47 school moving to a 58 school. Um we needed to shift some of our teachers.
088Um they could have went down to fourth grade and they decided they wanted to stay at the middle school. So we did a lot of shifting. So some of our teachers went from fourth grade to eighth grade which is a huge shift. That is a different of engagement. Um so we're really trying to work through that. So not only did some of our teachers move grade level but they also moved some content. So, a lot of this work that we're working through a solution tree, some of our teachers are on year two where most of our eighth grade teachers are on year one working through the essential standards. Um, so that's been very difficult, but our teachers stay focused and they're doing what they need to do um each and every day and we appreciate
089that. Along with our our teachers maybe making some moves, we also have some schedule changing. So, we actually have four different schedules at the middle school. one for fifth, one for sixth, one for seventh, and one for eighth, which I think if we would look back in hindsight, we think we did the best that we could with the time that we had given to do what we could, but I feel like that is always something that we could look into. Um, just kind of like listening to what the high school has done with some of theirs. We've had the win interventions, but I do we we really lost a lot when our math and language arts, we went from like a block, we're down to like our to to a less than, you know, 60
090minute period. So, some of our grades have a language arts teacher and a reading teacher, whereas fifth grade and eighth grade only have a reading teacher, which does both the language arts and the reading together. So, that's been a pretty big shift. And I'm not making excuses, but to be fair to our staff, they want they want everybody to know like this has been it's been pretty tough making some changes here. Um, along with that, we also continue with our PLC's. Um, one big difference with the PLC's also is like when you guys first started hearing us speak about PLC's where they would go through the common formative assessments, like if Tal and I are teaching math and we're looking at how the assessments turned out, the only grade level that has it now is
091fifth grade. Everybody else is what we call a singleton. So, you're looking at your own assessment and you're working with the coaches and administration and trying to figure out what you can do to make improvements. And that's that's a big change, too, because that's where we were thriving. And that's very fortunate. I think the elementary now has that and the high school, but we don't have that across the board. So again, that was a big shift, too. Um, and then we continue with our universal and really trying to work on motivation and engagement because and along with goal setting students when they hit that puberty, seventh and eighth grade, let's just be honest, like that is really tough. And so that's going to be our big focus next week when um solution tree comes in
092and we go into our our our PLC's for that. All right. So taking a look at what our SLO was this year, we have um academic, our ELA and math. Our goal is to de to increase that low risk and what we're using is a 15%. So we look at that throughout all of our assessments throughout the year. look at it through from our forward lens, from our Ames lens, which is very different from our fast bridge, but we're we're getting a grip on that. Um, so we are trying to our goal is to um get that to 15% to the low risk category. And then we also have another goal which is about safety with within our school. So we want to make sure that each child or each student in our school feels
093that they have at least one adult in the building that they can um communicate with and talk to and go to if they're having any concerns. All right. So we look at our reading comprehension just focusing on that last bottom right. Um so from our comprehension it shows us that we have 38.1 that are identifying below the grade level. So obviously that fluctuates based on the grade level and the number of students. Um but we definitely want to see a a rate of improvement there. We want to have definitely less students that are identified below grade level. And so that's a huge feat in itself. So you can see that our fifth grade um is the one that is probably the toughest one right now. So we'll see where this Ames web assessments come up
094in the in just next week and we'll see where we kind of fall into place. All right, the next category would be vocabulary and that was that um percentage was very similar to what you just saw the 38.1%. So there definitely is some type of correlation to that. Um, we've been really picking up vocabulary sorts and just trying to get our students to get more engaged in the whole vocabulary aspect, not just in that ELA class, but in math and in science and social studies and our specialist teachers as well. So, that's been um going very well. So, again, hopefully we will see an increase in that. Our reading composite was um the bottom right was 43.3%. This is an area definitely that we want to make sure that we're taking a look at and
095like we talked about earlier. Um, you know, it kind of fall in fell into that we didn't really know about the test well enough. We didn't really teach the students how to take the test. So, round two, we're going to do better with that as well. >> Which then moves into Mr. Mach. >> So, I'll talk about math a little bit more on the action plan and then also a little bit around the attendance piece. So, math overall um we still have about 45.8% of students that are below grade level. You can see that our fifth graders out of all of them um did score the highest. We recently in the last few years did uh make a switch with our math curriculum and uh we did adopt um the new IM curriculum. Um so
096those students would have had that in fourth grade um coming into fifth grade and then also our fifth graders had that coming into sixth grade and so we see our best growth there. Um students are really connecting with that program um and they are making a lot of gains that teachers can see in the classrooms around that. A couple things that go into the whole realm of math. um we struggled a lot with special education uh and having a specific intervention program around math for those students. A lot of times we were focused on goals around math fluency which is your fact fluency, but our testing really does dive into a lot of the concepts and applications of using that fluency within some sort of application piece. And so this year we have adopted the
097transmath program um as a pilot and we do have um Jolene Keell. She's an instructional coach and a special education teacher at the middle school. She is an incredible human being and awesome with the students. Could not have anyone better with that group of students that we do for math this year um and piloting that new program. So we are very excited to see how our students will grow um with that program being utilized. Another big piece of this was that scheduling piece. And some of the reason that we had gone to the four schedules was to help with this here because in the past with our intervention program, we do have a pretty good welloiled machine. But we were seeing that oftent times if students are really struggling with their ELA and they need
098to utilize that wind time for ELA intervention, they also were struggling in math. And so when that 45 minute window or that 35 minute window we really couldn't provide both for the students at that time meaning that we may be taking them out from somewhere else um during their day and that can get very challenging and inconsistent with students. So for several of our grade levels this year as we decreased in their number of teachers meaning their big block periods where we we were able to incorporate that extra half an hour. So now we do have almost two 30 minute segments. So we have a segment where students can get help for extension in ELA and then also can get help in extension in math. So we're very excited to see how that worked out.
099And then in return with those other two grade levels now that opened up some of those other times for our title teachers, for our other math teachers, for coaches to be able to work with those students. So now we can give that option for all of our grade levels across the board. if you do need an intervention for math and ELA, this is the first year that we really can say we have that opportunity in the scheduled day for you to get both of those, which has been huge. Um, and then Matt talked a lot on this as well, but our tier one instruction, um, that that is always the first place to start. Um because as that continues to get better and engagement continues to get better, we just see fewer number of students
100that are in our tier 2 and tier three programs, meaning we can put a lot more of that small group help into a fewer students and make it more meaningful for them in those interventions as well. So a lot of that work that we did with our solution [music] tree coaches plays along with the goals here. If we want to make that 15% increase as a school, we're not looking at it's just going to happen on test day. But those scores come from all of those small things that we're doing throughout the entire year with the students. And really, if you really dive into the forward, it's really about those essential standards. And so we've dove in, we've taken a look, we've unpacked those essential standards, and we do have our data protocol set up
101so that we can confidently say and look at this is our number of students that are proficient at maybe adding and subtracting fractions with unlike denominators if they're in fifth grade. That's a standard that's highly tested in fifth grade and on our forward exam. And so we know as we're going throughout the whole school year which students have it and which students don't for all of those little stepping stones along the way. So we can put the eggs that we need to in those baskets all along and it's not just a crunch time two weeks before we dive into our forward exam. So that as a whole as a system is going to make the biggest results in terms of growth when we get to both our math and our ELA. And then attendance is
102a huge piece as well. So when students are there and they're in front of the the teachers, they're making the gains and they're making the growth that they need to. And when they're not, they're not. And so right now, we did end first quarter uh at 94.0% for our daily attendance rate. Uh it dropped a little bit, but we only had a few short weeks and Thanksgiving and deer hunting season in this community is is is tough. Takes a hit on uh the attendance. So, those were some of the big things that we were working through with mass specifically um and with the school as a whole to help improve our scores. Anybody have questions for us? [applause] Hello. Hello. Um so the rationale behind our SLO is that normal data looks like more triangular.
103Right now our data almost looks like an hourglass. So if we just scroll down just a little. So we have quite a few proficient kids. We have a lot on the far end but in the middle like I'd be care like our tier two kids they're it it comes up and it kind of like tear and it comes up. So what we need to do is we need to make it look more triangular. So to do those things to make those things happen um just go down somewhere. Um our action plan is to like you guys We have to get into our universal, our tier one. Uh that is our HMH. We have to use it. We have to use it with fidelity. We have to get into the classrooms. Uh we have to that's
104our primary resource. That's what we picked. But to bring those those students down that are at the targeted small groups, we are using things like Spire, UF, Fly, Hagerty, Sound Sensible, Unique. Uh we use the Riby Readers Reading Success. Those are all of our um intervention plans. Um those are all small groups done in the wind um for we do use um in the ELA platform. We have a new thing called a mirror. So a mirror is so some kids it kind of scares them a little bit. It's a u it's an AI person they talk to and they read into the uh it's for fluency. They read into the computer and it tells them like, "Hey, what are we doing right? What are we doing wrong?" Some of the kids it freaks them out
105a little bit, but it's all right. And then u we've worked through a lot of um glitches with that with the headphones, with the microphones, but it's working a little bit better. Um they do have we do have our tier two and our tier three groups that are done through title and um okay and then u but the biggest thing is that similarly to everybody else we did pick our 40th percentile on the as web and they are monitored progress monitored and you guys found that out we progress monitor them weekly to see where we're going and we've had seen seen huge success with the progress monitoring so far. Um, in math, we had the same goal, 85% of our students being proficient by the end of the school year just to make our data
106look more uh triangular. Um, we we use small groups, we use only been done for the first time. We had huge success in the middle school level, so we brought it down. Um, we also they are asked to practice math facts often at home. and as much as possible. Uh the biggest thing that we're been doing is uh we have an achievement block built in and the achievement block is basically working on number one how do you take the forward exam? How do you take the Ames web um and making sure they know how to do those things? We're we're using uh doing a lot of writing. We have the forward writing rubric. We've got that out there so that they everything they're grading and all the things that the students are working on, they
107know that that's what they're working towards. Um, but we also have uh the forward exam heat maps which you guys use and we I brought down and it's important that we're knowing exactly what's going to be tested and how important that truly is at and when we take the forward Um, but all in all, we are working um and putting together through PLC. It's uh it's a lot of work, but we're we're putting a lot of these things together. Any other questions? No. >> Yes. I'm nervous. [applause] talking about the triangle the bottom of the basier 10% of your kids should be a tier triangle does not look like your kids are not getting too many kids in that the problem. We always look at those kind of percentages to make sure that our instruction
108at all level is exactly what we need. [clears throat] >> Mr. >> Awesome. Thank you. So, for those of you who don't know me, um my name is Mike Winger. I am the new principal at West Elementary. I was formerly a high school teacher here for 12 years and then an instructional coach here for four year or for three years at the high school. And uh at the end of October, I made the transition to the West Elementary principal. So I want to preface this by saying that I've been here for six I've been at West for six weeks. Um some of this was kind of established before I got here obviously because I wasn't here since the beginning of the school year. Um and what I'm doing right now is kind of learning all
109of that and melding it with what I bring to the table and uh kind of bringing those two things together. So that's the process that's happening right now. Our school SLO was already established before I got here from the beginning of the year. By the spring of 2526 school year, 80% of our students will meet end ofear benchmark or have achieved target growth as measured by the Ames webb screener. Um, I want to say that for the little littles, the 4K through first graders, we don't have a standardized test like everybody else does that we are kind of governed by and that we look towards to and we backwards plan from. Um, our our big thing at the lower level is focusing on those reading plans from act 20 and decreasing the number of those
110reading plans. So, if you can scroll down to that, uh, I included a column for the reading the number of reading plans that we currently have in each grade level. 4K is not does not have reading plans because they're learning how to read. Um, they don't know how to read yet. Um, but in kindergarten and grade 1, uh, you can see the number of reading plans that we have and our goal is to decrease those as much as we can over the course of the year. Um, also you can see in the white column with percentages, those percentages hopefully by the end of the year benchmark should fall to about 20%. Because our goal is to get to 80% 80% of our students to proficiency. So you can see where where we're at right now
111with those. Um, I'm a big 100% guy. So the whole 80% goal to me is not really um enough. uh when I see 80% I still hear that or feel that 20% of students that's not there. Um and I wouldn't want my daughter or my children to be in that 20%. So I I want that 20% to be 0%. Um so that's really what what I want to strive for in the at in the elementary level at West Elementary. Um I did want to comment on the first grade uh score at 48%. We have a little bit of an elevation there. Um, in first grade with our new resource, HMH into reading, uh, in years past, ideally last or specifically last year, we hadn't quite gotten to the, um, fluency portion of that resource. Uh,
112that was kind of our first real implementation year, and this year we are hammering that a lot more. We're hitting it already in kindergarten, not even in first grade. So, we're going to see those scores hopefully jump um as we go forward. And I'm confident that from the quality of instruction that I've seen already in my first six weeks that's already established at West Elementary that uh we are going to see these scores jump when we hit winter. Um some of the things if you scroll down a little bit uh most of these some of these apply to uh literacy, some of them apply to math too. that's kind of combined at the beginning here. Uh some of the establishes established practices that are already happening at West in order to improve these scores. One
113uh is C's campus training. I wanted to talk about that because I am going through this training with my staff because as a longtime high school person being thrown into the elementary world now, um I'm also learning about phmic awareness and decoding and fluency and how to break those things down. Um, I'm I'm willing and eager to take that training with all of the teachers. Uh, most of the teachers are farther through it than I am at this point. Uh, but I'm going through that same training as well. Um, and it's just training for all of us to get uh more more and more specific knowledge in our understanding of how reading skills are broken down uh so we can teach our students better. Uh I want to comment on the established system of PLC's
114professional learning communities and the instructional coaching at West. We have two amazing instructional coaches in Miss Furer and um Miss Burgerer. They I know them obviously because I was an instructional coach for three years and I worked with alongside them. uh they are doing an outstanding job running the PLC's and the PLC's at West uh are are so good that they can function kind of without the coach like if a coach is not able to be there that day that PLC keeps running and and we have a true community being built around those PLC's and it was very obvious the first time I stepped in. I've been able to join about a dozen different PLC's in the first uh six weeks that I've been there and I've been absolutely amazed at every single one of
115them. Uh during those PLC's we're instructionally planning where we've established pro progress monitoring systems like everybody else has talked about. Um and during instruction our kind of bread and butter at that level has been the small groups that we run. Uh the small groups are evident in all of the instruction that's happening in the school and in every single grade level. Uh they're incredibly powerful and if you if anybody wants to see them, I highly invite you to come see them because I was amazed as a coach here at the high school. Um, we were starting to dabble in in bringing small groups around and I was doing some coaching around bringing small groups and now I get to see a system that has had coaching around small groups already established for about the last
116three years and it's really powerful. Um, those to see an adult or in some cases multiple adults in a room running targeted specific skill groups uh is really amazing. uh and it makes the instruction again really powerful. So I encourage anybody who wants to see that uh to come see it. Um like I said, I'm trying to kind of meld some of the things that are already going on and bring in some of my knowledge. I've also worked with solution tree like the middle school has and what the high school has for the last two years and we don't have any of that obviously established in the first six weeks. But um my plan going forward uh would to be to bring in some of that and some of that is already happening because through
117the coaching and through the PLC's that are that are already established there. They're already doing high level things like breaking down standards and they already have established CFAs common formative assessments through the resources. But we can continue to hone those things and those things are going to only help our scores grow like they have at the middle school already and will at the high school uh this year. So, uh, another thing that I want to do is establish an instructional leadership team between myself and the coaches and perhaps a few other leaders in the building. We had a very strong one to the high school and I think that's an important uh cog to kind of get a a team input into the instruction that's happening. So it's not all just coming from me and
118I don't want it to all just come from me because it's a team effort and we have some amazing minds in the building uh that are that can all contribute to that. Uh as well uh the guiding coalition is in the process of kind of being set up. Um, we've established uh what's going to be on our SIP uh through the uh meeting with uh Miss Casey Gretzinger from CISA 9 and uh Glenda and Amy and that's going to be brought and kind of I know a GC guiding coalition has already been established but it's going to be reinvigorated at at West uh with that SIP to bring everybody on board. Yes. >> When you say SIP, you mean school improvement plan. Sorry. Yep. >> All right. >> Yes, thank you. Yes, school improvement plan.
119So, all of that is coming. Um, so, uh, one of the things, and I have a lot of points on here that I didn't put on the slide, so I I apologize for not having bullet points up there for you to read as well. Um, but one big thing for the first six weeks that I've been there has been just establishing some consistency. Everybody at West has been through a year this year and they've had really four different leaders up until this point. Um, and I feel like in the first six weeks it was really important to establish some consistency and I feel like that's happened and I feel like that would be echoed by a lot of the staff in the building. Um, so that's only going to help us as well and going
120forward through the whole year because I'm here to stay. So, um, going forward into a little bit more specifics about the literacy. If you want to scroll down, um, each one of these is kind of set up the same. I highlighted the small groups, the skill groups in in every single grade level. And then I highlighted the skills. And Miss Tester already kind of touched on this before when we're talking about the specific reading skills and math skills the students are learning and the teachers are teaching. I wanted to highlight the skills that all students are being taught in our tier one and the skills that are being pushed that some of our students are being extended into because of course we have students that are already at the level that are already at the
121benchmark and we need to continue to push those as well. So in 4K some of those skills are working on letter names, letter sounds and initial sounds. Uh we're extending some of the 4K students into blending those sounds and beginning to write those sounds and attach those sounds to letters, which as you can see, if you read through the kindergarten one is uh a basic skill for kindergarteners, right? And that's how it should work. You should be extending into the next grade level skills, the next grade level standards. So in kindergarten, we're working on letter sound correspondence, attaching to those letter letters and their sounds together. uh hammering site words and nonsense words like Amy said before and then extending into using those skills into actually reading and reading words and sentences and starting to
122talk about writing complete sentences which they're doing right now. Some things that the kindergarters are doing right now in terms of writing are really really amazing. um just writing a full complete sentence for a kindergartener is uh a big deal and they're doing it. Um [snorts] so then and in first grade in terms of literacy uh all students are working on strengthening their decoding skills and building fluency and expanding their vocab. And then we're extending students into reading longer texts and then starting to apply comprehension skills because it's one thing to be able to decode and read a word or read a sentence, but then to begin to be able to talk about what you read and understand what you read. So that's a huge part of what we're working on in first grade. Um
123there are also a lot of things like Amamira and EXL that Jason talked about that are happening elementary wide. So, I'm not going to repeat all of those things, but those things are happening as well and are huge tools for us uh to continue to teach our students. Uh, in terms of math, so where we were at last year with our literacy resource with HMH into reading is kind of where we're at this year with our illustrative math resource. So, it's kind of our first full implementation year uh for illustrative math. So, some of our percentages aren't where we want them to be right now, but that is somewhat expected when we're implementing a new resource. This year, we're working on fidelity and delivering a guaranteed and viable math curriculum to everybody. Um, and once
124we have that, we can start to hone some of those things like we're doing in literacy currently. So, some of those scores or we'll see some of those things start to come as we go. Um, some of the skills that we're working on in 4K, if you want to scroll down, are counting, this for all students in tier one, counting, number recognition, and identifying simple shapes. We're extending students that are already there into counting into higher numbers and working with order, number order, and patterns. in kindergarten. Some skills that we're working with with all students in tier 1 are counting to 100, being able to represent numbers with objects and drawings, working with addition and subtraction within 10 and identifying shapes uh pushing them from simple shapes into 3D shapes as well, which we're working
125on uh we'll be working on in the next couple months. Uh and in terms of extension, working and breaking down numbers into teams, working with them mathematically, not just recognizing them, and beginning to work on simple story problems as students also begin to learn how to read. In first grade, uh we're working on with all students beginning to uh do addition and subtraction within 20 and then work on place value skills up to 120. That's a typical first grade math standard. as well as starting to do some measuring. We're extending students past the 120 number in terms of place value and starting to work on uh somewhat more complex multi-step problems and more complex equations. So, going back that's kind of how the data breaks down. I want to end by saying uh from the
126instruction that I've seen happening from the teachers and the coaching that I've seen happening from the coaches, I am more than confident that when we take our Ames web benchmarks uh in the second week of December, our winter benchmarks that we're going to see a raise in the scores. So, I'm looking forward to that. >> Thank you. >> When he said teachers, I know what he means, but I just want to highlight that he's talking all instructional staff, all the We call them teachers in front of kids just because they're all adults, but want to highlight that it's not just the teachers >> and and I should I should I should make that clarification um because Yeah. >> Uh teachers in front of kids. >> Yes. Yes. We have all kinds of adults in in
127the room for the littles. We have uh classroom teachers, IAS, title teachers, um special ed teachers. We have all kinds of adults that are going through this process together and everybody's working as a part of a cohesive team right now and I want to keep that going. Uh there's plenty of people in the room that are helping our our littles learn how to read and do basic math skills. So >> yes, >> great job. My question is about campus really. So when are are teachers able to do that? Is it? >> So yep. Uh during the last PD day, our teachers were given I think it was four hours. It was three or four hours to rock through um that module and I did that module with them. They already had some time. Like I
128said, they're farther ahead in it than I am because I just started. Uh but I think that's the plan going forward too. >> We have three years based on the act to get all our teachers trained, which I'm sure you know. Um, and so with our PDA so that our staff doesn't get overwhelmed because the modules are very long. And one really great thing about our wonderful reading specialist actually then teaches some of the things and links it to our HM to make sure that it's not just a one and done checklist for us. We could just get that done and put it to the side, but that they're doing in the classroom as well, which is great because campus can be just check it off and do it, but we really wanted to influence
129our instruction. >> Are there any other questions? >> Great. Thank you. [applause] >> So, I just want to thank everyone for taking the time. I know this is a lot of information and a lot of data. We're really proud of it and it definitely drives what we do every day. And I want to just highlight, we talked a lot of numbers today, but every number is a kid to us. Um, so we we went through a lot of data, but for us, every number is a kid. Every number is a kid that deserves an education and every number is a kid that has people who love them. So we take that very seriously right now. We just talked data and numbers, but we very much and I can speak for all the administrators in the
130room and our staff. We know that every number correlates with a child that deserves what they get when they come to Anigo is a good education and a good future. Okay. Thank you for coming to the data meeting. I think we have a few more things with the board, but um yes, Dr. Barto. Well, almost every group to thank them. We've talked about teachers and we work on the day and we need to principles. >> Yeah. because they have to provide the leadership within each of their buildings. One that hasn't been talked about is our administration at street and um I'm just going to fire off some numbers for everybody here and um then I'll because what I think is if you look we with our kids with disabilities and scoring better. That tells us
131our special education teachers are doing a good job and they're led by death. She needs to have recognition for that. I know that when our new group came together a couple years ago, Kelly and the team talked about budget and making that budget about student improvement and throwing money that way. And the board has made student first and wanting them grow in their knowledge base. That's one of our goals. And then aiming with curriculum and working with our principles and our teachers to implement the structure that has been put in place and then of course Mrs. Ojinski who's the leader of the entire project. And I'm so proud of this team. And as someone who was a superintendent for 19 20 years, I look at this team and I'm like, I wish I had that
132when I was so thr 253. Then it was Brian 167. We dropped to 350 and then Julie came in the 178 school year and dropped 376. Then Julie came in 1819. The score for that year was 409 out of 420. 1920 was so there's no scores. 2021 we went 414 out of 420. we so we had basically three straight years of scoring 2223 which was Julie's last year there was some improvement jump to 385 now I want to say right away it's easier to drop scores. Scores can go down really easy. It gets harder to take the low score and move it and start passing other school districts. And so we made improvement there. But I think back to as a board that's when we started talking about the need for a plan for curriculum
133and that was the year I think I don't remember what we brought but we had funds and we bought two or three curriculum spent over $100,000 to try to get a plan together that we couldward as a district because that's what I do. Then we had the big change and the people that are basically sitting in this room administration suddenly got here and their emphasis was on scores but at the same time that's not the issue. Yes, that's nice for us to improve and the improvements we made by passing other schools is amazing. But what it's truly about is having our kids having higher achievement and having growth that we can demonstrate. And I thought it was very interesting, Amy, when you talked about them lining up schools that have the same and the kids
134that have the same data as a kid down near Milwaukee Madison. And are we getting better? I think that's important. But so we went in the last two years with this administration from 3856 89 point improvement last year two years ago now which is unheard of 33. We're 11way where child started. I'm guessing next year it's the whole district. It's the board. It's this great administration that we have the great leadership, her team, our principles, our teachers, and all our other staff. I mean, you walk in and you smiling at the kids and asking them how they are. That's a good start for a kid asking how they are that kind of stuff and that's the kind of district we need care about. So with that, I am so proud of what data we saw
135tonight and all the people in this district that are working to improve student achievement and continue our growth. So >> and I'll just add our kids deserve it. I mean all kids deserve it but when you look at ano kids that when you look at the data and it's been a struggle and you your teachers feel it and they work so hard and they aren't getting the results and that you know the leadership is working so hard and they're not getting the results that can be very defeating and I think for our families too just you know being the principal of East last year um and getting to meet a lot more ano families you just want to say like we're going to do it for you right like your kids deserve it and and
136they deserve to have a future of what they want and and have those choices and opportunities open for them and for our families to feel like their kids are sent to a place where they're loved and cared about and we're going to teach them. Um it definitely takes like a whole village including our families in the community to to move that. So we appreciate our families as well for trusting in us as as educators but also um being a support alongside because like I said you don't do it anything in education alone. >> My math might be wrong but Mr. child who's here. I believe it's either seniors or juniors in the school year first. We had and that group has had amazing. >> Yeah. and they they deserve it. So close to graduation, too.
137>> They do. >> Absolutely. So, thank you everyone. I think there's just one more thing the board has to do. Um but I appreciate all your time. Yep. And I know that um it takes time to come here and we appreciate appreciate the support and and listening to all of our data. Again, if you have questions, please let me know. You can always reach out. I'll hand it back over to Mr. Patt. While the board is moving up around the table, I just want to say I like I like what Heather says a lot whenever you refer to the middle school. her first words out of her mouth when you say something about the middle school is generally these words. It's the team. It's all of us. It's the teachers. It's the staff. It's the
138custodians. It's everybody. Uh and and I like that, Heather, when you refer to everybody being part of that team. And that's what Dr. Bardau was referring to is it starts with Glenda and goes throughout the entire district. Her energy is pushed like you're sitting next to me. her energy is pushed all the way through the district and I think that is awesome and it's showing in our report card and in our students. I believe if if I was u if I was a news reporter my headline would be a quote from Miss Stuts that says Anigo students are achieving. Uh when you said that, that struck a chord with me because we do have people that are saying uh the not so nice things about our students out in the community. But I believe as
139we've seen tonight, Anigo students are achieving. And I think that is awesome. And and uh I think we as a board, let's just one more time give all of those folks and all their staff and the whole community uh a great round of applause. [applause] Thank you so much. So, we'll go to item number three, board action, letter A, fall 2025 2026 achievement gap reduction AGR reports. I will be looking for a motion. >> I move to approve the fall 2526 achievement gap reduction AGR data as presented. >> Motion has been made by Abby. Would you like to speak to your motion? >> Nope. >> Are there any discussion or questions of the motion on the floor? Hearing no discussion or questions of the motion on the floor. All in favor of approving the 2025
140fall achievement gap reductions uh AGR data is presented. Let it be known by saying I. >> I. Opposed. Let it be known by saying I. And JD I did hear your I over there in the corner. Let that let it be reflective. Uh then the motion carries. I will look for a motion to adjurnn. >> So move. >> Motion's been made. Would you like to speak to your motion? >> No. Thank you. >> All in favor of adjournment, let it be known by saying I. I. >> I. >> Any opposition of the adjournment, turn the lights off. We will see you in a couple weeks. >> Have a good day.