001as well as the attention to those who are not performing at grade level and looking at the standards. We can pull another report from the I Ready benchmark pieces to see the standards and how our students are performing. That would be a report of about 40 pages if not more. So if you look on if you look on p on the next to the last page looks like this for the overall results. This gives you a better look at what those numbers are that you can't see real well um on the colored pages. So, if we look at the beginning of the year reading, now this is the entire county put together, but I'm going to tell you a little bit about grade levels in a moment. So, we had 26% of our students at
002mid or above grade level in the beginning of the year in reading on the first benchmark. Middle of the year, we have 39% of our kids there. Looking at one grade level below, which is in yellow, we had 37% of our students at the beginning of reading. Now we have 30. So that's a 7% decline. Yay. That's what we want to see. When we talk about the red, we're talking and we benchmark 37% of our kids. We're scoring there. This will last benchmark 30%. So April >> K8 m our middle 85% of our gifts for looks like I left that one out. So in the when we look at the second one, uh we have uh 25% of our kids at the mid or above grade level. Now, that's a small drop, but what I
003found out in our meetings that we had with folks last week, some of the things that we tested our kids on at this midyear benchmark may not have been instructed and or taught or practiced yet. So, we're asking students to perform on some things that we haven't really instructed yet. When we look at the one grade level below, we went from 48% to 41% and two [clears throat] or more grade levels below, we went from 34 to 25%. So I list these important considerations for you to help you understand that we do want to see our increase at that unit or above. We want to see a decrease in that yellow where there's one or more grade levels and then of course we definitely want to see a red shrinking the end of the school
004year. There's a prognostation study and there is a 93% correlation between the results and what we see at the end of the school year and we have seen that playing out the last two years. So we are making progress not ready to come out. So I couldn't give you any kind of like a DFI report or how are we doing and credits and those kinds of things but I'll do that next time so that we can see how are we on track to graduate because as we know that's one of the other accountability indicators that we need to watch and that rolls into both of those ELA and the mathematic strategic plan go because we want our kids at level that's where we want. So then we move on down to um attendance because that
005as you well know if kids aren't in school we can't teach. So when we're trying to lower our chronic absenteeism rate currently upure counties at chronic absenteeism rate stands at 19.31%. And then I provided to you a table that was taken directly from Zoom which is where everyone can see data. This is our average daily attendance year to date. We have Teneron in the lead at 94.92. Close behind is Fred Everly. Then we start looking at at percentages that go below where we really want them to be. Our goal is 95%. And it does impact when we're looking at state aid funding formulas that come in those block grants because they do take a percentage based on our average daily attendance at the end of the school year. So that's why we try to shoot
006for that 95% across the board to help us, but we're not there yet. Uh we know that sometimes the holidays can be disruptive and families take extra days here, there, and everywhere. So we are going to continue with our community and schools personnel to work with with them, our families, Casey Baston, uh with our student support services to try to get this percentage up and continue to drop our chronic absenteeism. So, we do have things in place that we're working on those every day. And I can't say enough about the great work that our communities and schools folks are doing. Uh because they're here every day. They're working with kids. They're working with families. They're trying to provide wraparound services through a lot of the agencies that support the schools. So, I can't say enough
007good things about the work that they do. >> Could I could I ask what is services upure county? >> Um you know, um I'm not sure. >> Okay. >> I I've asked that question. I've not an answer. >> Okay. >> Because I I'd like to know. I don't know if it's us. I don't know who it is. So, >> I wondered if it was virtual. >> No, >> they are not 100% not [laughter] no way. >> No, there's no way. They're probably >> I would say their average is probably between 88 and 91%. >> Okay. >> If they were included on this chart. >> Well, that's helping our average, so we'll keep it. Yeah. So then we look at the multi-ter system of support. As you all know, two years ago when I asked for
008that um special ed audit to happen on an offyear cycle. One of the things that was pointed out in that was about the multi-ter system of support because it had not really ever been developed. So we were working hard and [clears throat] getting this in place and of course we had what we shared with principles and staff at the beginning of the school year. So um from the January 2nd PL day we did get some feedback about interventions and support systems and things. So some of the things that the teacher shared with us is students can understand a concept, teachers can understand the concept but often times the way the question is asked doesn't always lend itself for the student to be able to demonstrate that they actually have mastered the skill. They are concerned
009about messaging regarding small group instruction. They would like for additional training needed to fully understand the needs of students in grades K to three with both the ECAT aid and the teacher attending those trainings together. Aids would like to be included in understanding the data because that really helps them too as they're working in those small group uh settings. And then we need to continue to work on a viable curriculum that everyone will be held accountable across the county to implement as planned. Um we did hear in several groups that they feel that there are certain grade levels that are not implementing the curriculum as it's been laid out um in the RCD unit those rigorous curriculum design units. So they they said we need to we really need to work on on those areas.
010So the county leadership team is also doing some work um because you know I only have so much more time to teach and I still I still feel like that's been a lot of my job is to teach and and help help us learn as we go along. So after uh listen to Anthony Muhammad at the West Virginia Association of School Administrators present on professional learning communities and the things that you really need to consider if you're going to have a viable program where you have professional learning communities working in your schools. One of the books that was mentioned was uh district leadership that works by Marzano. It's an old book because it talks about NCLB. But as we all know, NCLB, the No Child Left Behind Act, was a forerunner to what we have
011right now with the Every Student Succeeds Act. So, we could just kind of think in terms of what we have now when they started talking about assessments and what do we look to to see if students are demonstrating mastery. We're talking about non-negotiable goals. What's that going to look like in county? This is what we this is what we say we're going to do and by golly, this is what we're going to do and we're going to monitor. We're going to figure out how to do that. So, we're on that as a county leadership team and then um to tomorrow I will be bringing in the additional targeted schools and I'm going to start working with them on their core values, beliefs, vision and mission as well as continuing to talk about well-developed and functioning
012leadership teams. We're also going to talk about climate and culture and we're going to do a little activity and we're going to start thinking about so what are the questions that we still have but What are the things that we know we can do now till the end of the year and then as we continue to work throughout this the remainder of this school year then by the end of when we get to June then we can start looking at okay this is what we put in our strategic plan here are the strategies and here are the action steps so that they all align and the schools that are identified because of the subgroup gaps that exist they can start seeing a decline in those as well. So we're going to we're going to work
013on those things. Continue to support our identified comprehensive support improvement school which is Hodesville. They will be having a full-blown diagnostic from the state on February the 11th. And then we'll get that feedback from them to see what uh kinds of goals and support do they need in addition to what we're offering now. And of course, we're going to start monitoring the implementation of professional learning communities. So the district leadership team, I gave them all the schedule that was provided by our schools. regarding the uh schedule that they have for professional learning community work that they're doing uh in each of the individual schools. We're all going to take a school and we're going to go out and we're going to attend their their professional learning community days and times not to judge just to
014see where they are on a continuum of implementation. It's not a oneanddone kind of thing. Professional learning communities done correctly takes a lot of training and a lot of attention back to There are things that we're finding that could help, but we want to specifically see, do they have norms? Are they meeting? Is there an agenda? How are they sharing? What are they sharing? Not to say this is right, this is wrong, but just to look to see what is in place now so that we can plan for additional support as we move into next year to strengthen them. I do know that um Tristan and Jody Tristan Gray and Jody Johnson have had conversations with the folks from Solution Tree, which is where Anthony Muhammed works. Um talking to them about here's the steps
015we've taken so far, what what what is your take on where do we need to go next? And so they said, you know, collecting the data is one of the big things that we need to do. And then they can work with us on here's your next steps and where do we go from here? It is a it's a wonderful process because everybody is involved in it. Everybody is looking at the data. They're making real time decisions on those strategies. What do we need to change? How do we recruit students so that we can have an immediate impact on students? Not over here nine weeks later and then we're going well what are we supposed to do? So I'm excited with with what we have in place and that we're sticking to what we said
016we were going to do and introducing and taking things away and reintroducing something new and then taking something away. We're sticking to it to see what the results truly are. And I know that that's been a big concern for a number of years that things just were brought in and taken out and and they never really felt comfortable. So, we're really trying to to hone in on that instructional piece and the learning piece for our students together. The last thing on here is some date changes and uh we can discuss these. I have to cancel the personnel meeting tomorrow because we just got to finalize uh what they call PE comps. Uh so there I still have questions and Sarah is still working through some things. But those comps drive personnel. We cannot meet with
017our principles until we have received the final. So we had to push the principles to next Thursday and Friday to meet with them to talk about wants and needs. And we all know they're very different and we have to stay within the parameters of the state aid that we will receive for personnel. So we want to meet with them before then we meet with you. So I I am asking if January 21st works for you all at 10 o'clock. If if anyone if that does not work just say it doesn't work. >> Doesn't work for me. >> Okay. That day at all, Mr. Parker. >> Yeah, that day at all. >> Okay. All right. I will look for another date and then I will email you all to see if that date would would be
018okay. Would that is that all right with all of you? Okay. March the 12th. We had talked about changing and I'd like to change that to March the 17th at 10 o'clock because that would be budget. That would give Sarah an opportunity also I believe to get the what she needs from our assessor as far as the regular levy. >> Did you say 10 o'clock? >> 10 o'clock. Is that a hard one for you? Okay. 1:00 work better? >> Yes, ma'am. >> Okay. >> So, 1:00 instead of >> Yes. >> Thank you. >> You're welcome. And so, I will look for another date in January to reschedu the personnel and I'll send that out to you all. If you have to be out of town and you want to call in, you know, we always
019have that option as well. Or if you want to, we put you on teams, we can bring you in that way as well. Any questions? a lot of information that I just kind of threw at you. >> But we're not meeting tomorrow. >> No, >> We are not meeting tomorrow. >> I need to cancel that. >> So, that was supposed to be at 1:00. >> Yes. >> I thought we had one in February. >> We do. >> The third. Okay. So, we still do have >> We still have that. >> Okay. >> Yes. So, the only one is changing >> is tomorrow. >> And when we go look for a different date than the 21st. >> Anything else? I will have more data next time because we'll have grades, but we'll also take a look
020at some grade level data about where our students are performing by grade level because I think it's important for you all to know where we're seeing some issues. >> Yes. >> So that if people ask questions, you say yes because we talked >> on the on the county leadership team. Um number three, additional targeted schools. What do you mean by targeted schools? Are those ones that are specifically not meeting? >> Yes, those are the schools that were identified in the accountability system that have gaps in certain subgroups. It could be special ed, it could be low SCES, it could be homeless, um it could be military. So, um it could be gender. There's there's all kinds of different subgroups that they look to at the the GSA. And so, they do a comparison to the
021all group is how they come up with those figures. So, that's a subgroup. They have subgroup issues in the three schools that have been identified. That's Tenderton, the middle school, and the high school. >> Anything else? Okay, that's it. Board member committee meeting updates. We'll start with Mr. Carter. They start Houston center board has not had any additional meetings. So no updates to provide. >> Mrs. King uh same no meetings yet. Mr. Wager, >> we will be meeting at Fred Everly next week. >> Mrs. Dean, no updates. >> Mrs. Craig, no updates. That was easy, wasn't it? >> Yes, it was. [laughter] >> Um >> minutes. We don't have any minutes, do we? >> Policies, contracts, and agreements. We've rescended that whole. >> Well, we do have minutes. >> We do have minutes. Yeah. Somehow
022I missed those. I'm sorry. >> They are Oh, that's right. Minutes from the December 16th board meeting. I saw those. >> It's okay. It's January and I'm I'm not with it, guys. Um, >> you've been provided with minutes from that meeting. Are there any additions or corrections to those minutes? Anyone? >> If not, I'll move to approve. >> Thank you, Mr. Parker. >> Second. >> Mrs. Dean. All those in favor, please signify by saying I. >> I. >> Opposed. We're on to the consent agenda. Yes. So, we have some facility requests. Um, there's trickling in. Um, and it they're getting better about things. Uh, we still have some uh we still have some things that we're working on with some of our groups, but we're getting there. Uh, you did receive uh what we have
023received uh through the board. Does anyone have any questions about any of those requests? >> Uh, just on the indoor soccer practice, >> have they started yet? Because they're they had November 30th on their request. I just And we had January. >> Yeah. No, they did not. They have not. They're just beginning now. >> Okay. And the other one, the wrestling use wrestling tournament, they have high school listed as the certificate holder and thus the additional insurer. >> Yes, a phone call has been made to them. >> Okay. Thank you. Then we have a field trip um and it's educators rising which is the group of of um students who think they would like to uh go into education and this is one student and the advisor that will be going to uh this planning
024committee meeting um in Clarksburg with all costs covered by West Virginia educators rising. Any questions regarding the that spring competitive conference planning period? How how are we getting there and what's the lodging arrangement? >> So, um the uh the student and and the um adult each have their own room and the adult is providing transportation. We have a copy of liability insurance and everything else uh regarding her vehicle. >> I don't know how you avoid it. I I just have a concern with one on one >> and I don't know how to avoid that. [laughter] >> Yeah, exactly. >> I don't think you can. >> No, because it the not every student that is participating across the state of West Virginia is going to this planning committee meeting. >> Yeah. Our student is an officer.
025So >> on to personnel. >> Yes. So um we have quite a like same person three times on here resigning from uh long-term sub extracurricular student council and um also as a substitute teacher in general and then we had an assistant football coach from the high school resign. We did not have any resignations for service personnel. We have had some retirements already turned in for professional personnel. Um, we're losing a a great kindergarten teacher at McCainan Academy, Christy Dean here at the high school in business ed. And then we're also losing Crystal Jones here at the high school in business ed. You know, anytime you you lose that uh that his history uh that the great work that they've put in that that is a loss to the county. Um, but we we certainly understand
026because we all have to make that decision at some point. Uh, we do have employee employment on here. Uh we have c uh a substitute teacher on the professional side as well as a math teacher at aure high school middle school I'm sorry. Uh and then we also have a uh resident student uh here at the high school. We have h another sub a school counselor as well as a restricted substitute teacher. And what a restricted substitute teacher means is they can only sub uh either a dayto-day uh they can't do long-term um or there is a restrict restriction placed on what area they can sub in. Just so that that helps you understand that. Then we also have some service personnel employment. Um we're always looking for subs in each of these areas. Um
027we're excited about the fact that we have another substitute bus operator on here and we'll be working on finishing um all of the requirements uh in that area. We have three that are currently being trained as we speak. Um then you can see that we have some others that have come on board and and we do need them. As far as athletics, we are hiring an assistant boys basketball coach here at the high school. Um, we also have extracurricular personnel uh that we are hiring for different things such as ticket takers um or tutoring that we're offering at at uh French Creek and also at Union Elementary. And then of course, Mrs. Davidson is here this evening and we transferred her from Spanish at the middle school to Spanish here at Bananashire High School when
028Nikki Reynolds took the um ESL position that was vacated due to retirement. Um, it's my understanding from the principal at the middle school today that she thinks she has a lead on a possible Spanish teacher for the middle school, which is great. And it should not take long to uh find out if we can have that person. Uh, we have no service personnel transfers. We do have two approved volunteers. And then we have two individuals that have requested um FMLA. Any questions on personnel? Okay, future meetings are looking a little different. So, mark off January 7th, January 20th, we will still meet at 5:30 for calendar and then six o'clock for a regular meeting. And we hope that we can do calendar then February 3rd and a regular meeting February 3rd and get calendar with
029our two meetings in and taken care of. >> Yes. >> Anything else? >> Nothing. >> I will accept a motion to adjurnn. >> So move. >> Mrs. Dean second. Mr. Wager. All those in favor please by saying I. I. >> And we are officially adjourned at 6:33. Was