001lose all the experience the experience and continuity for that subject or grade level. Um up here I just mapped out of our 18 instructional staff members how many years of years in the district. Um we have 39% who have 1 to four years in the district. 16.7% have 5 to eight in the district. 22% have 9 to 12 and then we have 22% have who have 13 or more years in the district um with a few being close to retirement. So potentially having some younger staff members coming in as well or new to the district staff members. Um newer staff members require mentoring um and if they receive the mentoring are less likely to leave the profession. Uh support also enhances instruction by helping them to develop skills and can increase student achievement. So do
002you guys have I have questions at the end but is there any questions you have prior to going into um student data about the demographics? Only question what was a 504? 504s and correct me if I'm wrong. they they are they don't require individual individualized instruction. So they require an accommodation of some sort for something, but they don't necessarily require um individualized instruction. Is that correct to accommodate? Both 504s and IEPs are are for students who have an identified disability of some sort or another. 504s are typically used in instances where students have a medical condition that they need some supports in order to access their education, but it's not going to be individualized specialist instruction. Thank you. Um, so we'll start with reading data first. So we have three assessments that we'll go through.
003We have a cadence, MAP growth, and YTOP. Acadians is our screener that we use. Um it's required by the state that all schools have a reading screener that measures certain things and they they give us a pretty good picture of whether or not students are going to read uh meet reading benchmarks in future years and they are really focused. Do you want to go to the next slide? This specifically is focused more so it does measure some parts of comprehension, but it focuses more heavily on the word recognition aspect or the foundational um components of reading. So the first set of data we're going to look at is from our Acadians assessment. This is pretty individualized. So as meeting with kids one-on-one. Um so this was our fall data and I put just a color
004code up here. Red means requires targeted intensive support. Yellow some support. Um green is meeting grade level benchmarks and blue is exceeding grade level benchmarks. So this was our fall acadians for K grades K through six and then this was our spring accadience for grades K through six. Good numbers. Looks good. Um, the next one is MAP growth. So, Acadians is normed, meaning every student gets a certain assessment based on the grade level and the time of year. Map growth is adaptive. So, it is on the computer and as they get questions right, it will get give them a little bit harder questions. If they get it incorrect, it'll drop it down until it pinpoints where they're at. Um, and then we have reports that give us kind of next steps instructionally. Um so we
005use this to really measure growth for individual students as well as groups of students. So what this graph is is it gives us a grade level percentile number percentile average. So kindergarten is at a certain percentile as a group. First grade is at a certain percentile as a group. So I took those and put it into a graph. So 16% of our groups or grade levels are um at average achievement. Uh 75% of our grade levels are at above average achievement. And then 8.3% of our grade levels are at well above average. So it doesn't mean that there isn't students that are still really high or some students who are still needing support to meet benchmarks, but as a whole collective group, this is the percentiles they're in. Um this graph over here there is
00613 no there is 12 dots because this is grades K through 11. Um and this shows us our achievement. So the further right you go is higher achievement and growth. So going up is percentile growth. So, these are grade levels and showing us where they're at. Um, and growth and achievement. Growth is based like as compared to spring or I mean fall. Fall to spring. This is achievement is just like where they're at. Yeah. Okay. Yep. Growth is from fall to spring. And you can look at it different ways. I just for consistency sake keep it from fall to spring because that's how I do tier reports also. Um, but yes, the achievement is from the spring assessment. Um last is YTOP. This is our state assessment. It's grades 3 through 10. Um it is
007normed. So every student at every grade level is getting the same set of uh set of questions and then they are telling us if they are proficient, advanced, a little basic. Um I I don't have the Y talk to pull up, but some unofficial proficiency just things I could pull out to share before um we get the official results in 23 24. So last spring we had 54% of our students were proficient or advanced. Um and this spring projected to have 65% of our students proficient or advanced. Last year we had 24% who fell in the well below category and this year we had 17% of our students who fell in the well below and this is grades 3 through 10. So, we have a program called Branching Minds, and what it does is it
008pulls all of our data for each student and then it tiers them to help us know if we are making moves as tier one instruction and providing the right kind of supports for students. Um, and so it pulls all the data in and then it tiers the students. Tier one needing no additional support, tier two needing potentially some support, and tier three means needing explicit systematic support. Um, so we have tier one, tier two, and tier three. So this was our fall based on all of our data, and then this was our spring. and we're getting really close to our goal, our benchmarks or percentiles in those three categories. Um, which is good because it makes, like we said, when we have students coming in who are potentially not coming in at grade level, um,
009it can take a toll on our intervention supports because, for instance, a student who is tier three needs 45 minutes of intense intervention every day. And so by having our tiers in these numbers, it's much easier to sustain the level of support that each student needs to help them grow. Okay, next is math. Do you have questions about reading before I move into math? Next is math. Same three assessments. Aadian math. We just started this in the winter. Um, we noticed we had adopted our new math curriculum and we noticed that some of our students we were seeing they needed more support in some procedural math and in some efficiency in that area. Um, just their ability to add, subtract, multiply, divide um, efficiently. And so this is really what Aadian monitors is those foundational
010skills in math. Um, so it's it's still short. It's about no more than like 10 minutes a student. Um, and they take it three times a year. So we started in the winter and we um adjusted instruction in the winter based off those results. And then we benchmarked again in the spring. This is still a fairly new assessment for us. So this instead of fall to spring because we didn't have fall to spring, this is winter to spring. So when we assessed in the winter, this is where we were at. Um we didn't do a lot of intervention, pull out intervention based on it. We adjusted a lot of our tier one, our whole group instruction based on the information. And then this is where we ended our um data in the spring. Next is
011mount growth. This is the adaptive measure. Um this is really good data because we are in the first year of implementation of our math curriculum which is grades K through algebra 1. Um we had 16% of our groups our grade levels were average achievement. We had 58% above average achievement and then we had 25% of our groups well above average. Um and there are two levels before average. we just didn't have any groups in there so they don't show up on our graph. Um same we have our achievement and our achievement and our growth. Um we moved this group from here to here. Um but still monitoring them pretty closely. Ideally we want all of our groups to be in the top right quadrant high achieving high growth. We have some groups there who are
012moving into that pretty high achieving high growth which is exciting for year one of a curriculum implementation. And then last is our wide our state assessment for grades 3 through 10. Last year we had 52% proficient or advanced. This year we had 51% proficient and advanced. within those ranges. Um, last year we had 13% in the advanced category and this year we had 23% in the advanced category and we had 19% well below and this year we had 13% in the well below. And then this is our tiers um where it's all about data triangulated to help us identify support students need. So, this was in the fall, our overall tier report for math. And then that's the spring overall tier report for math. And any students who were in the red for math or
013ELA, even some in the yellow, were also offered um summer school support, which was I think 16 days of one-on-one with our teachers. And it there's a virtual or inerson option. Um, and it's to really hone in on the specific um, needs of each of those students. Some highlights from professional development. This year, we're still focusing very heavily on implementing the instructional framework. 100% of our elementary and special education staff as well as our high school English and social studies teachers have been certified in letters as of May this year which is extremely exciting. Um this was a commitment of 62 hours of coursework and 48 hours of face-to-face training. Usually this is done in two years but the last group did it in um a year and a half. This is some data from
014our last framework fidelity check. Um, this is our opportunities to respond. So, this is within 5 to 7 minutes when we go in and we're monitoring how many opportunities students have to engage with the material. Um, this is where we ended the school year, which was really exciting. As the school year ends, it can get a little bit crazy. Um, but overall, we saw a trend in the right direction. um and have really held steady in about this range with close to 60% having 10 or more opportunities to respond. Um and the goal really being to keep the yellow which is 0 to four opportunities at a minimum as we shifted our focus from opportunities to respond. Our data was staying where we wanted it to. um the staff as a whole during professional development
015decided they wanted to focus their efforts on um bringing complex text into the classroom and so we were monitoring that and setting goals around that. Um, this was when we go into a classroom, their goal was to have the not present part to be under 33% and they got it down to 25% at the end of the school year, which was a big celebration. Um along with having complex text in the classroom, we were also monitoring whether they were reading it, whether they were writing about it and then also because it was highle text, were we providing scaffolding opportunities to help students access the text. So those would be other measurements. Um so this is where we really ended the professional development focus um was around complex text as well as um proficiency scales and
016teaching to mastery of those. Our greatest leverage comes not from doing more but from doing the right work in the right places. I want to touch on where we're at with curriculum. Um, curriculum implementation is a very heavy lift on students and a very heavy lift on teachers. Uh, we've picked some really great curriculums that we are h we're very happy with the curriculums that we went with. Um, but it does take a certain amount of time. They say about 3 years to feel confident in the curriculum for teachers and for students. So, I just want to show you where we're at as far as the implementation process. So we were in year one of implementing a math curriculum and this is the first math curriculum elementary has had in a lot of years. Um
017so it they did a great job with it. I think next year the goal is to pace to get through the curriculum within the year. Some grade levels did some got really close. I think the goal is to get all of them through the whole curriculum next year. Um we are in the second year of our Whiten wisdom curriculum and in the second year uh that's where you really start to see a shift in data and I think we saw that this year with our second year in Whitten Wisdom and then we're in the third year of our implementation of a phonics program and that is where you can really start to differentiate and refine and we saw a lot of that this year. All the grade levels made it through the entire curriculum. there
018was great level of mastery. We saw it on our cadence assessments and we even had some groups and some teachers who were ready for more faster and we ended up pulling in outside resources to keep the students moving along. Um for instance, our kindergarters were ready for more a lot quicker. So we pulled in what we would typically use as a faster pace intervention program to help supplement. Um, so it's been neat to see each year how the implementation has this the teachers and students have really thrived the further we've gotten into it. So I have six when you take a step back and look there's a lot of data and there's a lot of moving pieces. Um, so I kind of picked six observations with next steps going into next school year which would
019be my recommendations. some of which have already kind of been implemented through scheduling things like that. Some of which would need to be really thought about looking at professional development and support going into next year. Um first observation, we have many new curriculums curriculums which align with best practice. Um, we saw a drastic increase in proficiency in tears in reading and a small increase in math, which aligns to where we're at in our implementation. Um, for our action plan going into next year, I recommend continuing support for the ELA curriculum with targeted coaching to sustain momentum. We don't have any teachers teaching a grade level for the first time in that curriculum or teaching the curriculum for the first time. um which is really exciting targeted professional learning on math discourse and student reasoning specifically
020around operations and algebraic thinking. When I broke down all of the math data um all the strands were pretty even but if there was one that was a little lower it was operations and algebraic thinking. So as far as math professional development yesterday I recommended being focused on that and then differentiation within core math instruction that started a little bit this year through centers um but definitely a focus going into next year with being the second year in the curriculum and then lastly walkthroughs to ensure curriculum fidel fidelity um particularly in math. I thought I was like particularly in math. The next observation, so I broke down 612 ELA data and everything was above the 50th percentile on math. However, the lowest was non-fiction text in like nine or in like four out of the
021six grades. Um so the interpretation of that is we are incorporating complex non-fiction texts but we may need to be more strategic around building proficiencies and specific skills like analyzing the text structure, extracting central ideas, applying academic vocabulary within non-fiction. So the plan to implement that is to align some co-eing with ELA and core content areas to model non-fiction strategy integration that's already been built into the schedule next year and then also to select one high impact non-fiction reading standard per quarter which is kind of a heavy hitter in YTOP and have every 6th through 12th um grade teacher not just focus on bringing complex text in but focusing on that specific standard because then during PD time you can unpack that standard and analyze student response and then talk about scaffolding and opportunities to
022practice around that specific non-fiction um standard and that can be measured in the spring through YOP three observation three roughly 40% of the staff has taught five years or less Um, with a significant portion of staff being early career teachers, targeted support around best instructional practices, including planning, differentiation, and assessment is critical to ensure effective and consistent instruction. Um, my suggested next steps for that are to provide focused professional development and coaching tailored to early career teachers. Um, similar to what's been done in the coaching model in the past. four. Um, as we talked about earlier, we do have a pretty high mobility rate. Um, and we have a lot of our students who come in and they have come in because they have struggled and so some of those students need some sort of
023intervention from the get- go. Um, the plan for that, and I think this is just something that is really going to have to be solidified and consistent moving forward. I think it's already in the beginning phases, but solidify roles and responsibilities within the building for identifying, delivering, and documenting interventions. Um, we have great intervention programs in place. We've adopted over the last few years, great progress monitoring tools. Staff have been given a lot of professional development around individual learning plans and monitoring those and adjusting instruction. Um, so just making sure that those uh roles are solidified and that processes are documented for that. and create clear communication protocols to keep families informed of academic progress, intervention plans, and ways they can support at home. We started focusing pretty heavily on this in the spring and
024something I think needs to continue to be a focus moving into next year. Number five, we when we increased the use of complex text, there was a little bit of a dip in staff fidelity um as far as consistency of do nows and exit tickets on our walkthrough and so overall implementation of our instructional framework was evident throughout the year. We saw great gains throughout the year in all areas. Um however, some key routines like do now and exit tickets did decrease consistency. So, um, next year I suggest starting the year with professional development focused on reinforcing all instructional framework components introduced so far, maintaining a current walkthrough tool, so not changing it because I still think there are some things on there that need to continue to be measured. and then ensure that new
025curriculum planning because we have a couple of um programs that will be going through some pretty heavy uh curriculum design over the summer and going into next year. So ensuring that when you are designing the curriculums or we're designing the curriculums that we are incorporating components of our instructional framework. So for instance last week we were working on building our social studies curriculum and as part of that we were incorporating our we were designing our do nows our exit tickets our complex texts ensuring we had opportunities to respond. So as we're building new curriculum and designing lessons ensuring we are thinking about it through the lens of the instructional. And the last one, um, our grading system does not necessarily align to the mastery of content as demonstrated in the data reports. Um, more so
026secondary than elementary because we are standards reference in elementary. Um, so there may be a disconnect between classroom grading practices and students actual proficiency on priority standards. Um, it's very important that these are aligned for clear communication with students and with parents so that grades align with proficiency. So my suggested next steps are to review our current grading policies and identify opportunities to align them more closely with the mastery of priority standards, provide professional development on standardsbased grading principles and how to use assessment to inform grades, which we started that the last two professional development days this year. and then implement a student-friendly learning tracker that allows students to monitor their own progress on priority standards and that can be shared with families for increased transparency and engagement. Um, which would be a suggestion for
027professional development coming back in August. You guys have this in email, too. So, if you look at it after and have questions, feel free. Good data. Thank you. It's exciting. [Music] See on action items motion to approve the projects for gym renovation. We need to break these down into two separate movements. Okay. So let's move let's do the contract of Montana school first. Okay. I move that we approve the contract with Montana school equipment company for removal of old features and the installation of new bleachers in the gym the amount of $127,25 second. Any discussion? Is that um just one side of the gym or is that both sides? Both sides. One side I believe that uh my cap price in one side of the gym is going to be with backs and the other
028side of the mountain. I know he was looking because the we were actually pretty amazed at the difference in price between bleachers with backs and bleachers without that Mike was going to look into a quote to get bleachers with backs on both sides of the gym. And I think that that's something that Mr. roller and I could if if the price comes in with a similar increase, we probably make that move if it's of the board's intent at this point. Although we've got that quote back then. What what what do you think to quote the difference? Uh the the difference in price for one side of the gym to have backs versus not. I think the the actual price of the bleachers was 110 versus 117. So it'll be I would guess another $7,000. That
029looks like it's a touched. I think one if we're running off of this bit, it's like 10760 for um without backs and 114300 with backs. So 7,000 differenceish. Yeah. Which is Yeah. surprising. regulation. So, can I just throw in there that the students are the ones that brought it to me that they said they would like to have part of it without the backs as part of, you know, we've all seen high school kids leaning back on each other like they wanted that and to they felt like they could be closer together as a team, the social aspect. So, um, that's one of the reasons that I asked Mike to look into just doing half with with the backs for the adults and let the kids hang all over each other. Like, you can't have
030backs for like our pet band area. And I believe there's a section that there would not be backs on that side specifically, but I believe the way the way these bleachers are designed, it's it's going to be a possibility to put those in in places if we so chose down the line. I think the only message that I've gotten to this point to suggest we probably should put backs on at least part of the other side is I think if we have backs on one side and not on the other, what we're going to see happen is a lot of our visiting fans migrate over and we'll have all of our crowd on one side of the gym. How would you have it kind of uh the typical adversary all across from each other able
031to yell at each other type stuff and also wouldn't we have to be ADA on the other side also? Everything will have to be up to code. So part of the that side would have to have the backs too. Backs aren't part of code for just handrails and step size and some things like that. What was the color decision for looking black. That was just about everything we heard in the listening session was looking black. And the whoever it was that has black, they're good with it. They haven't had any issues. Okay. Other discussion. Does this decrease our seating capacity? Well, by how much? Uh I should have calculated that. I think it's something like 40 seats. Is that going to be a big deal? I think at most function, honestly, Mike Mike and I
032had a good conversation about that. I think that if if we are turning people away from the gym or if we are having people have to stand up, that would be an amazing thing. This could happen. We need this. Okay. Anything any other discussion? Okay. Proceed to vote. All in favor say I. I. Same sign. Motion passes. Okay. Motion to approve contract with Excel coding. I move to approve the contract with Excel codings for paying up the gem. Question. Second. Any discussion? I did didn't want to pull up. Miss Betts had a mockup done from the we had discussed a painter coming in and doing some computerated painting of the graphics that we would like to have done in the gym and he's got a mockup of some of that and I I took the
033liberty on those pictures to change the color to again I think what the preponderance of of the public comment we received at the um listening session. So it was quick. I had very very little time. So don't judge my photo shot. But this this is something akin to what the end wall could look like if we were to use a black to match the height of the mat and then a a gray above. And they're going to paint the the ACL there. They'll soon be painted. And then it says something about a pinstripe. Was that on the originally we talked about having that that black be a stripe rather than having it be uh bleachers down. I think what we heard at public comment or not bleachers down um matt down. I think the with
034black bleachers flowing, I think that black along the whole bottom of the gym is just gonna look really really nice. So that's the way I put it up here. Um that's not going to change the price of a painting. It may actually if anything decrease it because the making an actual pinstripe is more difficult than doing bottom section and a sidewall. I went with a slightly lighter color here, but I like the darker better. I think it it's going to help with the the light in the gym. That's with the the gray and then what the crests could look like along that side wall. This is not getting done this time though, right? The the crest the crests and the AC are not part of this bid. Of this bit. Okay. This bid would get
035the gray and the black. Just the Mrs. Betts is going to work on a quote for our meeting next week to approve the painting of the AC and an option for painting of the crests. Probably what we heard it what what we heard at public comment was for sure painting the oneclaw logo in the middle. And I think our decision would be on four crests whether they are paint on or a something that hangs up. Yeah. one way one way or the other. So we'll have hopefully have quotes next week for hopefully. Yeah, that's that's dependent on painter getting back to Mrs. Bess and graphics getting back to me on the other options. And when did you decide to leave the break or there was mentioned in the listing session that that's up for conversation?
036that's not in the bid because it's it's not what I asked to have bidded and and getting those bids has turned out to be the most difficult part of any of the projects. So, um I I think it's something that we could definitely do just I think there is a mix um certainly preference that we heard of a few in the listening session was to paint over the brick. I think Mrs. is of the same mind and to paint the brick. Paint the brick. Yeah, we need that same just the same color. Yeah, it's just more water and brick has to be painted with certain kind of paint or it will deteriorate brick. Sure. It's not all I know about painting brick. I I wish that it wasn't red brick, but I I appreciate good
037masonry work and I I like I would choose to leave that not painted, but that's purely personal preference. It does give as someone that has painted brick. I just like it requires a lot of co that everyone thought. Okay, let's get to any other discussion on this. Okay, proceed to all in favor say I. I post same sign. Motion passes. Okay. Can I get a motion to approve contract of Clemens exterior? Uh I move to approve the contract of Clemens exterior for windows and sighting for rental property at 1023 Water Street. A second moved and seconded. Any discussion? Um I did have question. Doesn't Clemens do roofs too? Yeah, their bid for this roof came in higher than the other. Okay. Uh both Do both bids include the roof cap and bids and stuff? The
038the amount the amount that we've got being approved for Clemens has got the roofing that we had asked them to do taken off of that bid. Okay. So the the the vents that are needed to properly vent the it never has been are going to be done with the roofing that this next come on. I was just looking at the bids and it looked like they both had that in there and I just wanted to make sure we were both both bids have a roofing element to them. the part of this home's exterior. We just are going to X that out. Tell take care of the windows inside. Don't worry about the Okay, that's the difference on the benches. Any other discussion on that? Proceed to vote. All in favor say I. I. Same sign.
039Motion passes. Get a motion to approve contract with Rock Creek Roofing. I move to approve contract with Rock Creek Roofing to replace roof or rental property at 1023 water street for $11,74.36. Moved and seconded. Any discussion? Is this the last property that needs updated? We we just had Rock Creek Roofing come out and do an assessment of the roofs on district owned property. It's been something we've been Kelly's asked for a couple times in terms of walkthroughs and we've been intending to have done. I think you'll be seeing Greg Greg and I approved a few roofing repairs to be done that were under the $5,000 mark. Um, one on the the yellow house over here, just a little bit of flashing works and putting the screws back in, that type of thing. Um, this this
040part of the school building, the 712 part of the school building, original roof was actually in in good shape. And Rock Creek, I was amazed. They said that they would look for if it needed for replacement, if it needed a few repairs. The repair work on this side of the building was 1,100 bucks for for everything they thought needed to be done. Um, so we were pleasantly surprised with that. Um, this property is the only one that Rock Creek said need it needs a new roof. And that surprised me a little bit because I'm thinking we got five five houses, three of which have roofs that I thought would have been the same age because they're pretty much same age house. Mr. Roer said though that we have already replaced um three three of those
041roofs and this is the last one left that has not been replaced from the time that it was put into put into use. So I I think yes, we're we're at at a point on the exterior of these houses that certainly siding's been taken care of on two of them now. We're going to have windows taken care of. The roofs are in good shape. I I guess the last thing I could think is potentially windows could be on on one more property that when we had those assessments said they were told we didn't need them. So, we didn't do it at that point. But the other two that were in a similar situation, we have done. So, I think exterior we're going to be pretty well buttoned up. Okay. 10. They're not 10 roof. No,
042these are going to be they're a 50-year shingle. Malarkey and the the roofer actually said that this specific shingle from Malarkey is got it's got a 50-year warranty. and they they guarantee it to the point that if we get/ inch or smaller hail that causes damage to to a roof that would need repair or replacement, the roof manufacturer will cover not only new shingles, but also the labor to install. Now, if it's over half inch h, it's going to be an insurance plan. They're fairly confident in their product, I would say. Just another question here. Who measures? I think I think the meteorologists take care of that. And I guess since we don't have 24-hour meteorologists anymore, it better happen during the day. Okay. Any other discussion? Proceed to vote. All in favor say I.
043I. On the same side. Motion passes. No motion to approve resignation instructional coach. The interest of my feelings of our action items should not go without discussion. I breaks my heart to do this. I move to approve the resignation of instruction coach. Second, any discussion? Seconded. Any discussion? Distra room. U. We do currently have an instructional coach employed. Contracts up next week. And we don't have a contract for a director of curriculum instruction. solid. Well, I would appreciate any further discussion. There's not going to be a contract either. What did you say? A contract for an instructional coach for case or director. Correct. Yeah. But the position on the table, what you're saying is the position on the table now is a curriculum director. So this um position correct structural coach. So the contract wasn't
044accepted for the director. Any other discussion? Receive a vote. All in favor say I. I. Same sign. passes. Oh, I thought I heard two. I vote I vote I since the positions 302. Okay. Um, moving into executive session then you have a motion to go into executive session. Thank you. To go into executive session to discuss. I need a second. Dusty second. Yep. Thank you guys for coming. Thanks everyone. Let you stay please. You guys come back after we will come back to adjourn but that's the only thing left on the agenda and it's a special meeting so we can't add agenda items. I was just curious come back. Thank you so much.