001e e e good afternoon I hope everybody's doing well uh today is March 4th and um going to call our meeting for the curriculum committee uh to order and in doing so I'd like to ask Mr Simmons to give uh today's ocation good evening everyone if you body heads Heavenly Father we thank you for this day we thank you for the blessing you have stored upon us we ask that you continue to be with us as we go through this life that you set for us Lord we ask that you bless Lisa Gail's family let them understand that they're not alone that they got friends and they got most important they got you well we ask this in Jesus name amen thank you Mr Simmons and the first item on our agenda is H decel
002eight data good evening uh curriculum chair laer superintendent Williamson and board members this afternoon we will be sharing our middle of the year and we that we call that Moi data and to let you know kind of where we are this year compared to where we were last year before we do get started though I'd like to introduce to of our staff members um this is Miss Miss Kim demy she is our K5 curriculum supervisor for anybody who has not met Kim and Miss Brandy Bullard she is our early literacy specialist we call her the El you know we love acronyms um but they will be talking through the data this evening so as they go through the presentation they will start with just an overview of Dibbles what that means as an assessment tool
003we know that there's several measures that make up they all have their own acronym but they're going to give just a real brief kind of context and definition of each of those measures and then we're going to share some data with you to let you know where we're performing as a district and then what our next steps are so at this time I'm going to turn it over to miss demy and before you get started Miss demy um just to let you know Mr Henry Brewer is on Virtual and the members of this committee are myself Mr Henry Mr John Dr Emanuel and Miss Crystal and Mr Crystal Monro so any any board members welcome to uh to comment I just wanted to make clear our um our members Mr Henry again is on Virtual
004thank you all right good evening curriculum chair laer superintend Williamson and board members just to reiterate what Dr D said today we're going to take a look at our dibles 8 Data before diving into our data I'm going to provide you some important context about this assessment when discussing Dibbles 8 data you will hear terms that refer to different pieces of mclass with dibles 8 please take note that a lot of times we use these terms interchangeable however we are still referring to the same data let's look at the different pieces and how they fit together so when we say amplify amplify is the actual company mclass is a technology platform platform for ad ministering the assessment and for housing data reporting and also it provides instructional recommendations debl a addition is the name of
005the assessment word reading fluency or for short wrf is an actual example of the measure that M makes up the debl zate assessment DPI selected mclass deil's eighth edition as the state's K3 leadership assessment dibles 8 is a standardized assessment designed to evaluate early literacy and reading skills with the goal of preventing or preventing reading difficulties for deil's eight results to be meaningful each student must be assessed the same way when a student shows signs of falling behind immediate intervention is essential Dibbles is not the final goal but rather the starting point for identifying and a addressing students instructional needs mclass automatically assigns colorcoded performance descriptors to students Benchmark results the descriptors are not focus on Prof proficiency but yet identifies students who are at risk the students who score at or above Benchmark are
006likely to be performing at grade level by the end of the year year if these students receive strong core instruction blue is above Benchmark the student is likely to need core instruction however May benefit from additional Vance skills as well students set our green at Benchmark would benefit from core support yellow is below Benchmark the student is likely to need strategic support students who are read or well below Benchmark is likely to need in intensive support students who are below and well below Benchmark are likely to not score on grade level by the end of the school year dibles 8 has multiple measures within the assessment that relate to each early literacy skill in the middle of the table you see the basic early literacy skills and a brief explanation of what students will be
007able to do if they are able to master this skill phic awareness is measured by phic segmentation fluency alphabetic principle and phonics is measured by nonsense word fluency and word reading fluency accuracy and accurate and fluent reading is measured by word reading fluency as well as or reading fluency reading comprehension is measured by Maze vocabulary is not part of De was 8 but is a measure that students have to to complete in MCL class letter name influency is not tied directly to one of the basic early literacy skills however it is an excellent predictor of risk each of these measures gives insight into how students are developing as readers this slide displays in it relates to their corresponding grade level so it displays all the measures and how they correspond to the grade level teachers
008give the same measure across all three um benchmarks for each grade level the measures below the Orange Line are in addition to dibles eight therefore they do not calculate into the child's overall composite for even though the data provides additional information with oral language and vocabulary the meas again is not part of that composite score so the next few slides what I'm going to do is take and look at each measure and what it means so the first one is letter name fluency again this is not considered a basic literacy skill but it is a reliable measure of risk for students that are in grades kindergarden through first grade students are expected to name as many letters as they can for one minute students receive one point for each letter they name correctly this visual
009provides you what the teacher screen looks like during the assessment phic phic segmentation fluency is an indicator of phic awareness which is the ability to hear and identify and manipulate individual sounds students break apart words into phoning or sounds for 606 tickets students receive one point for each sound they segment for example on the screen you see the word top the teacher says Top This student responded t top so the student received two points out of three next measure is nonsense word fluency this is an indicator of alabe alphabetic principle and phonics and that is the ability to map sounds on two letters and blend these sounds together into words students read or sound out nonsense words for 60 seconds the purpose of reading nonsense words instead of real words is to ensure that students
010have truly mastered and can apply phonics patterns when [Music] all right next measure is word reading fluency which is measuring phonics accuracy and fluency students have 60 seconds to read read real words next measure is or reading fluency this is measuring measuring accuracy and fluency students read a passage for 60 seconds so they are identifying words in context the last one is maze maze is measuring reading comprehension students silently reads A Passage with words removed and replace within three Op with three options students select the correct words while reading for three minutes good evening curriculum chair Locker superintendent Williamson and board members we will now look at The District's dibles 8 data by grade level for grades kindergarten through 2 grade this table on the slide indicates the percentage of students who were at or
011above Benchmark at thei window last year um and compared to this year which means that they are at minimal risk for reading failure when viewing this slide you will see that the kindergarten students um increased in each measure and in the overall composite this slide shows where our first grade students were last year at Moi compared to this year's Moi just like with kindergarten we can see we have an increase in each measure as well as the overall composite for both kindergarten and first grade the measure that has increased the most has been phonemic awareness with over a 10% increase in this area for both grade levels we contribute this increase to some of the shifts and the professional development that have occurred across the district regarding the progression of reading skills and ensuring that
012when teachers are targeting areas for intervention that they begin with the most foundational skill first it is important to note that phonic awareness is the most common source of Word level reading difficulty and is highly predictive of later outcomes in reading and spelling when reviewing the district's Dibbles eight data you will see reflected on this slide where second grade students were last year aty compared to this year's Moi with second grade we have seen an increase in each meas measure as in the overall composite this is indicating that more students are performing at or above Benchmark this year than they were last year on this slide you will see each grade level's Moi data for this year as well as the last three years since the Dibbles a assessment has been given starting in 2122
013on this side we have combined the K2 data and the reason for doing that is because on the district Improvement plan and IND year goal was set for K2 combined for 62% of our students being at or above grade level so that is going to be the end of year goal for 2425 and that is a 7% increase from where we ended last year with K2 combin which was [Music] 55% when it comes to next steps once the Benchmark window closes we have a district data team that meets to analyze the data and determine Trends School sit team are required to meet and analyze their school level data by grade level setting goals and action steps to reach those goals based off of data Trends we determine what training needs to be provided to administrators
014and coaches so they can best support their teachers at the school level individual reading plans are created for all students who are at risk which means they are performing below or well below grade level if additional support is needed at schools we also provide that during grade level professional learning committees um how parents can support their child at home a home conect letter is sent home to parents and Guardians this actually shows them what their child or how their child performs overall with that composite score as well as in each individual measure and on the second page of the sheet there is a list of activities that's provided that um parents can do at home with their students there's also an mclass home connect website that also has additional activities that parents can pull as
015well do you have any questions yes Dr Emanuel my own Mr T uh congratulations to the district for improving uh the scores on deals amplify M CL whatever you call it um I do have points clarification I know that there are parts to Literacy for improving establishing the basis for children learning the literacy skills I'm curious you you've given us the data and and you made a interesting point when you said you saw staff development as the good thing that made us improve now what is the curriculum you're using to address districtwide to address these needs of phic phic phic awareness the fluency and all this what curriculum are we using to unify the staff development that you said made the difference um well first with the Core Curriculum especially when it has come to
016some of the support at plc's we have looked at the measures and seen where do those specific skills lie in skills block which is a component of L education and then when it comes to the irps or those individual reading plans we also have them pull activities from amplify that's also in addition to so that's the intervention piece so we have them look at where it lives in skills Block in The Core Curriculum as well as additional resources that amplify Pro provides so can I follow up please so there's not a scripted curriculum for teachers to use as in three through eight um so skills block is specifically for K2 um when it comes to some of the gaps that are in the Upper Grade such as 35 with all block there has been some
017integration where in that second piece of all block um some teachers are also Meeting those foundational skills um by integrating that skills block curriculum which is somewhat of a scripted curriculum um so they have those pieces that help supplement if students lack those foundational skills okay and and I another part I hope and I and I would assume that the love of reading recreational reading is still emphasized in that K2 even though we learning in the skills because kids learn to love to read done in that grade level thank you for the job you've done I'm proud of you to your point Dr Emanuel they used to call it like dare drop everything and read but what you'll find in skills Block it's called air it's an accountable independent reading so that kids do still
018get to sit and read sometimes it's Choice reading sometimes it's something that's related to the mod block but we do make sure kids still have the opportunity to read right yeah sure just to address your question as far as be on Kinder um second grade we also have all the activities that are hous in mclass on our website so if a fifth grade teacher needs an activ it to support a student with those foundational skills that teacher can pull that that activity as well okay Dr Dallas this question is to you or to any of you really so the reliability as a predictor for de talk about that and talk about that first pleas so one of the the key measures that we're learning is that the psf is one of the submeasures and that
019is really a predictor of how students perform in third grade we've worked with the state they've shared some data to show that is a really heavy measure that our students need to be able to U master so that they can get to the point where they become independent readers we have done a huge push um just in the last few weeks around psf because we felt like our principles first of all needed to understand that as a principal that would have been important for me to know that there is a strong connection so we did provide professional development to principles assistant principles and coaches and talk to them what does that look like in a classroom so if I'm an administrator as the instructional leader and I wanted to monitor I need to know what
020that looks for in a classroom so we provided professional development broke that down and basically told them where does it live right in your skill block what does it look like what are some activities you should see and then here are some other activities that you could recommend right and then at the same time for schools if we saw a drop or if we saw a stagnant piece we've been meeting with those professional learning communities as well to make sure teachers understand that connection right I always say that dibles is truly about the science of teaching right when we talk about the art and the science I think I've said this before you look at all those measures you look about the progression of reading there has to be a developmental piece of how we
021teach reading to children right so there's a lot of science to how we build kids up from the First Fundamental skill onto that top skill and then my second question so we're telling principal you're going to receive a different kid than you've ever received before the data is evidence of that so marching towards third grade at third grade lesson designed how are we preparing for a higher level kid than ever before I mean it's true our our data and thei is a good indicator that our students are going on to the next grade level a little bit more prepared so first of all we always have that end ofe data that's data that we make sure that the teacher of third grade they have that data right away right so I don't have to wait
022four weeks into the school year I have that data right away and I can start intervening when we look at our modblock the rigor that's involved with that and the way we have to do a differentiated core making sure that we microphase kids and things like that they are able to be tiered a little bit differently if they need a little bit of an advanced learning or or likewise um but we have found that kids that are if they're not doing super well we can actually flavor in some of the skill blocks some of those fundamental reading skills that maybe they missed that can actually live in third grade during the all block right if not then our third grade all block is really about complex text keeping kids in reading the air and then
023our teacher table and writing okay so it kind of really builds from the learning to read to reading to learn you have any more questions Dr Emanuel no sir thank you Miss Crystal had a question um I have like kind of two one the M class that you brought up about the parents able how do they know to go and where to go and do that at home just from experience like I've no never knew about it like my kid struggled reading in first grade last year but I I'm just hearing about it now so for the rest so for the rest of the parents I know I got the sheet with the red yellow but like there was no direction on oh here there these are options I heard you know so in that
024aspect like are we is there something going out to the parents so they know because I mean not just my child but I've had multiple parents come to me about like stressing out about their kids not reading so just for their sake of knowing and maybe the teachers giving out this so that they can help them at home for the kids that are struggling or even not just extra because I never see I mean I'm going to be honest last year I never seen not one reading homework nothing the whole year we had math but never seen nothing in reading or language the whole year so so on the and I know it's a transition but on home connect letter it does have that resource we also have like the digital reading initiative that's also
025pushed out each it's usually each quarter yeah or when we do our at risk letters anything like that we put that on but to your point if we don't feel like parents are getting that we will make an effort to make sure it's more publicized I think I could speak for I'm not GNA speak on for everybody but just knowing how my brain is you know you look at it you're like oh my struggl so like if we could maybe show that more to the parents so they can be like oh this is and help you probably see a lot of different Improvement as well and then the teachers how are the teachers adjusting and adapting to the change and like being on like the time frame of this Pro um their curriculum you know
026like I know it's all like time based so how are they adjusting and adapting to that have we got any feedback want make sure is it is it how they're adjusting to the time of like the assessment or the pacing of block and skill block the pacing of it I think I mean I think that has definitely improved the more familiar you become we do not have as many issues with oh I'm running out at a time I think because they're more organized your stations are more clean and C transitions are there that's not that's not anything I hear about right now is oh I'm running out of time so they've gotten much better at how to run their teacher table right how to get their stations organized a lot of moving Parts you just
027want to make sure like the kids are getting right the learning and the time needed and not feeling rushed I'm gonna be honest I don't like the timing for the reading the kids get very nervous and and stressed out you know because now they're like looking at the clock and not actually reading so I that's one thing I yeah kind of have an issue with the kids you know I feel like is timed right the assessment and that unfortunately is out of our control but it is timed and it's a minute or it's three minutes so it is kind of fast-paced the purpose though is if I know it I know it right if I have to kind of sound out a word or something then then they'll say well you're not really fluid you're
028you're having to still break words down but we do progress monitor right based on the level we progress monitor so they get practice with that they get their Moi we continue to progress monitor so as they get closer to the eii they're also a little more comfortable with with the snappiness of those assessments okay just that's my one of my and they get better kindergarten their first year with it right but as they get older they kind of get used to that's the rhythm of test right yeah I think we have a question from Mr Henry yes can you hear me yes sir uh Dr Dallas um sounds like y' done a y'all made great improvements on the reading but a lot of the concerns that's coming to me from parents and students is not
029really reading its math okay and it's the and it's the approach that we're taking to teach the new math are you speaking more like K3 or you're just speaking broadly I'm speaking broadly for elementary okay so I mean to address math I think it's a matter of once again it's getting familiar with the strategies as we've shared in previous meetings when you look at our math curriculum there are strategies that yes to somebody who learned in a very procedural manner which probably most of us did when we were in school right just learned how to crank numbers didn't really understand the why those strategies start in kindergarten and will build all the way up I see number bonds in kindergarten I see number bonds in fifth grade I see number bonds in sixth grade so
030it's it's a curriculum that has a lot of coherence to it it builds on each other which is the value of having a curriculum like that so I mean Henry if you have anybody that you know wants to reach out to us and we can speak to we're more than happy to do that so is that that we have tutoring for students that may be uh like when they started the curriculum they may be in the uh the fourth grade so they missed that first second third development in that curriculum so that if they were a new student like in fourth grade and that the curriculum was new for them or yes yes right so each grade level does have an entry point so it's not a matter of like you have to have the
031K3 prior to using four but of course the familiarity with the strategies is a little bit different so it is better as they grow into it but that's something with any new activity or any new standard you have to get used to it at that grade level okay thank you yeah and and actually what Dr Carr was saying that the strategies a lot of the standards we we kind of think that they were new a lot of the strategies that we're seeing are new and in essence they're not they've really been around since the Common Core was first adopted right the North Carolina basically adopted much of the Common Core the variety of mathematical strategies was always embedded in those standards to be honest we just really didn't do a lot of them as a
032teacher I did the one I liked I did the one that I probably learned in school so actually teachers are probably doing a better job by actually teaching the standard because they're actually teaching a variety of of strategies and then you get to a point where kids kind of pick one that's more efficient for them or they like and then you move them to the procedural piece so we we saw all these number all all these wonderful data points um for for reading in K2 do we have any similar data points that we can share forou m y uh for for math so we would have to use our math curriculum assessment that's something we don't have with us but we do have that that we provide to students data meetings are also held around
033those yeah if let me I'm want to touch based on what Miss Monroe asked in terms of pacing so what we're using now and the pace of that lesson historically we move kids from grade level to grade level having only covered somewhere between 30 or 40% of the standards that was reflected in the test SCH now what percent would you say because of the way that we Pace it or we're covering of of the standards yeah I mean we usually say at least 80% right and and so that's a major step and then to Henry's question one of the difficulties that we're seeing in math is an emphasis on multistep or word problems that's why we're integrating the two curriculum talk about that because that's where the difficulty is yeah you will find that um
034and we're actually going to share some data a little bit later but when you look at our math data you can really see that our students still really struggle with a multi-step word problem so reading does kind of play a factor into that in that multi-step piece um and we've looked at each grade level and kind of decided where determined where those gaps are those those needs but yes our a multi-step our word problems are still that's that's a challenge that we have is getting kids to kind of tackle a word problem right identifying what it's asking breaking down the steps solving check to whether that's a reasonable answer that's a process that we continue to push with our students yeah do we have any more questions regarding um dibl zate data okay thank you
035thank you so now we'll U move toward our CL class Works Data so good evening chairman laer superintendent and board members um so tonight I want to share a little bit about classworks so first off classworks data is used as a universal screener so just like we think about amplify as a universal screener to see where our students are and what gaps they have this is a tool to help us identify where they are and what additional support they need it also helps us progress monitor to help identify as we're teaching how are they growing when we're putting things in place and then it provides some specifically designed instruction that could be focused on students IEP needs or based on how they did on the screener where they have gaps or they need opportunities for
036enrichment so what we saw is um these are our recent data points so we saw that 15,000 students completed in the fall and winter are Universal screeners um so the majority of our district uses it's K10 it's not every grade level so that's why you will not see our total District in there what we saw is that students gained an average of 10 scale points in math and 15 in reading and then students that actually Pro completed the individual learning plan or the plan that's developed based on the screener even showed greater gains so if they 80% or higher on those we saw that 1K more students are maintaining an average of 80% pre um compared to the previous year so what we see is more kids are being proficient in what they're doing in
037the learning pth that they need so what you'll see is and I know um we have the data as far as grade spans that you can see how did we grow in math based on different grade spans and so what you'll see is first this is showing you how many scale score points each child has grown based on what they did in Classworks so all students grew on average um if you look at first and second an average of nine points or nine scale points if they did the IL or individual learning plan for that child and scored at 80% they gained 19 points growth and if they also completed a certain number of units which was 10 you saw 21 points growth so you'll see those three columns that shows how first and second
0383 five 68 and 9 10 grew and in ninth and 10th grade I do want to have a caveat mostly this is for our EC kids when we looking at high school um so that is what you'll see in math if you see in reading this year we saw that on the scale score average students in first and second gained 22 points 25 if they also did their IL or instructional learning plan based on their needs at 80% and also completed 10 units so you'll see 25 27 respect effectively so what you'll see for each grade span and just like you'll see here in a little bit 68 is an area that we are focused on because of some gaps that we have based on some foundational skills that we still see but you'll see
039the growth that they're making as they move towards um end of the year so this is based on middle of the Year results so then we wondered what does that really mean when we think of our uh three-year Trends and so what you'll see is what percentage of students are making gains each year and so what you'll see is if the First Column is math you'll see that when we the first year we saw 5,323 students make gains then next year we saw 5,755 and now we see 6,631 making tremendous gains so it shows you in each area reading and math what percentage or what number of students made attentional gains because of what they're doing in classroom Works to help fill some of those gaps on top of what they're doing in core instruction
040so this is not by itself but in top of in conjunction with um this is one of the tools that we have that as a predictor for EOG and so each school is highly encouraged we have the cut scores where they see that 70% chance of kids passing if they get a certain score in classworks and so we have people that are creating spreadsheets for each of their children to see how close they are and where they are and um um as we think about EOG moving forward they do about three times 15 minutes a week in reading and math because this should not be the only thing they do this should be an addition to what they get in core in intervention time so what that really meant is that when we look at
041those students that um completed the universal screener and got 80% or higher on their individual learning plan they gain 19 points and if we think about those students as far as the number of units they completed we saw an average of reading 20 points and math 21 points so what did this really mean when we think about the district um some of the reasons that we saw these growths we know is because schools did do incentives or recognition for what they're doing what the students are doing um I was just out of school this morning and outside the door it says this percentage of students are doing well on classworks like they're getting their 80% or higher so they're having their own little competitions to encourage them to work on their own path um we
042also have a lot of classroom teens that are in place they use this during intervention blocks so it's part of the intervention block should not be their total intervention block and then they also make sure they can look at the data all the time um what we saw is as outcome over a thousand more students are keeping an 80% average compared to the past two years and over 400 are completing units at five per month keeping them at 80% or higher we have each semester our um leadership team comes in so the principal and the academic coach comes and meets with us to dig through the data to develop a plan of action of how to support their kids as they move forward as one of the tools to support what's going on in the
043classroom and what they see in this data any questions about classworks so how is this data shared with parents so they they know the progress of their their child this is only done at individual meetings this is not something that is shared out as a because it's a universal screener and the intent is for us to do formative assessment to say what are the needs so if parents come in for one-on-one meetings it's shared out that way parents can actually see what the students are doing if they go home and log in but it is not a report that's sent home with the parents let's just say they understand how to log in they could go to the school and have a meeting to yes they could definitely and we actually have on the district
044website a place that literally says class works on the main page for parent for the kids click and they log in immediately okay but great question any other questions I just have I want to go back to Dees and I forgot to make this clear uh dibles the children of Minister dibles individually is that correct okay and I didn't remember we said that while ago okay uh and another question class worked and this I I don't know of course I don't remember class workor does the district pay for that and everybody has access to it or is it free yes it's District pays for it and everybody has access because every district is encouraged to have a universal screener to help us when we think about the mtss process and how do we make sure
045that we complete and address gaps in our students but everybody has access all right thank you okay let me so Dr Carl Dallas are both the same question the reliability of class works as a predictor how do that correlate with our EOG outcomes so it's a 70% predictor so if a child gets a certain score at that time of year it gives us a 70% chance of knowing that that child will pass the EOG so there's a different cut score middle year and end of the year and that's right now what I see a lot of principles doing they just got finished with the middle of the year they're pulling up those scores so they can see who's on track based on this to have a good chance of passing that EOG and they have
046those cut scores so that they can make those um that review that data all right thank you so now we will um hear about our chickens data good evening chairman sorry good evening chairman Lo Dr Williamson and board members I'm here to give you a brief explanation quickly about checkins and check-ins are formative assessments that we give three times a year in a school year we've been giving check check-ins for multiple years uh currently this year we are looking at some better scores than we have in the past year but it is again a formative assessment the problem with this is it is a glance of what students are doing at a specific time on specific standards so with classworks and the mclass data it can give you kind of a predictor of where they
047stand at this time with checkins I'm not going to be able to do that with one test and the reason being is because each test tests different standards so you have three tests and each test has something different on it um there have been studies in the past where they actually have looked at three test or all three tests did a combination of those scores and looked at where we were with the OC's and it was closer to a comparison to the eoc's and eogs but it is not a good indicator to look at just one test for the check-ins um we use these checkins at a granular level it is not not something that we look at particularly overall as a district this is something teachers need to look at with the class item
048report and this item report gives their teachers a picture of each child how each child did on each question on that particular test and relates it back to a standard so that the teacher knows exactly what questions and what standards they need to work with or when ones that they can provide enrichment with so it is a picture again of what happens at one time and again it is more for a classroom teacher as opposed to schoolwide we do look at it um in the school sense to see where we were last year compared to this year but for this report we're going to look at exactly how we did uh overall from last year to this year and you can see grade three math we tested uh check in B and we increased 86
049schools so 86% of the school now6 schools 80% 86% of the schools at grade three increased from last year so they there was Improvement at 86% of the schools uh in fourth grade it was 58% of the schools had an increase over last year at fifth grade we tested math C and they had 79% of the schools in increasing sixth grade 81% of the schools increased and seventh grade you had 55% of the schools increasing areas to celebrate uh approximately 75% of our schools perform better this year than they did last year on the checkins for check in B uh and again that is only check in B areas for growth we know that calculator and active problems are a hindrance to our kids they do really well on the calculator active as opposed to
050the inactive I know that when I looked at the standards and looked at each questions when you had a question that was almost exactly similar to the other question if it was a calculator active active the kids did really well when it was calculator inactive the kids scores dropped off so it was like they were having problems kind of dealing with that calculator another problem we saw were the constructive responses and this is not new this has happened over multiple years where our kids have problems with Co with the um constructive responses we also know that there's a problem at sixth grade with the ratio and proportions and what I can tell you about that is ratio and proportions are taught more at the end of the semester or at the end of the year
051as opposed to middle of the year so the content on the test does not necess necessarily match up with the pacing or the curriculum at that time yes they have hit a couple of those ratio and proportion standards but not the extent of them uh again if you sit down at the bottom you'll see not all standards that are tested are actually taught and that is whether it's reading or math you will see that so that's why it's not a good indicator again of where we're going to be one test uh at the end of the year the check-ins uh reading for the check-ins reading you can see the increases there um again going back to the classworks and that Middle grades uh issue that we have it is an issue with the check-ins also
052grade three reading you can see we increased uh or 67% of our schools increased from last year fourth grade 79% fifth grade 63% sixth grade 69% and seventh and eighth grade were 45% areas to celebrate approximately 65% of our schools perform better on the second check-in than they did last year uh reading difficulty in um the reading test increases yet when I looked at the A to B test every grade level improved two of the three domains that were tested every grade level but one and that was seventh grade and they did improve one out of the three uh areas for growth six grade language standards are an area that rl1 RL R I2 and standard which is Central ideas themes and summaries is an issue and the ri8 standard arguments evidence is an issue
053for us and that R8 is from third grade all the way to eighth grade and when I me reach out to the schools and do the presentation to schools they tell me that this R8 standard is heavily taught at the end of the semester they teach Parts Little parts of it during the year but is more heavily taught at the end of the semester science is a little bit different Beast uh science is a new test with new standards area of Celebration fifth grade nine of the 19 schools scored 50% or higher on the earth domain um again it's hard to make a comparison from this test to last year's test because there are different standards uh although it's the same domains it's just a different test in itself areas of growth uh questions with
054technology enhancement we're on average lower than the uh typical multiple choice questions that we saw and that's pretty much through every grade level and follow suit with the math any questions Mr chair you're right here Mr Henry um my question is um we recognize and they're having problem when they don't have access is to the calculator and math do we have we ensured we have something in our curriculum that's going to enhance them to learn how to multiply rather than using the calculator so Mr Henry that goes back to those strategies that we talked about a little bit earlier so those strategies help work on um those specific skills to give them different ways to learn how to multiply because some we know can't memorize the three * 6 n times two but they can
055use those strategies that we're teaching them in the curriculum to help them complete the multiplication um as far as calculators and having access every child in every school has access to the calculators and teachers are encouraged because during the math assessments that are given online that they take just as part of the curriculum they should be using and practicing those same things so they have technology enhanced multiple choice all those different types of questions in the assessments that we administer throughout and they are practicing and I've watched it multiple times for example going into sixth sth eth using Desmos which is the online calculator that they use with the EOC or EOG so that is part of the practice that we have all teachers do and I just had a conversation today with the school
056and talked about is that a standard that you need to pull out the C calcor because you know that that's what it's going to look like on the EOG so that when that time comes they know how to use the online calculator but I I guess uh and I understand where you're teaching the curriculum set up to teach both both areas but it's like you mentioned earlier in our week points um is that the main focus to um get them where they need to be with with without using the calculator so they so when we look at most of our instruction in the class it starts out without the calculator because we need them to learn that process first and then apply using the calculator so because they do need a lot of the questions
057that are more difficult on the test do not allow you to use a calculator and you do have to work through those steps so what you'll see is in if I go in a classroom most of the time when they start instruction it focuses first without the calculator and then later on utilizing the calculator but they also do this during intervention times and some the other pieces that we'll talk about in just a little bit there's some other supports that we have in place so that they can address it multiple ways different times thank you uh Miss Cynthia do the U chck check in stay the same yearly the test the check in test do they stay the same each year they do not no ma'am they change every year yes ma'am all right let
058me ask a question have you had a chance I'm quite sure you have to train principl was on the things you just went over with us briefly have they drilled down and seen the changes or the inconsistences it might be there like you mentioned proportions yes ma'am have they really understood it because I can see where they can pick up many points just addressing those few yes ma'am polities that are in those TS yes ma'am we uh review that information with them yearly and go through the class item analysis and show them the class item analysis so that they understand what that means and how that works and typically what I do is I meet with the schools um I first check in I actually went out to all the middle schools and the high
059schools and had meetings at the school with them and went over the school's data um in Regional meetings where they could see a comparison of the schools so they could find schools that could help them if they were low in one area or not um and yet this past time I actually did the online meeting with them where I shared that data with them and gave them specifics that I saw at the district um but they do go in to there and when I go to these schools they're already gone through the data and I've already point out stuff to me in addition to what I'm pointing out at the district level or the school level just saying that might be something that we might need to put a little more training into emphasis because
060that is diamond in the rof right there where you can pick up some more points because if you if they're testing something that it's not it's way down at the end of our pace and that's unfair to children I mean I would just it's something to think about you all know more what you're doing that I know more about your I don't know that much about your pacing now but obviously that's something that principal should take heed to and look at more maybe drilling down more into that checkin process we have um tried to align the check-ins to uh the pacing as best that we can do that um again any data is good data and this is what I tell my principles when I go out to these meetings uh particularly when you start
061looking at whether they have taught that standard or not we have a spreadsheet uh for Math and Science where we go through and I give them the items that are tested and they tell me whether it's been taught or not and that uh is provided to the principles too so that they have that information and they can give us more feedback too there would would can I follow one more Miss Terry wouldn't it be a wise use of your time though I know you go go to schools in which I approach you for that but wouldn't it be a wise used to have a maybe a high school meeting or Elementary meeting middle school meeting with everybody there because you run into every school I I I know that you there's just one of you
062but it's like a training we typically have Regional meetings I typically with the high schools I go out to each one of those because there's six of them um but with the middle schools and elementary schools K8 schools I usually have a regional meeting where everybody's involved and this last time it was actually online they had four different sessions that they could choose from to join in and we actually had that meeting online as opposed to going out to each school so they could have a conversation there online thank you for the work you do all of you thank you do you have have anything else does anybody have any more questions I do I want to ask and make a point um checkins um created by DPI not something that we create first and
063the reliability of check in is not as strong as class work so different because it is formative assessment we have standards that we're not have not covered so it's never as reliable as class works and diers that's why we looked at class work it's a good predictor but just not reliable can I can I mention one more um two with the math I think you mentioned earlier with the math uh Dr Williamson about how and what we're doing with our math uh for the science and math we have added that test read aoud feature which also helps our kids with that math component and one more thing I want to mention you know check-ins are only given three times a year however each of our curriculums has an assessment they give almost every three weeks
064so we can't wait till checkin to find out if there's a gap or not so those assessments which actually assess the standards that they're currently teaching help us sort of adjust our instruction help build those and fill those gaps in as we go so are we saying that the middle of the Year check-ins may not specifically be aligned with our pacing guide correct because the pacing is based on how the curriculum's developed and how skills build on each other so what we always say is when we look at check-ins look at the standards we've taught how are they doing on those and then the others think of those as predictors of how what do we know our kids already know so that's what we're looking at so we have really spent a lot of time
065talking about which standards you really focus on so if I've taught it and they're not doing well what do I need to do about it but if I haven't taught it what does that mean if 50% of my kids have it I may not need to spend as much time when that standard comes up in instruction but but by the end of the year they will have taught everything they will have yes okay absolutely any other questions okay so we'll move on now to our um supporting all students needs portion so I know we've talked a lot about data but then I know what does that really mean when we think about how do we use that data to support our students needs so one of the things we have in place is universal support
066So supports that every student should have access to based on what we put in place so one of the things we know is that every teacher is expected to teach the standard course of study for their content area but then what we do as a district is take a year at a glance so we take those standards and think about how do we past those out so that we can Ure every child gets access throughout the year to every stand standard by the end of the year um as Dr Williamson shared previously sometimes we had teachers that only got to 30% of the standards because they got hung up on one or two standards instead of getting through all of them so the intent is that that yag or year at a glance helps us
067ensure that every teachers get to every standard by the end of the year and then intervention time and other times are there to help um remediate if necessary or enrich if necessary but a lot of these standards are also addressed multiple times throughout the year um so the first time they may just see it and get some knowledge but as they have more access to it and repeat that standard over and over they should slowly develop Mastery with that standard the next thing is that we have a differentiated core so differentiated core when we're referring to that it's saying that we have a Core Curriculum or core resources in a um area that we're using that give access to students different ways so we think of our um special needs students and they need different
068access to that same content both our elel and Eureka curriculum and common lit has some pieces where it'll say here's how you can help somebody if this is what they're struggling with same thing with our ml students it provides little resources or um strategies to help support those needs of our students so those differentiated cors help us build that in the other thing is the classwork Universal screener that I just talked talked about every child that takes that Universal screener ends up with an individualized learning plan so if I need enrichment because I did really well it's going to push you further if I need gaps filled in and I'm in fifth grade and still need kindergarten skills it's going to fill in those because we know we need all different sources to help us
069fill in those gaps in addition to what the teacher does when they work with them one-on-one or in small group um and then you heard Brandy and Kim and Dr Dallas talk about the amplifi data we're using that to help us like we talked about to really identify specific reading gaps on top of the assessments that we have in our core curriculums to help identify what do we need to do to help support our kids as a grade level or individually and then formative assessments we have of course because they're ongoing throughout the year so if we think about those assessments or exit tickets sometimes where I just have a question that I asked based on what they've learned today to see do they know this information so that I know how to make any
070changes to my lesson the next day so those format of assessments are real time that allow me to make decisions quickly so as a teacher if I'm walking around and notice that half my class is not understanding it I need to be able to regroup immediately and uh adjust my instruction because I've planned for it so this really gives us the teachers some basic tools that they can use to identify and tailor instruction based on student needs so then we talk talked about differentiated core a little bit ago we have two um several differentiated cores the first one is L education and L education builds in a lot of different pieces um it actually supports all of our students so if you ever have an opportunity to come and sit down with us you'll see
071in L education it'll provide little pieces that says here's how you adapt this lesson if you have students that aren't able to do this here's what you do if they're really doing well and how can we advance that learner to push them either further um the other thing it does is provide Rich authentic complex text because what we do know on the EOG kids are not going to see just um passages about Peter Pan they may actually see something about a science topic that they're learning about social studies so they're Exposed on EOG to a lot of different topics and this allows our students to see a lot of different text and really work on Real World Language connections throughout that text it also requires all of our students to really develop a deep understanding
072of what they're learning and requires them and I know I think we talked about this last time reading writing speaking and listening skills right we know know they don't take a writing test in elementary but when they get to English Too part of this assessment for EOC is to write and so we have to make sure we're building those skills as we go and they get the opportunity PL all throughout in addition as um Dr Dallas Kim and Brandy spoke about the skills block also helps us really differentiate the needs because each tiles assess to determine what foundational skills they may be needing support in or where they are Advanced how can we push them and so that 60 Minutes helps us push those developmental foundational skills but then we also as Dr Dallas talked
073about have all block where we do similar things where we may bring in skills block but we also work on having students read a lot of complex text an opportunity read different types of text on their own so that they can really build that stamina with reading a lot of different texts the other one like we talked about is Eureka and Eureka really does a great job of really thinking about Universal Design of learning so thinking about what are pieces that we put in so that all of our students can access math because what we always hear is I hate math that's what we heard for years but it's because we only learn that quick way and never really understood the math so what this does it takes what's in the standards and has been
074there for years is the number bonds in the number lines and all those different ways for us to teach concrete math with manipulatives and everything else so they can apply it to real world problems and start with simple to get to complex so what we're doing is when we think about K2 and kids coming from different places really we're just teaching the standards and the strategies that are already in the standard standards so there shouldn't be as much of a gap when somebody comes in from a different grade level it's just that we may more intensely make sure that our students really learn these strategies so that when they get to eighth grade and have to use a number bond for something they understand I've used it since kindergarten this is just a new skill
075and I'm using that same strategy and it's really to give our kids a toolbox to be able to apply it whenever because I may not be the best at math but if I have that strategy I can use it to help me be successful so then if we think of common lit um which we started um piloting last year in ela it's similar when we think about how do we make sure that diverse Learners are have access to the text um really providing short engaging lessons that focus on specific skills so that we can have students access all the different texts and think about which pieces we use so they can apply those um strategies to the text that they're reading and so it really gives us a comprehensive library of books that they're reading
076to develop a deeper understanding and be able to apply those skills that they'll see on the assessment when we think of eocc on English too to be able to apply it over and over there is lots of writing in common lit but that's what they have to do when we think about college level and what we think about EOC so beyond just giving those pieces um I know there's always been questions what else do we provide like what are other other supports if that's not enough because we know our students sometimes need additional supports so one of the things that we have as a district is Apex or ad metum you may hear it called either way um it is six through 12 tutorials so those tutorials are something that if I'm a science teacher
077or if I'm a social studies teacher or an English teacher and I know my students aren't doing well in a certain standard I can actually assign pieces on apex to help fill in those gaps app s or I can use some of those pieces for tutoring intervention time any of those different times but it's a online platform that I can even assign some of my kids to do some of those tutorials at home if that's something that's appropriate um the ncvps courses so how do we get some of our students that may not have opportunity to sum classes here in the district because we just can't offer it we do have kids taking um classes through ncvps um so they're taking some of the courses that we may not be able to offer like a
078Physics course because we don't have a physics class but that's an opportunity for them to take those courses and so um they are also heavily used with our EC kids for OCS classes for those kids that need additional English and math they get those courses through that um unique learning is a new curriculum that we are using with our extended content students so our students that are in the self-contained so same thing they have to take an extended EOG or EOC how do we make sure they have a common understanding of what they need to learn and so this is a platform that provides lessons that our um Extended content teachers can use to work with our students in those classes um and then we have psrc online courses so a lot of these courses
079are through Apex or edmentum um but they are in conjunction with a teacher that is assigned to them to work with the students um we only have certain courses that are in PS RC online that have been there since at least 10 years I want to say but those are the only courses we're allowed to teach because they're grandfathered in um and so those courses some of those like Spanish we offer through there because we don't have enough teachers across the district to offer Spanish so this gives us an opportunity to offer kids that normally would not get Spanish a way to take Spanish and then of course we've partnered with the North Carolina School of Math and Science and so they have able to give us some additional courses like we're actually working with
080them as we speak to try because we don't have physics that they offer a physic course just for um psrc so we want our students to have those opportunities for more advanced courses so that they can really look at some different options and then last but not least we think about CCP or our connection with RCC where our students have the ability um based on criteria to take courses through RC CC that start earning them those college credits so that they can walk out sometimes with one year of college credit under their belt and sometimes with an associates degree depending on what courses they took and how many they took Dr cor uh if you don't mind um sure what what would what would be the process for identifying students for these uh Advanced courses
081for example you mentioned maybe physics um and maybe like a a math um or or calculus that's not offered at their High School what will be the process for identifying those students who would be good candidates for those courses outside of their parents advocating for them so part of it is the C when we look at scheduling so there is like a it tells you which courses we can take after which so there's prerequisites for certain courses so when they sit down counselor sit down to start scheduling students for the following year they look at what courses have taken so they can determine which courses would be the best fit so if I need a fourth level math then I may be taking something through ncvps because the only course I may he here is
082math 4 but you may have calculus through ncvps but it's only going to be an option for those students that meet those prerequisites so that's part of the scheduling so as they're about to start scheduling in about less than a month they will start working on what is the course that's most appropriate based on that Dr man you have a question when I think too and superintendent correct me would not a teacher recommendation be needed in that thing that the question Mr Terry asked yes and a lot of cases we set a cut score yeah that helps us to determine that kid can handle that thing I I wanted to comment on thank you for doing that what you did that's very helpful and I I think if you would is to give the board
083a copy of that because a lot of not a lot of times there have been instances when I've been asked what my child was gifted and talented what blah blah blah blah and this would be very helpful to have in our repertoire I do have a concept that's not mention and it we have one or two principles in the past that frowns upon it early graduation I think our gifted students we should open the door to let them graduate early and whatever it is if I come to you as a parent or you see a child that I all I need is two more courses and I can graduate early I think we should encourage that be Progressive with that and that's a concept that we don't have listed here but I know I hope
084that we encourage it and maybe the superintendent has something to say about early graduation yeah we do I sign off on um so we're doing that as a practice yes Mr Henry did you have a question yes I do um I know we we've talked a lot about the curriculum and uh and and and all the the uh tools that come in the play along with the different um core curriculums uh if you allow me to say Core Curriculum but it's actually a toolbox how how well are our teachers grasping that and dealing with with all of this stuff because there's there's a lot here to learn so great question Mr Henry so all of this is not for every teacher or every student um but but when we look at like the core differentiated
085curriculums everybody is receiving consistent training and I'll talk about how we support our schools but they're getting training in those areas also a lot of these when we look at Apex this has now been around for three years this is our third year we have um Dr Cummings and Dr hathway that are going around schools to support a lot of this other stuff when we think about ncvps psrc online um the North Carolina school math and science CCP our teachers really don't have to learn anything it's just making sure our kids get enrolled and those programs address the needs of those students um with unique learning if we think about that that is honestly only for our self-contained students so it is not for every child in the district so we try we don't want
086overload on everybody we try to keep it very narrow so that they can focus on the instruction that they need to provide I appreciate that comment not overloading because I was was I was concerned about that U Mr Trey got a question I do got one um this is just for clarity because I just thought of it when you were speaking just then academic coaches who was over then the principles the principles as the principal evaluate those academic CES okay thank you this just response to Henry's question about how would they know you have your counselors sir my goodness this is this list there they they should be laying it out for students who qualify Dr man absolutely and fact we're meeting with counselors next week to frame that conversation and redefine some of their
087work so you're absolutely right absolutely if I may um Wendy I want to tie everything you've said together starting with the applied methodology which is where everything is moving to now for us that means then we need to see the full definition of literacy right you may mention to that Reading Writing speaking speaking that's the applied part of the work that we do that needs to be a daily practice and it is so so when you look at curriculum designs right L Eureka and now science is designed the same way to apply literacy across the board Reading Writing thinking and processing English language arts is the next but it is applied also so the state is adopting what we've been using for a while even with English common lit we've seen a major jump in
088our English to scores last year because of the applied that so tie all that all that together as a daily practice the apply methodology and how the design of all those curriculums mess together so when we think about teachers just in planning every day what we're asking teachers to do is take that curriculum and really look at first of all what are the differentiated needs and then think about first if they have the concrete steps in place and we start with that then how do you apply it to real life so if we think about math problems how will you see that in a word problem that they may encounter in science when they're doing experiments how do I use the math applied in there and also having to read the content that I learn
089from a graph to apply it on a daily life if we think of social studies it's the same way every subject now is about applying what I've learned in the daily standards to an application piece if it might be a project that they do at the end so you'll hear an L A lot of times they'll do podcasts they'll do presentations because reality is they know they have to apply it later on in life that's what we need is people that can speak write and really understand what's going on on a daily basis and apply those skills so everything we're doing all the training all the um stuff the supervisors are doing is really about applying that on a daily basis in all subjects any other questions thank you so now we will move to
090our technology toolkit one minute I got two more slides sorry no that's okay because I know this comes up so we talked about all the curriculums right and the resources I know sometimes ask when do they get that support like if core instruction is not enough or if I need pushed when does that happen and so there's several different ways every school was expected in K8 to have an intervention time built in so 30 minutes dedicated to help provide additional support or enrich a child that's when we use classworks but only for a small portion of the time so teachers can pull based on the Daya that they're seeing in the data from check-ins to classworks to amplify how can I provide additional support or push that child even further so that is one time
091the other T thing we have is some of our schools have tutors that they've hired or been able to hire that they have come in during the day um mostly we see those in K2 and 35 but then also some schools because they have been um they have a lot of students that are willing to come and stay after school they're doing additional tutoring after school so there are additional times that we see schools provide additional support but then they also use every person on campus so if we think of the math um PE teacher for example yesterday I went into a school and the PE teacher was doing with the kindergarteners the sounds that they were messing up on on amplify so we saw him literally in PE class helping support the core instruction
092that we know kids need but we also see them pushing into class and possibly pulling small groups because maybe I'm really good at math and I just have a good relationship with those kids and I can work with that group so we see a lot of our even our instructional leadership team at one of my schools um that I'm supporting in third grade it's 13 people providing small group instruction during intervention time that they split the kids all across the school because every person wants ownership in that data to help our kids grow so every person we see a lot of schools really using and utilizing wies everybody that they have in the building to help support those gaps that we're seeing and then then we know in order for that to happen we also
093have to think about how do we help them make that happen to your point I know we talked about professional development those pieces but the instructional leadership team at the school coaches the teacher so if I know I'm a teacher that's struggling the intent is that that team help support you as a um teacher and then we also our EC we know we have um a lot of EC students she um Tracy is doing a really good job of having support groups or support meetings with different groups so her EC teachers have virtual meetings every couple weeks where they can join on different topics that they may be struggling with it might be how to do an IEP but at the same time Kim just did a session not that long ago on how to
094use the K2 data to help their EC students or Cindy did a session today with a group on how to use the test data so that we can build all of their skill sets the curriculum supervisors and Tera are all assigned to different schools based on the data that we're seeing to help really support those specific needs so constantly every time we get a new data point how do we make sure that we push the support people we have here at the district to help each School grow right we know every time we get a new data point we may have to refocus because we see somebody growing faster and some not as fast and then the principal supervisors coaching the instructional leadership team at the school based on their particular needs so trying to
095layer the support from the district down so that everybody has somebody that they can rely on to help support them as they're getting better and stronger in the curriculums any questions will you be able to make all of these um presentations available to us through email I would appreciate that thank you so now we're going to discuss our technology toolkit which you can tell I'm excited to get to good evening curriculum chair loir Dr Williamson and board members again my name is Lisa Guzman I got to get used to a new last name Lisa Guzman and I'm here to talk to you today about the different um tools or technology or edtech tools that our students have the ability and our staff members have the ability to use and leverage in their classroom so on
096the left hand side we have Google workspaces for Education that is our sole platform for our staff and students to leverage email their calendar Drive store or use it for storage their Google Drive Google Docs Google Sheets Google slides and then there's a plethora of others whether it's drawings or forms and and other things inside the Google workspace the bullets underneath are different softwares that K12 AC R all students and staff have access to Adobe Express canva Dr Carr talked about classworks Explore Learning gizmos is part of the science folet part of media gimkit the Cami app learning.com Minecraft edu newella plasma games and Sora on the right hand side is talking about our curriculums our canvas LMS is our learning management system that are from grades 3 through 13 common lit edmentum and Apex
097learning great minds which is part of Eureka kidum which is the platform for El education and imagine learning ml is there any questions Mr Henry um I like I like the list um when does these students have access to this is it during instructional time or or is it something they have to pick up and do on their own some of the tools that are used are embedded inside the curriculums that are taught in our classrooms okay staff and students have access to any of that at any time so they may use them as tools to incorporate into the learning process yes thank you you're welcome so is on the Microsoft Word and PowerPoint are those part of our toolkit as well they are but they're not and I'll say say it this way just
098to make some clarity Google workspaces is our platform for what we use with our staff and students for accounts so for instance email Google Drive and storage that is where we have our technology team and the Google admin console that we are able to control everything inside it to make our students and staff safe they do have access to Microsoft and the Microsoft Suite however we try to leverage everything within inside our domain and so what that means is that for instance our students in grades 2 through 13 have Chromebooks so we leverage all of that inside that Google admin domain if in fact for instance we have students that take CCP courses CTE courses um at Robinson they take college courses and they need and leverage those applications inside Microsoft they have those capabilities
099by using Microsoft 365 which is the cloud version of those and if they're at home and they have personal devices they can leverage their at Robinson account to download the uh software Miss Crystal has a question um with the online like using the computers what is I don't know if you guys know but as far as people at home with internet so how does that work be a little bit more specific are you asking like the kids have the the Chromebooks and they can practice at home or use these tools but do all of the kids across the county able to use these Chromebooks at home so Chromebooks can be used offline so they do not all these learning tools that they exactly not necessarily so inside the Google environment so for instance Drive doc
100sheets slides and then the plethora that goes underneath there so there's other tools inside that Google platform if in fact they have it shifted to offline then they can use it meaning offline they can type do whatever they need to do for an assignment and whatever it is and then when they come back onto psrc Network when they come to school it will then sync and then everything would upload them is this um is this list of tools available on our website it is it's in two spots so when you go to psrc website and the drop down for students you'll see it as the last thing that is there it is called student edtech tools and then if you the second option is going into curriculum clicking on digital teaching and learning and then
101there's a button with it saying student edtech tools there so either way you'll be able to see okay when was this added to the website so in the curriculum Department with digital teaching and learning it's been there for about the last three years okay thank you you're welcome you know the questions okay so now we're going to move to our parent guides here is a list that was provided by Dr Carr and Dr Deb Dallas the support for students at home through DPI is the chart on the left and then on the right hand side it's a listing of math and reading any questions Mr chair if I may you got to laugh at this one of the great lines from The Wizard of ours is darthy we're not in Kansas anymore Miss Christie you
102got a question and this is located online as well both of them are in the same spots so when you go to the uh psrc website under students and you click on student edtech tools both of them will appear on the same page and if you go into curriculum under digital teaching and learning and click on the button student EG Tech tools they will be there as well yes thank you you're welcome any other questions about the parent guides I just want to make a um a comment it was recently um brought to my attention that there's no uh subcommittee that is is appropriate for us to discuss um retention and recruitment of teachers and through this discussion tonight it's a it's apparent that we've got to have strong teachers and we've got to continue
103um recruiting and retaining those individuals so I'm not sure exactly how to approach that subject and I was it looks like our chairman has has stepped out but um if that's something um that this board deems appropriate uh for discussion um I'm open to having of that discussion maybe not tonight but eventually I think we should start um discussing our uh our our formalities in terms of Recruitment and and retention for our our faculty and and staff here at the district so if that's something that you want to discuss just briefly now or maybe think about uh we can uh we can talk about it later Dr Emanuel talking about a Personnel committee aren't we don't I don't think we have right years ago they had one but I don't think we have one now
104not that I knew them so maybe we'll we'll get to that um we'll get to that sort of discussion um later so it was a very U very awesome to see all of these data points that were brought out tonight and it looks like by every measure presented we're uh we're headed in the right direction for this school year so um congratulations I look forward to uh to seeing our seeing everything pan out maybe this summer does anybody else have any questions or comments for the good of the order um if not I'll go ahead and say meeting adjourn thank you