001e e e okay it's 7 o'clock we're going to get started with the meeting thank you everybody for joining us tonight um adequate notice has been given for the meeting I'd like everyone to stand and join us in the Pledge of Allegiance I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with and justice for all thank you and Chris will you please read the motion to adopt the agenda I move that we approve the agenda as posted second okay all those in favor any opposed okay motion passes we will now move to um Lisa cell to recognize our own hello everyone I'm Lisa cell and it's an honor today to be here with Miss Deb Garbo or we call
002her at school SAA Deb which is Hebrew for Grandma Grandma Deb she's been a prayer professional with us for 13 years at Captain which we adore um we're one big family at captain and I'm only here for a year but I feel it every day so I'm I'm I'm proud to say that we also have Karen here with us and Karen is new to our school she was one of our students that joined us in January we had nine new students joining us in January which is really a larger number at that time of the year but Karen was one coming all the way from Jerusalem with her family so um when Miss Deb kind of was just passing through like the front office space area like the the hallway heard that we were getting
003a friend from Jerusalem she kind of took it upon herself to say I'd like to welcome this family I'm going to Jerusalem over winter holiday and I'm going to look up this family and I'm going to welcome them so Deb kind of served as our greeter from around you know from St Louis all the way around the country and though so on December I think it was like you sent this on December 30th I think to us she went to Karen's family and knocked on the door and met Karen and her lovely family who is here with us tonight um she even Deb took the time to um send us a little picture of Karen tell us some of her interests kind of say that Karen had even shared that she wanted her to greet
004her on her first day at Captain which we made we made arrangements to do that um Miss Deb shared some of her interests so we got to know her really helped her teacher um Miss Palmer who's here tonight and just really the whole Captain family get to know one of our new students and she was traveling so far but this is just Deb I've only known de for a short time but this is just one thing she's done that's truly made our school just a special space and I just love the connection that she's made with Karen's family they spend weekends together now on sometimes her Deb's family is here and they've met Karen's family so it's really just a a win-win for everyone but I really felt this recognize your own award truly applied
005to missad [Applause] and we're so happy that Karen's family is with us and I believe they have siblings at the middle school as well isn't that right there so yeah so Karen's got siblings that are now part of the captain Community as well [Applause] hour well thank you um sofa Deb and thank you missel for recognizing her and thank you to your whole family for coming to celebrate you tonight it's so great to see all of you here tonight we appreciate it um we're going to move on with our meeting so you can stay if you'd like but you can also leave if you'd like so thank you so much thank you okay we are moving on to public comment do we have any public comment tonight nope okay okay we will go to Dr
006Patel and her superintendent Communications great thank you um okay we are going to start off with some student spotlights of course as we always do so the first one I wanted to Spotlight was I'm I'm sure most of you have heard about Lona she is a proud seventh grader from White down middle school and she actually recently Advanced to the third round of the highly competitive Regional spelling be um Lona proudly represented her school and while she didn't make it all the way to the championship round she did an amazing job just getting there and so I just wanted to make sure that we highlight her and she was eliminated on the word frous that was the word um but we really are it means actually something that resembles grain green wheat or green frumentius
007yeah so we're very proud of her um and she if you've ever met this young lady her personalities is just big and fun and she's just great kid overall so we just wanted to highlight her um next at Clayton High School I also want to congratulate our girls swimming and Diving te they actually whoa all right they actually recently made it all the way to state championship um and finished eighth overall so several of them also got individual medals so we're very proud of them and their work and all the dedication that goes outside of the school day in um getting ready for competition like that is commendable for them so very proud of them and congratulations to them and then recently I wanted to really highlight our the success of our celebration of black
008achievement event we honored students pasted alumni and staff members and showcased a lot of the incredible Talent we had our cheerleaders there we had black student union represented we had the high school Jazz Ensemble there um it was a great evening and I want to thank Dr pool for arranging it because this was his third year doing it and I'm already looking forward to the next year's so thank you for all your work behind that next um also it was late February but we actually welcomed representative Missouri house representative Jeff hails to Clayton what we did was this year you know we always want to go ahead and make connections with our legislators in Jefferson City so we sent a letter out to anyone who wanted to come and visit our school district and when
009they accept our invitation we give him a tours of the buildings and I wanted to actually thank him for his commitment to public education and also take this opportunity to thank Dr gusi because I know that we always count on you to do the tours and you have a wealth of information and history and I know that it's extra time out of your day so we really appreciate you doing that um but it's a great opportunity for us to meet with legislators and Leo joined us as well so I think it was a good conversation after the tour as well so another opportunity to make connections and then this I thought was a great highlight for us one of the things that we do in our district is really try to be a true family
010and it's hard for us to meet staff members from different buildings all the time so one of the traditions in this district is a bowling tournament for the entire all the District staff so at Tropicana once a year we all get together this year we had like 29 teams participate we go bowling um a lot of fun lot of camaraderie we have people from Food Service facilities people that we don't usually connect with on a daily basis and just spend some time together and um have fun celebrating each other and I wanted to thank Brad Buck who's the science teacher at Clayton High School who arranges this whole thing every year so it's just good camaraderie and time spent together and then finally I wanted it is March that means it's board appreciation month you
011get the whole month look at this so I wanted to take this um time just to truly just express my gratitude for each one of you on this board of education I know you're community volunteers I know there's a lot of work that you put into this um there's meetings there's 7: a.m. meetings now too yes now if we could do it on a Monday 7 a.m. it'd be even better um yeah see that's serious right um but really your passion and your commitment to this work and making sure our district is the best it can be truly means the world to us so behalf of me and the entire District thank you for all that you do our schools got you each something so hopefully you get to enjoy that there's some amazing cards
012and cute quotes in those cards um so from the bottom of our hearts thank you for all that you do and we have a short one minute video from people think you as well so if we can play that oh we'll get the sound maybe did what' you say Jou he is so cute there we go that's that's okay no problem later yeah well I'll we'll send it to them yes thank you thank you for all that you do give it a shot okay basically like uh a bunch of volunteers that are trying to help the District of Clayton um be the best that they can I would like to thank the Board of Education because they're helping us um to make our school better and they don't get paid when they go to cuz
013they just want to help our school and make it a better place thank you for making sure that um the teachers have everything they need to help us teach they work super hard behind the scenes kind of like the stage crew School play you don't always see them but they make everything thank you for hours and good educ and it's so much wor Tak care of the school students thankk you hello this is wanted to say thank you to the seven members of our school board for their endless amount of hours that they volunteer to make our schools the best in the nation than you thank thank you [Applause] educ thank you for keeping the school safe thank you thank you board of education for everything you do there you go so thank you thank
014[Applause] [Laughter] you thank you that was so nice of course um and then finally tonight we have one presentation and that is our annual assessment report so our principles are here Dr garganigo will be um here leading the charge with that as well and this year we have oh thank you school board we're just going to keep playing this all night I think this is much better we'll be done by 8 o' we're just going to keep repeat um but we so they will be doing the presentation and this year we have miss Robin hog our director of assessment and professional development who will also be joining us um so thank you for all your work ahead of time for that and if anyone wants detailed report there is a 7 six-page document for you
015online if you feel like digging into it further than tonight and then finally I'm going to hand this off to Lucia but before I do Lucia I want to congratulate you officially for your acceptance into wash you so good for you you're are going to change the world oh no I'm so excited really it's going to be a different Journey but a great journey and I'm really looking forward to it so and Clayton has prepared me amazingly so I know that everything will be good in the end but um okay so for the student update I'd like to start with the wellness center so um I've planned officially a meeting with the youth Council so I look forward to sharing a really deep dive into the Wellness Center their mission and everything that it means
016for the Clayton High School students um on my next student update and um I'd officially like to give a shout out to the spring Sports since they have officially started on Monday and I wish all the student athletes an amazing season but for the main part of my update I'd like to provide a perspective on what the changes from the Paragon Architecture would mean for the students in the Clayton District so as Paragon mentioned our students were built over 90 years ago and with education consistently changing and evolving education now looks very different than it did 90 years ago um there's a little there's the high school perspective the Middle School perspective and the and the ele Elementary School perspective um in the lens with the students I've talked to I think the elementary school
017perspective and the Middle School perspective tie really well in together especially with the fact that there are early stages in learning where students are get to really experiment to see what learning styles fit them best and then High School really being able to use the tools that school provides to be able to solidify those um learning styles that each student has which are unique to each student of course and to really be able to um solidify them for then any future um the future that they may want to create um I think that a key aspect as we look at the long-range facilities master plan is understanding that modern education has taken a toll focused more towards creativity collaboration and critical and critical thinking compared to the more traditional lecture um based methods that have
018been used 90 years ago um this traditional way for teachers to teach and students to learn their the renovations are going to make a really big impact to be able to how do I say this like welcome these new modern styles that really as research has shown are making a big Improvement on students that say it's like um good for every student for each student because it's Unique because the learning styles are unique to each student um again this highlight for the importance of new and different learning especially since like I said the evidence is arising that Young Learners thrive in Hands-On and moment and movement-based environments which means maybe stepping outside of the classroom in the high school um in the math Wings especially they've set up um whiteboards all across the hallway which
019is incredible because that means stepping out of the classroom to be able to work in groups in the hallway and even that small change of scenery truly makes a big impact in being able to stay awake learned focused especially if you have math first period or last period or after lunch those are the three those the three difficult moments to have a class as I've heard from teachers and students so yeah but um these new environments and truly the like unification with the modern technology especially since technology is making such a big impact in our modern in our modern um world having these updates and Renovations into our buildings I think will truly be able to to work conjoined with the with these new technological improvements that are happening in our world and work together
020with them instead of sort of in a rockier path I think would be a good way to put it but with this being said I would like to truly thank peragon architecture the steering committees and the board for doing such an amazing job at identifying um the key points for improving our district and overall Community these changes will make a huge impact for the Clayton families and I think that there is lots to look forward to with these plans so thank you thank you Lucia I think um as we go through this process it's so important to listen to the students voice of you know as it relates to the facilities so thank you so much for sharing that um now we will move on to our presentation and Dr garganigo and team do we
021have enough chairs walk oh that that would be fun that yeah that would be fun I Like It Don't Stop Believing got it good evening everyone um so the team and I are here to present the annual assessment report so the first thing I'll do is introduce the team to you um so Dan KUSI the principal at the high school molena Gargano assistant superintendent of um teaching and learning Lisa cell principal at Captain Robin hog director of assessment and professional learning terita Murdoch principal at Glenridge Jamie Jordan principal at wown and Patrick fiser principal at marac um so I just want to publicly thank the team um for the work that they do every day with our children um and for getting prepared for this presentation um so our presentation is really going to be
022in three parts um tonight so I'm going to give we gave you a pretty comprehensive written report I'm not going to go through the 75 Pages I'm going to give you some highlevel um sort of highlights uh from that piece then I'm going to hand it over to Robin who's going to give you a high level piece of our multi-tier um system of support and the work that we've been doing um and sort of our vision of that as as an entire district and then each of the principles will present their stories um of what that work looks like within their building so trying to put um uh a story behind the numbers and behind the data that that we present my clicker is not working Gina can't have walk up songs if the audio
023doesn't work I'm just GNA point that out here it was it was off switch on okay thank you all right there we go um so if we'll just start with our profile of the Clayton graduate this is what grounds our work um and this is sort of our what Nisha refers to as our Northstar so the the thing that grounds it obviously as an organization We Exist because of the students um and so our Focus really tonight is on the students and while we're focusing on data and academic data it is more than that um and so I think it's important to talk to bring up the profile of the graduate because this is a very small part of the work that we do with children on a on a daily basis um so I'm
024going to spend a little bit of time talking about the Missouri school Improvement plan if you remember we're in the sixth cycle of this we're actually in the third year of the sixth cycle um so with mup 6 um the the two main categories that our accreditation is based off of is performance um so that's overall performance on the map tests and the end of course exams at the high school um growth which we spent a lot of time talking about last year but we'll spend some time talking about again this year and then um the change from MIP 5 to M6 MIP 6 was the addition of the continuous Improvement piece and so the response to standards gave districts an opportunity to provide a narrative um to go with the test scores so it
025gave us an opportunity to respond to a set of standards and how we do our work um and I think that's a a pretty integral part of um an addition to mip6 was us being able to provide that narrative um which is the same way that we've structured this presentation for a while is like the data is the data and then there's the story behind that piece um and then there certain categories under continuous Improvement that are just um accountability uh kinds of things so because this is the third year of of mip 6 we now have um for the first time a composite score um and so our three-year composite is a 91.9% which puts us as a part of um a group of 22 school districts in the state of Missouri that scor
026above 90% um so we're very proud of that uh if you remember when we came last year and we talked about the scores last year in the 89.9 we felt like that was an anomaly based on some um data around growth and um as you can see it it like our theory of practice um I think was true that we're back um to where we would to an expected range where we would expect to be um so with performance and growth this year um with our with our annual um performance report our percentage of points earned for performance mirrored last year so 100% of the allowed points in all areas except the student group in social studies and if you remember the student group is made up of black African-American students students who um direct
027search for um free introduced lunch um English Learners um special education students um and Hispanic students and so it's that group of um students that we tend to that the state has us focusing on with the goal of making sure that their achievement mirrors the achievement of your total population um so our we're proud of how we are doing overall and then with growth um we saw significant gains um and so if you remember last year I talked about the fact that growth is not a uh difference in a score from um one year to the next year so little meanus test in third grade versus little meanus test in fourth grade that's not how the state averages growth it's based on a predictive model from mizou um so the professors at missou determine based
028on a on a score that students received what their predicted score would be and then our growth is is based on how close we are to those predicted scores um so if you remember last year a lot of that was um I I felt like anomalies and within the data because the um the set of students that they were basing that off of were very small values so at the high school it was like 15 students in one group and um like 50 students in another because of how they were determining it based off of covid um and so that has that theory of practice also has proven to to be different so if you remember remember last year our points were anywhere between 7% and 77% and this year they're 100% or 75% except
029for that student group and social studies and we'll talk about that um a little later so when we look at our overall um this is our total population and our scores and the numbers represent um a map Performance index and if you remember the scale for the map Performance index is 100 to 500 um so when we look at these data we're super excited um because our students overall are doing very well um so to be in the 400 range in in all of these areas is a super strong piece and you'll see in the report that I compared it to State averages um but even compared to other districts these are strong scores uh the you'll the same structure that we've used prior in um reports the blue scores indicate an increase in score
030the red scores indic indicate a decrease in scores I want to be careful though when we look at these because I don't want us focusing too much on one number um and so like when we look at like the district average um or the district NPI for English language arts in 2023 being 4.40.21 point9 that's not a statistically significant number um so it's not something that that we're really worked up about but for the practicality of the report I needed to have an easy way to indicate when something was higher or lower but there isn't um I think Kim you asked me last year like what number um and I generally say if there's a Delta of 10 so plus or minus 10 is when we start to have conversation I don't nobody's ever told
031me that that's the number that I should look at but that's the number that we that we use to start to have conversations so if we see an increase of 10 we feel really good about that if we see a decrease of 10 we start to have conversation um about what do what do those data mean to us so then when we look at the student group same thing um we see that we have strong scor but the goal here is for the student group for their scores to represent similar scores to the total population so you can see that there is a discrepancy between our total population and our student group so we're continuing to focus in these areas and and um do work here and I think um a couple things to highlight
032I want to highlight something back on the total population um score and I'd like to highlight wi down math um so if you remember last year we t or a couple years ago in the math review we talked about the realignment of standards and that we were Teaching Standards out of context and out of um and so we had a um theory of practice there that it was affecting our test scores we moved the standards back into the correct courses um and W Downs last year that was the first year of assessing students with the standards in the correct courses and so we're seeing an increase there and we're really excited about that um with the student group the thing that I want to highlight are our elementary schools where we see many of our
033scores in the four 400 plus range and I believe that this is a direct reflection of the focus that our principles are doing with our teachers around our multi-tiered system of support um process which is what they'll spend time talking about so then quickly just to talk a little bit about local data so the state assessment is one data point on one day um it's not something that it's it's a piece of information for us that helps inform us but it really doesn't inform us instructionally we don't get those data back until after um the kids have moved on for the summer and so it's not particularly helpful to us so our local data pieces are much more helpful and if you remember last year we um talk to you about the introduction of our
034district um data visualization tool educ climber which really helps us to um all have access to these data and be able to respond to them pretty quickly and um have easy visualizations to use with teams um of teachers or within um within whole schools so NWA math um this is a a visualization from educ climber and what this shows you is um a pretty quick like overview of with NWA we want our students to be in the yellow green or blue so you can see that the majority of our students are are falling within the range that we want them to fall in um and then you'll notice that um they're on this graph there are lines for like second grade in Fall second grade in winter so we also want to see an increase
035increase in the um length of the blue green yellow uh bar there so our data our local data parallel for the most part the state data that our students are doing particularly well but the red and the orange areas are areas where we're going to spend more time focusing in um and really studying who those children are what are the ways that we can provide supports to them um the same thing with literacy so this year we shifted to a new literacy assessment um because the state changes so we started with star so we don't have longitudinal data with this assessment because it's the first year that we're giving it um there's the early literacy so this is kindergarten and first grade on this one you want to see the majority of the students falling
036in the blue green or yellow um and the students who are in red are the students that we're going to follow up so star is a screener we're going to follow up with a diagnostic assessment and those are often times the students who end up with a reading success plan um so a very individualized plan that's addressing their needs um Within reading so this is our K12 or sorry kindergarten in first grade and then this is um students move on to Star literacy once they've reached a certain score they move out of the early literacy test um so it's it's dependent by student when they move um to that so that's a little bit the first grade bar is a little skewed because of the fact that those are all proficient readers who have moved
037onto the onto the higher assessment um but same thing you see that the majority of our students are are falling in that blue green yellow and then that we're hope that we're looking for between fall and winter a decrease in red an increase in in the other um scores so we feel really confident um about how our students are doing overall um but we also know that there are places that we need to be focused um with individual students um with their work then the last part that I'm going to talk about um is high school data and when we look at if you remember we shifted a while ago from giving everybody the ACT to um using the PSAT sat sequence so that we could have multiple data points in high school um to
038to gather information around our students and to help support them what you'll see is that our average Clayton scores out rank the the national score significantly in all of those assessments and then you'll see that the number of students tested on the act so that became a choice now um so it's a little less than half of um of the class of the graduating class is is taking that assessment now because we're giving them the SAT um instead the um another thing to talk about as part of Dan School Improvement plan the high school has focused on access to AP and honors courses um and one of the ways that the MIP 6 looks at um uh testing is to look at with ap um so advanced placement assessments the percentage of the graduating class
039who score a three four or five on the assessment or who get a B in the class and of the class of 2023 which is the class that's represented in the APR that you have so it's a little weird because it's like a year in the rear um that 73% of that class scored either a passing grade on an on an AP assessment or a B in the course and that's a super strong number um that we're really proud of and Dan's been doing some work with his team on increasing that number also as a part of his school Improvement plan and and so we're seeing that um as a as a part of our work also okay so now I'm going to hand it over to Robin oh thank you uh as Dr garano
040just discussed the data that she talked about doesn't exist in a vacuum it exists as part of our larger multi-tiered system of support and so in order to visualize that system we created this graphic in front of you and it's an interactive graphic with a bunch of hexagons so why hexagons you ask well they're not only really cool shapes and they have six sides and you can make lots of connection C right but they also exist and they're a natural pattern in nature everywhere so a honeycomb DNA um the center of a snowflake those are all natural hexagons and it's supposed to represent balance and Harmony and so when we think about the multi-tiered system of support that we are creating in this District that's what we think about it is predicated on connection and
041balance and Harmony and so those are the things that we want to talk with you a little bit about tonight we're going to look at that graphic as a whole picture but then we're going to take apart each individual hexagon and talk about how it kind of helps to uphold the entire system of support and to do that we're going to think about the data that you just heard about we're going to think about the mtss process and then also our Edge climber system which helps us to visualize that data and really think about um how do we make that comprehensive across our system so I didn't actually know how to tell someone to switch here we go go so the first t that we're going to pull out is our hexagon of strong collaborative
042teams and that's really what anchors our work so no matter what research you look at it all tells us that the best performing systems have strong collaborative teams and we are absolutely one of those systems um and so our teams are thinking about focusing on a collaborative culture and learning and being results oriented and so they are often using Tools in edge of climber in order to be able to do that and so two of the tools that we're using are thresholds and tags thresholds help us and help teams to be able to get an alert whenever students are falling beneath a particular threshold and so then you can kind of talk about that in your collaborative team and tags are a way that we can really focus and sort our data in our teams
043so that you can look at that data and really as we like to say our tagline um know our students well and respond to their needs and the only way we can do that is if we can look at the entire system who are the students that are kind of falling into those alerts and then be able to sort and focus so so those are our strong collaborative teams and the ways in which we're going to use those and then our next hexagon that sits side by side with our strong collaborative teams so we have that kind of anchoring our work but then we also need that foundational framework for instruction and Lucia you did such a fabulous job earlier of helping us to understand what that looks like at the high school right we
044have phenomenal instruction at the high school um at all of our schools she was speaking about the high school let me be clear I love all of you so uh when we think about that foundational framework for instruction we're thinking about what is the curriculum the instruction what are the things that anchor that tier one work and often we think about that in an academic sense and what's really amazing about our mtss process as we start to roll that out is we're really starting to think about the social emotional aspects of that what is our foundational framework for instruction when it comes to social emotional learning and you will hear a lot about that tonight and about how our schools are taking that process and thinking about what does that Foundation look like and in
045educ climber we now have Panorama data and if you take a look at the screen you can see you can see overall Panorama data but what's pretty cool is you can also dig into the subgroups of that data and so you can see where a student in particular might be struggling with some social emotional needs and teams can look at that data our leaders can look at that data so we not only have those Equitable practices and effective pedagogy happening on the academic side but it's also happening on the social emotional side and that's a really impressive tool as well and then the bottom hexagon so those are the things that are kind of like those pillars right really strong but you can't have them without those top two so if we don't have strong
046collaborative teams and if we don't have that foundational framework for instruction and support it's really hard to do any sort of tiered support for our students so if we find that our students are starting to fall into that orange or that red range we know we're going to need some support and in order to do that we have to have some really solid systems in place so I want to just give a couple of reminders about what those different tiers look like in mtss our tier one that's the universal foundational instruction right that's what we talked about on the last slide but tier two those are those kind of more intensive supports there strategic supports and they're often happening in our classrooms by our classroom teachers or perhaps in collaboration with a specialist so for
047example we had some phonics data uh and they looked at that phonics Benchmark data and our elementary teachers took that they separated students out based on that phonics data to different teachers so we're really using our staff in order to make strategic choices um because we have data and because we're all looking at data and then on the winter phonics Benchmark assessment they saw some real gains because they were able to strategically do some tier 2 interventions in the classroom just using the teachers that were right in front of them at the secondary level uh we have Middle School Math teachers who will do station rot model and then meet with students in that station and do some really specific supports and tier 2 supports of students in that area and you're going to hear
048a lot about those middle school math scores so we have lots of these systems in place for a a Continuum of tiered support but the thing that really makes it work is that we can track it in edge of climber so you'll see that progress monitoring again on the screen you can track when a student's getting some intervention you can see trends for that student and that really helps us to have comprehensive communication across our system as we think about our interventions and our supports and then finally our final hexagon that kind of brings up that bottom those are our systems and our structures we have tried to be really intentional this year about how we roll out the mtss process we have thought about that in all of our different areas and so we
049have for example our professional development committee um have lead Learners around this they're doing a lot of the learning they're going into buildings trying to keep that learning really consistent um they've been doing visits to schools using the strategy implementation guide and keeping data we're going to come back and look at that data in March so the PDC has been a huge part of that but then our coordinators Council they're also doing a lot of study and learning they do a lot with that foundational framework for instruction in that curriculum they've done a book study they've visited other schools um we've also looked at the mtss system with them it's also been a part of our new teacher training a part of our um some of our Equity training with our career revieww teachers has
050been about Edge climber and about mtss so we're trying to embed it in all of the areas where we make sure that that learning is across our system and another tool that educ Climer gives us that helps us out with that are our smart forms so we have 54 forms we have intervention forms we have mtss forms and again that gives us that communication and that comprehensive system like across all of our buildings so that that form stays with a student and you know what supports they've been given and so all of that as we look at the different hexagons that form our beautiful hexagonal pattern right that create that balance and that Harmony helps us to know our Learners well and be able to respond to their needs and now you get to hear
051how that happens in all of our buildings and we're going to start with Dr Jamie Jordan at w down thank you um thank you so much and as they said we all get to tell our individual stories and I have a very exciting story to share and while I am the person up here speaking this is absolutely a credit to the teachers that are doing the daily work every single day knowing our students well and how to intervene specifically I'm going to talk about our eighth grade math Team U Mr Powers Dr kig Miss Harkins and of course Angie cioli so um in the spring of 2024 last year when I was here I talked a lot about Spotlight students and I talked about students that were're going to really focus in on who had
052different thresholds and how we're going to work with them on tier two and that it continues to be a process that we work on but in the spring of 2024 we started to look at a specific grade level of students as seventh they were last year's seventh graders in math and they had significant ific gaps and they had had those gaps since Co and we were continually trying to make up for those gaps but we were unable to do so in the structures that we had um the students we know when they have gaps like that we've talked about this at this table several years that they have to grow multiple years in one year to close that Gap so um Dave Powers Angie and I started to talk through what could we do for
053these children and we actually went to visit some high performing schools went to Kirkwood knifer and we met with their team we met with their math Specialists and we said what are you all doing they talked to us about their partnership with washu and math 314 and we started to think about what models and what things could we do um and we know that we have this math intervention time um and we've had it for many many years but we really hadn't seen a lot of the big benefits from it so um and some kids did well and were able to maintain but we weren't seeing that growth that we needed um so we came back together and we said what could we really do and so we started talking about the possibility of a
054math specialist so we met actually in different in different facilities with different teams in different groups and we were able to this year um staff a math specialist position um and the purpose of this person was not to have a class load for themselves but actually to intervene similarly to some of what we see at the elementary schools um and try to replicate those pieces um but this also was one of the things that we were trying to do that was very intentional so um we set it up with the teachers across 8th grade um we worked with Angie to develop a software that we were using called Delta RTI um where kids were getting pre-tested they'd come they'd get really small work very specific instruction on a skill be retested and go back into
055like so they're ebbing and flowing out of Learning Center and in different ways as well as um Tiffany would push into different classes and help them either you know so we saw the CT model as well but she had a definite case load of children that she was working with and everything that they did was very intentional we also really tried to going back to what Robin was saying really be a little more systematic with like who we were serving and who was on this case load and like looking at the criteria those kinds of things to make sure we had the right students that we were targeting um and their hard work has really U paid off so this tier three mtss work this year um there was 23 of the 29 students made
056more than um a Year's growth in only first semester um so they've really done an amazing job these teachers So like um where you can see and it's actually impacted the entire eighth grade where they've actually been able to catch up uh with their peers and so if we continue on this progression some of those places will minimize and I was actually meeting with Dan this morning and we were talking about some things and I was like oh don't worry we'll we'll have it together before next semester right so um but all of these things are definitely because of the specific intentionality and the systems that supported that so um it's it's amazing what they've been able to do and it's a lot of Celebration so the next steps for us are to try to
057replicate it right so that it's not just a onetime event but like how do we systematically now look at doing into this in sixth grade and seventh grade and in other areas to see how we can really try to close those gaps as fast as possible and now I'm going to turn it over to Dr KUSI thank you Jamie um the uh actually on my slide up here if you recall about a year ago when we were or when I was sitting here at the board table one of the things that we were really kind of focused on at that time was some a growth area in our biology scores and and I mentioned last year that um that we were working with our biology teachers to really kind of uh dig into the what
058the essential standards for the state of Missouri were and how that aligns with our curriculum um and and and actually not only just our curriculum in terms of content but also our curriculum sequence and so as a result of that that work in in which happened in plc's and during professional development time the biology team and and now they they called themselves the life science tigers um just because they thought it was more interesting um than just the biology team but um that they really worked to look at how they uh how they how the the state standards align with with what they're doing and and it sounds very simple and it sounds kind of silly but it's not something we had spent a whole lot of time doing actually in in the past and
059so at that time if you recall um I would my my feeling or my theory of practice at that time was that we would see gains actually in in the next cycle actually after we implemented some of those changes and and I wanted to highlight those they're up on the the the slide there um from last year to this year with our on our biology eoc's and our total population index scores went up 12.1 and our student population index score went up 16.7 um and which was was was very significant actually and so I so clearly that that had a positive impact on on the the work that we're doing now conversely we also wanted to try to replicate some of those efforts as as we move forward and as we look at some of
060our our English language arts scores so the the English 2 EOC exam and the government exam which which is the the the social studies exam um we we kind of use that model or at least that work that we were doing with Biology uh and and are currently uh kind of replicating some of those that those that that deep dive into the the standards and looking at at at what we're doing I will say that that what to get movement in in uh government is is a little is a little more challenging than some of the other subject areas uh specifically because students can take or can satisfy their government requirement in one of four ways and actually less than 50% of our kids actually take the seated uh during the school regular school year
061uh government course uh the other ways that students can take that course is there's the seated summer school course there's the online CHS uh uh summer school course and then there are online course uh providers like launch and mocap actually that a lot of our students take um so you know making a change to our our our seated government course may not have quite the impact that we want but I I do think it's um it's valuable work and and I can I know from talking with our our social studies folks that they've already noticed some things that um that that that have allowed them to make some changes that we expect that we'll see some positive gains in the future specifically the the nature of our our course is that since it's a semester
062course there are some foundational pieces that we expect our kids to remember from World us one um and so if you are a a senior taking government there are some foundational pieces that we just assume that you continue to know or continue to remember that you learned in either freshman or sophomore year and so they're looking at how they spiral some of that information review some of that information also a very specific area that is is on the test is is on the end of course exam is the the analysis of of visual data like graphs and then interpreting that data and and applying it admittedly we haven't done as much of that in in the coures as uh we probably should have and so that's an area of growth that we're we're working on
063now um likewise in in English you know we we are certainly very proud of the conference English program and and um but then at the same time you know it kind of gives us pause when we we look at our scores on the on the the end of course exams what I will say is that when we when we break down those scores the area the there's a written component of the exam that is by far our highest performing strand so so our our students do very very well on the on the written uh uh portion of of the exam um specifically um there were not noted areas of strength uh in in conventions and writing um but we also have noted by looking at the standards and looking at our performance that there's a
064a significant growth area in the in Reading informational text I.E non-fiction and that's been a focus of our content professional development this throughout this year actually Julie's been working with uh with Katie and and leading professional development in in that regard so that's an area of focus that we we've also uh you know through our PLC work and and through our uh analysis of the standards uh and and their alignment really focused on this year and so with that work actually our theory of action is that if we continue to use utilize these PLC conversations in professional development time and make and just make it we don't have to make large scale changes but as we look at our sequencing and and and what we emphasize that we can also see similar gains or hopefully
065we'll see similar gains in English and social studies in in in the the next cycle or two and now I'm going to hand it off to uh Lisa C thank you well it's an honor to be sitting around the table this year won't be here next year but I'm thrilled to be here this year it's an honor it really is I have been blessed to be able to be a captain this year and our story really is around social and emotional learning and um Robin challenged um the group at professional development the district professional development to kind of create um one evening a picture or a to represent what is our work through our Mt ssgc and this was the picture that we developed on that evening and it's one that we're proud of and
066we display often at at some of our meetings at at captain and it really just talks about how our tier one tier 2 and tier three um that Robin referred to in the academic area Captain has taken on a challenge this year to also Pro provide those three tiers in Social and emotional learning it's been a t kind of a two-year Journey up to this point but we're to the point where it's every stakeholder in the building is taking um a part in providing um support in the area of Social and emotional learning um this is kind of representing head heart and hands at at Captain is kind of how we we refer to it and um we're also really um focusing on the data that's why that big magnifying glasses at the top because
067um without the data provided um by Panorama and some of the teacher surveys um we weren't able to really um identify the kids that are needing that that significant support so our building um develop or building goals this year are all surrounded by social emotional learning so this work is very intentional and I know that a lot of us keep using that word if I had to say from my experience at cap or at um Clayton this year everything that I see coming through Clayton is super intentional there is a lot of effort put behind things and and um programs that are used here and I and I think that is just something to be super proud of um and and we're seeing results from that so that's really that's really um awesome at the
068same time um the building at our our building we're using character strong curriculum this year for the first time and we're using it in every classroom and it's not this year our counselor going in to provide that support it is our classroom teachers that are dedicating 20 minutes of their day typically right now it's in the morning um right as we start school um those that are coming tomorrow might see a piece of that because I know we have a board little visit tomorrow we're excited about that um go cougars um yeah so um thank you for that but you might see some of that character strong um curriculum happening Crystal who is our counselor is still supporting a lot of seal that's happening in the building but the teachers are now taking on that
069priority and responsibility of um just daily Intervention which is really really um working and uh everybody there's a lot of energy around it which is really nice the majority of the team um at Captain have been trained and then they're helping others that maybe haven't had the opportunity to get trained but there's hopes for them to get some more training in the upcoming years and um right now we have students that are every student in the building is getting social emotional support but then we have that tier two that Robin referred to that needs a little bit more specialized in small groups those supports are happening and then we even have students in our building that are needing that tier three support and um and it looks very different sometimes it's small group sometimes it's
070one to one um ratio with a staff member and we also have outside supports like Center for mindfulness coming in and helping our kids because right now I think there's about 53 kids in our in our population which is one sixth of our population getting some type of tier two or tier three support every student's getting support but these are the more um intense um supports that are happening um I think the major um shift is getting everyone involved just that Collective e efficacy that everyone has a part it's not just the it's not just Crystal or it's not just the social worker it's everyone taking part and what we're hope what we're hoping to see is that um looking at Panorama data oh and two things that the district definitely needs to keep forever
071is Panorama and Edge of climber please don't ever part with those those are very helpful in the in in being able to pull data and um it's very useful but we're going to be hoping to look at Panorama data from the uh fall of this year and comparing it to the spring we don't have that spring data but we're not just looking at just um the students in that 53 students that are needing support we're looking at um themes that are across all students and we're going to be honing in on those those those few students that are getting specific support but overall we're hoping to see growth out of all of our students um you know there's a a mogs hierarchy of needs indicating that um if you can surround kids with that emotional
072support you're going to see that academic growth and so that's that whole heart part of um Captain that we're really focused on this year and we're super proud of it so and if you may have some questions feel free but if not um just don't ever hesitate to call or send an email yeah okay I'm gonna hand it over to terar all right it's time for my 15 minutes all right I'm ready you're making it all right so good evening even though this is my third year sitting at Glenridge as building principal this is my first time at the assessment table because I had some unforeseen circumstances to occur and so I felt the need to make sure that I write down our journey um past present and future is what I call our story
073um I think it's um imperative that I highlight our staff's dedication and commitment to our students especially over these past three years that I've been at Glen Ridge um and so I'm going to just guys my first first year um we focus on defining our why and establishing our Collective commitments to guide our school Improvement efforts and you can find this actually on Glenn Rich's homepage underneath our mission and vision um these foundational principles have really kept us focused and accountable for addressing academic and social emotional needs of all of our students um and to strengthen our instructional practices we brought in a consultant from Ed plus my first year to kind of evaluate and provide training on plc's um and then additionally we provided targeted professional development by sending cohort of teachers to training
074for response to intervention plc's and behavior solutions and so these Investments have really empowered our teachers with research-based strategies that are shaping instruction and student support across our school uh with a strong foundation in place we prioritize structured collaboration so we have regular data team meetings now ensuring that interventions are effective while teachers have dedic ated time to unpack units Define learning targets and refine those instructional practice so we give them release time that they are able to do this as a team um recognizing the need for direct teacher support our instructional coordinator math coach and literacy coaches have also attended professional developments to um enhance their ability to guide teachers through these Pro processes they have also offered four to six week coaching Cycles um for teachers as well um so as we refine
075our approach we introduce the collective intervention model where key stage two teachers assist key key stage one so key stage two is third fourth and fifth key stage one is kindergarten first and second during the science instruction and so the key stage two teachers go down and help key stage one with intervention um whether it is extending the learning or remediation um we also this year added on our guided coalitions where we have a guided Coalition for academic achievement but belonging and character development um to further Drive our Improvement so these teams play a critical role in ensuring that our school Improvement goals are intentional and strategic um each Coalition has a 30 60 90day plan to set clear goals monitor progress and adjust strategies and then communicate this to their teams um and then
076most importantly we go into the social emotional learning so understanding that Student Success goes beyond academics we have focused on strengthening oural and Behavior Support strategies uh we restructured our Behavior response system to be more proactive um that Foster stronger collaboration between classroom teachers counselors and social workers so this has led to more targeted seal lessons small group interventions and problem solving meetings with families to develop individualized success plans for students and needs um and then to create consistent Behavior framework you'll see up there it says sore um we have our sore Behavior system which means being safe on on task and accountable and respectful and then we have classroom discussions built around soaring additionally we've integrated restorative practices where we've um done a book study and gone to the restorative practice Academy um and
077then this year we also introduced character strong um to help um students develop essential character traits and social emotional skills and the teachers are leading that effort with our counselor um with the hope that 100% of our teachers are doing it 100% of the time next year and our counsel is really doing our tier two and tier three um and then we also have a cohort of teachers that will be attending character strong Summit this summer to dig deeper into character strong um and then this year if you see at the bottom where you have Miss Johnson teaching a lesson and then we have officer Riley and miss tyd doing um bus safety we have um introduced passport days three times a year with students and staff revisit um our rules and procedures for Glen
078Ridge inside and outside of the bu building so we have a shared expect ations that is consistent for a positive School culture um and then looking ahead see I'm almost there um we restructured our Co coaching approach this year um with the help of Robin um so we are focusing on student centered coaching that aligns with effective tier one instructional strategies um so she's working with all of our coaches they are um coaching our teachers and they're going in and helping to coach our students um and so that has been this year they have offered different tier one um PDS within the school day like we have lunch and learn we have sunrise and learn days for teachers so come and get some donuts and early in the morning before school even starts um and
079then this year our next major step this year is to systematize and strengthen our tier three practices so we already have tier three when we talk about identifying kids for reading support but we need to make sure that we're doing this for all students needing academic and secl support for tier three so this year I have convene a team of um coaches and Specialists and we have been meeting and we have been reading taking action and best practices at tier three so this year is our learning year um and we're slowing down and we're making sure we have a purpose that we can communicate to the staff and we have procedures and so we are refining our approaches improving coordination strengthening our processes and so we have full implementation of our tier three site intervention
080team next year um so as we continue refining our practices our priorities moving forward is to have our fully implemented tier three site intervention team um to continue strengthening our Student Center coaching restorative practices professional learning and collaboration opportunities our guiding coalitions will continue with their 30 60 90day plans for first semester and second semester and further integrating character strong um and our teacher cohort attending the summit this summer um we also have now put each guide Coalition over our a goal for our school Improvement plan which also aligns to our strategic plan so we have um our Coalition for belonging will be in charge of goal one um Coalition for academ academic will be goal two for to grow as loners and then Coalition for character will be go three in head and heart
081thank you and so one of the things that I've kind of as I'm listening to everybody and we're talking I think there's a lot of this I want to start with is that consistency that kind of happens across the especially you know across the district and definitely at the elementary schools I think a lot of that work is Led through Melena and Robin and and the focus on mtss um so marac we also have we've also been partnered with Ed Plus for example we're also working with Ed plus and focusing on clts and how our collaborative teams can work together to really be consistent through tier one while we're also building up that tier two and tier three across the across the building um we have a group that's also looking at character strong looking
082at building in some of those pieces um we've also digging into Panorama data a lot of those things um so there's a lot of those consistent pieces that are happening this year as we started talking one of the things that has come up amongst our staff is this increase especially in student anxiety um and other seal needs and a lot of it is showing up in different ways and so some of us through conversations with parents where they may talk to us about the fact that they're seeking out we find more we feel like we're hearing more students who are seeking out therapists outside of school uh maybe having medication increases for students in element as Young Elementary School students in terms of anxiety and some of those pieces and so we started thinking around
083student wellness and you know so like we there's an article that's on there that we've used that's based on some of the UN sustainability work around um around student wellness that focuses on some of these different areas of what it means to be well both as students and honestly it's it's written for adolescence actually but it it really when you read it you're going to say well yeah that sounds like something it's not adolescence but it's humans um so what are the things that we all need you know good health and optimal nutrition safe and supportive environments agency and all those different types of things so starting to think about how can we focus on some of that type of work with what we're doing as well um so that's led to thinking about how
084we can combine our instruction with a lot of this Wellness work and so this year and I know I'm steal um trus phrase of that learning year where we've been kind of digging into some of this and also doing a book study around unearthing Joy which is uh Goldie Muhammad's work and I know we um it maybe last year year before last we had the opportunity some of us had the opportunity to go and see Goldie Muhammad um through some work that Cameron LED and we were able to see that but a lot of what she talks about is how do you bring in identity students personality students um strengths and then also joy into planning your instruction and so we've started some book studies around that and then we started thinking about how do
085we as a building say if these are things that we value what are some of the things that we know can lead to Student Wellness at a young age play is important and so focusing on some of those opportunities to move seeing Play seeing some of the benefits of play so one of the things we did this year was We we all the whole building participated in the global day of play um that was just a few weeks ago so we did that um in February with everybody the whole building we had part of our leadership team of my leadership team we have two subcommittees one planned out the Day of Play and worked with the staff on helping um participate in that day of play and then the other thing is knowing that if
086you can contribute and give back and how when you feel that you have a sense of purpose and that ability to give back it also helps contribute to your well-being and so we are also participating in a Day of Service in April and so right now we have another part of our leadership team that's been working on organizing a day of service so that at some point time throughout that day every student from from five year olds to 11 year olds will be participating in some form of service that day um that works with them so we're in the process of planning all of that out so while we strongly believe in each of those efforts the impact that they can have just in in being the right things to do we also know that
087if it really matters we need to start thinking about how we can measure this and with some of those pieces we have things that we've heard about that are great um the educ climber the data that we're getting in there is really helping us Target and respond to the students knowing what they need Panorama gives us a great a great starting point with many of our students but there's times where there's things that if we're not careful we as adults we can make assumptions and we start thinking about what the kids need we start deciding for the kids and so what we've tried to take a step back and look at is how do we find out what are those pieces we may miss and as we looked at some of the data that we
088as a district collect one big thing that we felt like we could utilize and start to think about how we can use in a more meaningful way is that Equity report um it's focused on equity and making sure that every kid's getting what they're needing and so throughout this year Cameron have I I have had several conversations he came over and talk with some of our building leaders as well about how we might be able to make this um not even just a onetime walkthrough but how we can start to look at different ways that our building can start to bring those walkthroughs on a more frequent basis capitalizing on things we may see throughout the year that give us qualitative data that we may be missing otherwise and really focusing on a couple of
089the points that are in there it's it's a wide report but where might we be able to focus so we've written that into our school Improvement plan focusing on some of these things and Contin continuing to think about how we can do that also looking at Panorama Panorama will give us some data so for example we've seen that we we need to focus on self-efficacy and challenging feelings with some of our students and so we looked at the questions that were in there and we decided okay so we know that the student may say this is an area of particular need but what we may be missing is why or what is what made the student pick never or rarely as opposed to sometimes or often on those scales and so what we started doing
090then was we picked a representative sample of our third through fifth graders I think it's actually 49 students um from almost every group we could think of students who picked who we know scored low when they did the panorama on challenging feelings and self-efficacy but we also ensured that we had a diverse group of students we have EXL students we have students with IEPs we have students who are speaking four languages and we went and asked them questions so each we had teachers we put the list together and then teachers who had strong relationships with each of those kids took the time to sit and ask questions and listen deeply to what the students are telling us um and we now like I we have a form that has all of the answers all 49
091students and then I there's each tab is by student group um so it can tell us what are Excel students telling us what are our black students telling us what are our gifted student I said that I'm sorry our IEP students and 504 students what are they telling us and so starting to go through that and looking for Trends in the data starting to think about what are our kids telling us what's working what do they wish we had more of um and what kinds of things can we get from what they're telling us that maybe we may be a to use to help guide our work um and really being able to take it to go that next step so we're in the process right now of doing I will say it's it's nice
092when you can go to edgy climber and click a couple buttons and it says here's what it means this takes a little bit longer and so we as a staff are going through and looking for Trends and highlighting keywords and then having conversations about action steps and starting to think about how we can use some of that Wellness work to really help guide our practices as we move forward so I do think it's important to see that across the district all three of our buildings have very similar things that we're focusing on but also think about what we're seeing and being able to respond to the students that are in front of us and think about how we can use that to help us grow as a building thank you so while our story might
093be long um we think it's really important to to highlight the work Beyond just the numbers um and to be able to to give you just a a little window into what happens on a on a day-to-day basis in each of our schools so questions do you have for us thank you um I'm going to let the rest of the board ask before me but I just want to start by thanking all of you for all your hard work and um just to say our kids are so lucky because um the way that we intentionally look at each of their individual data not just academics but social emotional data um I just feel so lucky to be in a district that each of kids are getting that individual attention like so intentionally what each of
094them need to grow as Learners is really incredible and I always look forward to this presentation not just to see the data but exactly what Melena you just said to hear from each of you how you use that data to inform how you know how it informs teachers to help improve the student learning so that's it's always impressive so thank you so much um and I will just open it up whoever wants to ask any questions first from the board can do so Lucia do you have any questions first of all i' would like to say thank you so much this truly hit a soft spot for me because I'd like to share something when I was in Glenridge actually I was one of the first students to be in like the reading program because
095I my reading comprehension but now it has improved so much so yes so much yeah so truly no exactly but now you are the Prof that's right that's right that's right no but I wanted I want to really use it as an example because the what miss you just said truly like being able to see and identify the students and their needs is something so important and as someone who really did struggle with reading and it was a little bit tedious it was a little bit difficult but being able to have that focused help really made me grow to love it and I have to say even even the way that the help was provided I have to say like with the mentor that I had I felt like I was having special treatment I
096loved it so much I was like oh like I get to go with like someone special and I'm going to like learn like reading like it never it never felt it was amazing because I never felt like I want to say um like I had to well yes like I had to catch up to people but not in a way where it never felt there were never any negative emotions with um me needing extra help with my reading it always felt actually like like extra love really from the district and so I wanted to put that as an special example and and now I'm here at part of the board table which is amazing like just how much growth I I actually remember with it was read 76 page reports exactly exactly and like an
097AP laying now so it's truly the growth and it's all possible because of Clayton and so I really want to use this as an example because it's it's something really special and something really important and without I don't think I would even really be able to be at this table so yeah [Laughter] just I just wanted to say that I am thank you Lucia that was so nice to share it's great okay anyone else I'll just open it up to anyone who has question go ahead so I want to apologize I had to leave to take care of a family emergency but um so I I did miss like the individual except for the End School Stories except for the end of Patrick's but um I I did catch the first part of it and
098from just a macro level I think what it's uh what I want the community here is that you know um I think I heard that there's Melena you said there's only 22 school districts that scored above 90% there are 518 public school districts in the state of Missouri so that puts our school district in the top 4% of all school districts that do this so you know when when I asked the questions last year about is there a baseline what's the standard deviation you know and you you even recapped this this year and said it's about 10 points right so I didn't get a chance to hear again I apologize for missing it but and it sounds like I'm sure you guys did cover this but the area of focus where there are those 10-point
099gaps I think we could you know it's subjectively you could see what they are in those reports and it sounds like there are comprehensive strategies and programs in place to take a 10-point reading Gap that somebody might have in kindergarten or first grade and then get them to where they're the literal profile of a graduate so um so congratulations on on the results of this year's report anyone else Pam oh you looked like you were about you were raising your hand doesn't have I am now okay hi um so thank you I've cried thank you for all of all of that you do um I do have some specific questions so I'm going to get to those because I could cry with you all night long um so one of the questions and maybe I'll
100just highlight some of the questions I had that you answered for for us to check off that box not um I was wondering about the social studies scores at the high school and you spoke about that and especially noting that that is a point something you've been working on this year and tend to work on next year so I I love that um um I did have a question and I I don't know what page number it is that there Glenn Ridge scores were lower on average even though Glenn Ridge improved so I let's note that first Glen Glenn Ridge improved in every part I don't which page is this this on the 76 page report I'm talking about um maybe looking at page seven I feel like maybe that's not the right one it's
101page eight eight yeah yeah um so Glenn Ridge improved everywhere but why do we think as why do you all think that that's the case and why do we think they improved no it's I I very understand that's not a word yeah that's not pH I understand why they improved you guys explained that t you did that very well thank you but like what is the thought about why that is and what can the district do to look at that yeah so I I think when we look at these numbers um we don't see sort of Glend doesn't feel hugely asynchronous from the other schools in in what the scores are looking like and I think we have to remember that when we're looking at these scores we're talking about cohorts of children um and
102they're humans um and so that I don't think our goal is for all of our schools to have exactly the same scores but our goal is for our schools to have strong scores and so we feel proud of the work that um has happened at Glenn Ridge and that the scores are in line with the other schools we did talk about Glenn Ridge last year and unfortunately with terita not being here that was a hard conversation um because I didn't have her support in in being able to articulate the work that she's been doing um but we are we are proud of the work that's happening at Glen and we do feel like the scores are in line with the other schools yeah go ahead um so as part of getting this job part of
103it is looking at the data from Glen Ridge right so historically we have have scored lower than the other two and so for me I was try like I went in and that's why we kind of start with our y collect the commitments and really got a plan together and got um Ed plus professionals to come in and really like analyze our processes because if you look at the data even going I'm kind of um a person who di gets into a rabbit hole right if you go years and years back we kind of Teeter between um like mid 60s to 70s like we can't get out of that so how do we get out of that right what is going on we're continually to score below the other two schools and so now we're
104figuring that out so what are our systems that how are teachers collaborating are they given the time to collaborate so that's why I'm giving them release time what trainings have they had for updated like research-based strategies in the LA past few years I'm using building funds they're using incentive funds to go out and learn more so now we're having systems and putting systems in place so we can dig out out of that we know and we know having data teams we can see the scores right and so what do we need to do what practices need to be changed what structures need to be put in place um to make us start to perform or be in line with the other two if that makes sense I think that's an excellent answer that helps me
105understand that thank you um oh does the to the total population and student group does total population include it do student group okay thank you um I I had this question before that I emailed you Molina what changed but I think maybe you answered this what changed at the high school for language English and social studies to be decrease to be a decrease in two years I don't know what I mean by that I I think that's a lot of what Dan was talking about about the I mean I don't I'm not sure that we would say necessarily that something changed in order for the scores to decrease but we recognize the decrease and and so dive into it to which is then what Dan talked about with his story about what's the work that
106we're doing to try to to better align um with the standards and to be so the coordinators leading the the teams into digging into those data to really understand like where are the places where we need to put more emphasis so that's where he talked about the the non-fiction um reading and then the peace with government is a tricky one for us yeah um and we're we're still trying to dig into it because is there's there's a AP Government right and and there's a a a pretty significant percentage of our population that does not take that course from us and from our teachers um and so we don't have any influence on change there um we only have influence on the change of what's happening within our own classrooms um and so that's hard for
107us so you said like we don't look at why it went down we just look at that it did and how do we get out I guess I would say I I because I don't know the numbers from the years prior it does seem to me to be an important question to ask that if some if it was you know trending blue or the same and then there's two years in a row when it does go down I love that you're looking at how do we go back up but I do think it seems important to ask the question of could there have been something like a global pandemic or something right well there yes and we can only look at three years of data because because of right because of the change in assessments
108and and everything so that's it's not a super longitudinal like we don't have a big longitudinal ability um to to look at that piece so I think we're doing what we can with the data that we have so let me ask this question you said we're in the third cycle of of mip 6 how many cycles are there of each so each time that well the state projects how long it's going to be and then it usually goes another four or five years after what they project it's going to be um so we're typically a cycle of mip is about five years but MIP 5 went on for about I think I talked about M sub five at this table for 10 years yeah so okay um my question about reading in eth grade yeah
109um that seven I don't know again I emailed you a page they I don't know was um that second and third grade I think were lower no eighth grade reading was lower they were in second and third grade during covid is what I came up with right so that's that cohort that Jamie talked about that sort of across the board in both content areas um we were seeing some some things with um their scores and um they they it it we do have a theory of practice that the covid had a consequence with that because they were in um sort of formative years in elementary when we were trying to figure out how to educate children not within our walls and everything um and so that cohort has just been a tricky um cohort for
110us all the way through and I think Jaime's efforts in her school with her teams have had like we see the significant increase in math um they're also focused with those children in in Reading also um but we don't have the longitudinal data in Reading because we just changed our assessment um so we don't have a way of assessing it in this or showing those data in the same way that we do with math I I will also say that like when we talked about the mtss that tier one instructional method like we are have embarked this spring in rewriting and looking at the curriculum aligning it to power standards and then focusing on those priority standards to ensure like coordinating the efforts of the St test across all the students in that instructional response
111so Julie par is actually leading our teams currently through that work to implement a more aligned system similar to what you heard about math starting in the fall so hopefully those will also have some implications as well as that tier three that we've talked about and then you want to talk about the second and third grade for math so thank you yeah that's right well you said it before so the second and third grade for math a couple things to know about the the NWA is in what page uh 25 thank you the um the so what Pam's talking about is that the Clayton growth the average growth in second and third grade is the the only red on that page um and in comparison to the norm group um it's it's not statistically significant
112the difference in that but I I do want to talk about a couple things with NWA so NWA the the assessment shifts so there's a K1 assessment a 25 assessment a six plus and then an algebra um so each time that the children shift on that assessment we have a tendency to see a drop in scores that's across the nation that we see a drop in scores the other thing that I want to say about this is like in order for me to present these data to you in a way that doesn't feel cluttered and ugly I make it look like a data point but actually NWA scores are a range it's a RIT range and it's a standard deviation and so it's like falling within that range to say if the child was to
113take that assessment again tomorrow it would it would fall within this range those RIT ranges um so like when we look at these red scores they're within the range um the typical range I just don't have a prettyy way to put it on a table for you so that's why it looks like um a specific data point but it's not actually that precise um the the test the assessment actually has sort of um it's about a 10-point range that the students like when we get student scores back all student scores are within about a 10-point range I just don't have a pretty way of presenting it I bet AED next year um I think I did have a um oh this I think this was you okay so um I think you said that seal
114in the classroom the focus isal in the classroom and that each the teachers all of the teachers all the classrooms 20 minutes a day focusing on that is that um great gr specific curriculum and following that will this continue moving forward that students always do that yes and I think the thing that we're focusing on too is Common Language too across the grade levels so like the kids that are let's say in second grade this year and they're getting character strong instruction next year when they go to third grade it's going to be um the same Concepts but it's going to be a little deeper they're going to dig a Little Deeper a little more critical thinking a little more um empathy across the area and so um if you were to come and see
115that in the morning you may actually even see a teacher with like it's our first year so nobody's really an expert at it by any stretch but they might have the binder out in front of them and the talking points and um the kids all taking turn sharing within that that 20 minutes so it it's it's really a a it's truly a beautiful thing to see it really is it's a great way to start our morning and it's a great way to um allow the kids aoid in in in that specific learning and then I thank you no um and then I think I'll end with um a question as um a psychiatrist I want to kind of say this all of you and we all know seal is a Focus right it needs to
116be a focus in our district and every District um and so much time and um money and attention is going towards this for all of our students and so much of what our students experience their parents are experiencing and I just really would love for us as a district to think about ways that we can all these incredible supports our kids are getting how can we pair them and support our parents I know we offer like parent Ed nights and an all-in Coalition does some things um I I just I think it would be a really great way to help our district and if we can help our parents I think we can also in time lessen the load on the schools so that's it thank you all Okay who wants to go next yeah
117with questions okay Jason um I'll add my thanks as well and and congratulations on a on a strong report another strong year um I said this last year and I'll say it again you know over and over again I read about articles about school lack of school leadership and that you know that's really a place that we need to focus and it's um like Stacy indicated you know it's just very hardening that we have a table full of just amazing School leaders so I really appreciate the work that you guys all put into this um I do have a just a general question and Pam brought this up a little bit like you know there's this trend that our students are falling behind post pandemic and it's going to take a while for them to
118catch up like does anyone have an opinion on where we are on that like you know are we still really behind do we think we're kind of caught up somewhere in between we think we're kind of caught up all right that's great news yeah so yeah so the um when we when we look at the pieces that we do have of longitudinal data our our students are now performing at at sort of the same Pace that they were performing pre pandemic so cohorts of groups this the scores are looking similar um the the cohorts that we have that that haven't been looking similar that's where the sort of triage work has happened and um like Jamie's story is a good example of like a a group of students making a Year's growth in a semester
119like that's what we have to do right it has to be accelerated learning in order for them to to be in the place that um that that we sort of have grown accustomed to our students yeah scoring great um okay and then just a couple questions about the the report um so page seven I guess it's really page six and seven it it kind of looks like as students as the student group moves through the districts right from elementary to Middle to high school their scores drop off in proportion to the total population so can someone sort of speak to what we think is maybe happening there why do we think that that that perceived drop is happening one theory that I would have um is the the free frequency with which we assess students
120as they age up in the system so um with with um the elementary and the middle school students are assessed every year um when we get to the high school they're assessed one time in each content area and and so it's like one data point on one day um we also Lucia kind of alluded to this last year I think or um maybe earlier this year um in thinking about like the importance of the assessment for high school students um that has been some of the work that that we've been talking about also is that it's it's how do we help students to see that this is important when it literally is one test on one day yeah yeah yeah right um and and so we do attribute some of it to to that okay
121so there's no no learnings to take from that or I mean just like are we gonna do any like do we do something different as a result of this I guess talk about what your teams are um so one of as molena said what one of the challenges is to get buyin from the kids actually because frankly that the since it's it's a one-hot test within a subject area during your high school career there's no real um I mean there's no real incentive for the kid to to like work really hard I mean because depend regardless of how they do they're they're going to graduate they're going they're going to move on so one of the things we've tried to do is uh is basically incentivize that test or actually make it worth a few
122points actually which actually does seem to have a positive a positive impact on on student performance actually when when uh we when teachers make it part of the grade I will say that historically we had problems actually in how long it took us to get the test back so it wasn't realistic to do that but uh of late actually the turnaround time on the test has been a couple of weeks so we there that uh from the time we give it to the end of the semester we're able to actually incorporate that into the grade so that uh that that also uh uh biology started doing that last year and government is starting that this year um and and uh English is looking that at that as well okay I will also add and and
123Dan mentioned this with what he spoke about and I talked about it with math and reading is that it also is uh helping the teachers work through the PLC process on a tier one level of aligning the standards so as a district we paying more attention to these assessments and looking at them and the student population groups in a different way previously we didn't spend as much time talking about them or looking at them and aligning the standards because we were doing different kinds of things so I think that also is contributing to the scores and making the movements we need to have okay actually that one of the things too and as Melena mentioned the the consistency with which students are assessed and trust me I'm not asking for more assessment but but but
124but you you you can track kids longitudinally within a subject area at the low at at the lower grades where it ends up being kind of a one shot deal so like when you know once you take your math test you've taken it once and then you're not going to take another math test now we can look at different cohorts of kids over over the years which is what what what we look at but that you aren't able to track individual uh kids actually at the high school level because of that okay and then my other question which is probably just more of like a please educate me question so on page 14 it breaks everything down to like is this on track off track you know emerging Target like do we how do we
125incorporate like this to me is a pretty telling page like do we incorporate if something's you know approaching or emerging you know like do we incorporate that into how we think about our planning for the year and if so how yes but um so this page is all about growth and so um so the it it depend it depends a little bit on what level we're talking about so like the way that um the the growth model is determined for high school assessments is the predicted score comes from a score from middle school from a different content area so social studies is is a predicted score from math science and literacy that so yeah okay I'm with you um so so the so like I I want to make sure that like we keep those
126things in context so like we don't get like overly alarmed when we see these it's start it's a start of a conversation to say what other data points do we have on here that support that we need to be putting energy into this or what um so like last year I tried to sort of minimize the idea of growth particularly at the high school um because of that issue and so it so it um it opens up conversation versus us having sort of like the pend the pendulum swing a different direction and we make different decisions but I think Dan gave some good examples in his story of ways that things like this have had us start look start to look more closely at alignment of of Standards um to be able to say like
127you know we put a lot of energy we know at the high school we put a lot of energy into writing so it so great our our our writing scores reflect that um but then when we look at informational text that has our teams studying so how are we teaching non-fiction in English class right so sometimes I think people think about non-fiction they think about social studies they think about science but we had so Julie's doing some deliberate work with that team to think about well how are we infusing informational texts into um our English curriculum which was sort of a clear Gap that maybe we it wasn't as obvious to us we weren't noticing it but this as a consequence of looking at this that helped us to to study that um which then
128our theory of practice is in turn when when we come next time yeah when we come next time we're hoping that we celebrate that the same way we celebrate math the same way we've been celebrating science okay great can I real quick also do anything from an elementary level when we look at this I look at that it's not necessarily as approaching but what are we doing with the students I get I don't look at this I look at who are the students like we mentioned who are the students and how we're responding to them so I wouldn't say well we're approaching so we need to focus on the on being approaching as a school it's who who are the students that need to grow and what are we doing for each of the students
129individually so we're going to look at that by the student and hopefully if we're seeing those students grow those numbers are going to go up um so now I think it's there two different ways like what m is talking about is is there a hole or something within our curriculum that we may be missing that we need to address as a system or is this something where we need to fill a gap for the student I think those are the two possibilities so it may be that we need to know what does that student need to make sure that they can grow and the more students that we know are growing that'll take care of itself sure all right thanks guys great anyone on this side who wants to go next hi um so this
130is my first uh assessment uh presentation which was fabulous uh thank you guys so much for what you do and the effort put in for for tonight and uh I'm just I'm just blowing way um I what I wanted to ask um I guess um we have incredible leadership here in this district and this is the example right here how do you guys communicate together like obviously I get the sense that in each school we have a lot of U you know individual uh kind of approaches I mean common approaches but there's some really interesting insights I I heard from from from each of you how do those get shared from a leadership perspective and um I'm sure you do I'm just curious to hear how that happens I could do for elementary we text
131all the time all right technology technology but we do have a dedicated PLC time for elementary principles where we hop on a zoom if we're not busy or in a meeting but we try to hop on we have it designated for our hour each Friday and we just say hey are you available to jump on and that's how we share our different ideas ask question questions we've already jumped on a couple with our new incoming Captain principal already so we have an elementary PLC and we also included um the director of The Family Center this year as well okay very interesting um and then I guess kind of similar question obviously I would I would imagine Dr Jordan you're in very close communication on the elementary school students who's coming into your school and I
132would assume the similar happens with with maybe talk a little bit about that that how that process works actually that's I spend an hour and a half this morning on a on a zoom with elementaries talking about reading and math support but um yeah we do a very we work very hard to tighten up those transitions it's a work in progress like it's definitely something that we do and you know Kim last year you know was talking about spreadsheets versus edge of climber and we've really made that move into edge of climber so all of those math scores that I talked about and those specific interventions when Dan's team Picks Them Up they're tracked in that system so like as the and same thing for the elementary so like at fifth grade now if there's
133a student that they say you know we look at educ climber for thresholds we get a group of students that score beneath this percentile then we look at the Fontanel and see if that matches and then we indicate like where do we think they go then we can actually go to the student and they that progress monitoring slide we can see specific skills and how that student is actually going so um so the data is now being able to support the child so we aren't starting all over um and really like being able to like do the same thing to connect up to the high school with where we're going cuz honestly like years years ago it was a lot of conversations but it wasn't as instructionally based so now we're really working on like
134we talk about we do those too like we do a lot of conversations about the children and different things the counselors are involved and but like to the important part is like how does the instruction change based on how we know about the student and we're a pretty small District so we should be able to tighten that up so like when the reading students go to the CHS you know Telly knows how to pick them up right from where they're going and then push them from there um but edge of climber has been a Big Tool in that um and it's also just a helpful when we're in meetings with parents when you're in meetings with other people and then the other part is that systematic of like how we're getting in and out of
135reading strategies at the elementary level at the middle school level and into the high school how we're getting in and out of math strategies and tightening those things up through the coordinator's work and through the different building so we sit in the middle of it so we get to see both sides where we're going and where we're we're leaning into but um it's been really promising I think to be able to like tighten those up for those for those interventions no and I would agree just to Echo that I I think too that because we are a smaller District actually you know our are the the wi down subject managers and teachers are in in direct contact with our department heads and and coordinators who are doing the placement pieces and we have you know
136our assistant principles and counselors Al sit in the transition meetings actually as as we talk about individual kids and their learning profile and so um so that we're the the communication is is as as good as it's ever been in my 20 plus years now in the district I would say and and uh and Jamie and I talk all the time too so that's awesome and I think to piggyback on all of that Ben that's a great question but when you think of building a leadership team right you think of the vertical alignment conversations that are crucial I think we've been trying to be very intentional on this like the systems and structures that we're put in place around leadership so for example we have like our distri leadership team meetings that meet once a
137month and there's a lot of professional development that we try to do through that that's focused on the Strategic plan so everyone's going to pointing the arrows all in the same direction right um like our principal instructional talkthrough that we started three years ago now we we all go as a team into each one's building to look for look fors and how does that support their school Improvement plan so everything our principal meetings tend to tend unfortunately tend to become nuts and bolts a lot but they love them don't you they they love them they do but we try to be intentional even around those as much as possible so it's all about building that leadership team because you as you can see they're they're doing a great job and we really like each other
138I mean we get a we respect each other a lot but that is also help and I wanted to add just even last night um some of us were at a pack Ed meeting and one of the things we dissected a little bit um further was there's great transition opportunities between elementary and middle and great between middle and high school but I think something that we need in a little area of work are those our smallest Learners coming from the family center to our school and that was even just discussed last evening so I can see that there's going to be some momentum put around that for even those friends that are getting ready to transition for next year so it it evolves in every day it really is evolving well I was going to
139say I love how you just mentioned terita that you and Amy Perry was on the with Elementary principles because I just think as we further develop educ climber and more and more data is included like to just start from the very beginning is going to be crucial to follow them through so thanks and sorry I'd like to share one more thing on this um topic but when I talk to the fifth grade students and their thoughts on becoming incoming like um I was about to say freshman middle schoolers no but um sixth graders there you go and then the sixth graders on how in the end it was like the actual move was it was naturally there's like that period of adaptation from a completely different schedule in elementary school to middle school but genuinely
140they were in elementary school they were excited but also a little bit nervous also completely natural but then sixth grade they got there and then there were still a little bit of those nerves but then the teachers were always there and they were welcoming and they said that it was in general a pretty smooth and good transition and then when I talked to the eighth graders who were going to become ninth graders in in the high school almost same Reflections a little bit nervous but mostly excited especially for the like hour 15 lunch for all of these new that was a big thing I Heard lots of times but um it's a 25 minute lunch so in in eighth grade there's definitely a lot more of that excitement with the possibility of free periods and
141a lot more Liberty that the high school presents but um but also great um great support from the teachers especially having that hour 15-minute lunch to of course hang out with friends but also Grayhound time you got to work on your Mist sorry we love it we love it no truly we love it but we do study we do study it is it is so yes yes so exactly social emotional connects to education no but um but having that grayon time to be able to connect to your teachers when maybe you're like the transition from a class is a little bit more difficult than a expected I also heard so period of adaptation but truly the transition from the schools from what I've heard from the feedback of the students has been very good yeah
142wow that's terrific um I have nothing further thank you I'll go uh these are great numbers it's a great report congratulations to all of you good work I really struggle with this topic because I'm very sensitive to what some of the things that Malena has said and some of you have said about data anomalies frustrations of of these short Cycles so you don't have longitudinal data and not focusing on any one number is important and so I'm not going to ask you any questions about one number um I I what I wanted to say I think is molena I think you said it really well you don't want to get too alarmed by any one number but it's important to get a little alarmed and I appreciate what I'm hearing here today that you're focusing
143on those points where there are opportunities for growth growth and I want you to not lose that and to encourage you to stay focused on those things that's all um okay thank you all for being here again and it's you know all the same thing youve this is an amazing showing as usual so kudos to all of you for your amazing work that you do um Lisa I'll start with you um on that amazing slide that you put up there um with the hands and then the heart which so brilliant um on the tier three you see on tier three on the one side it says one to one social worker and then the other side it says Wilson can you explain what both of those are those are specific programs where um more intense
144like reading interventions or math interventions are being offered and it's typically one to one so if little Malena was in tier three and I was the specialist I would be working oneon-one but kind of using J's um um story is that it's we know exactly based on the data based on edge climber based on reports that we have the skills that she needs to help boost and so those just happen to be some of the academic sides of it but then over on the left you see the social worker that would be the seal part that's working directly with those friends that are of greatest need um for that purpose okay so that's what I just to dive deeper into that because I think these are both amazing sure um Wilson is the Wilson Reading
145system yes and is that provided oneon-one first of all and then number two how who is it that provides it so all of our reading Specialists have been trained in Wilson and so all all or just all even the high school wow Hallelujah so the so that is um in the toolkit of supports for um for reading that's wonderful wonderful what results are you seeing from that so this is our first year so their their training was um in the spring last year and so this is our first year of of implementation and so I at this point I think every building has um at least a couple children including the high school I think has a couple of children who are who are being supported through Wilson can I share story real quick I
146heard today from Wilson um we have a student that has had reading support since kindergarten um and really has not responded to any interventions y um got Wilson and actually read on the grade level today um and so they're talking about not even getting reading support at the middle school where he had reading support K5 exactly um and then we have another student on the same trajectory so just why switching to Wilson it has made some progress with these students yay okay and I think we all remember all all the years of the dyslexia discussions and even outside people being hired to come in and then the laws changed and but anyway so that's great yeah so that that is a com like it's a part of um a a larger sort of toolkit that
147we've provided so like sips is listed up there also like that's another intervention that that's provided so dependent on um like that idea of like knowing our students well and knowing what intervention would be the best intervention to try with them is the the determining factor with that and then the fact that all of our teachers um our classroom teachers have gone through letters training allows the tier one piece to feel a little bit different than it has felt in the past so the so the phic and phological awareness piece is is a pretty significant piece so right now our keystage two teachers are going through letters they did part of it today um and and the teachers are excited about that because it's especially the keystage two teachers because that's not necessarily something that
148they've always been focused on because they're not always teaching children how to read right um and so that's been a super helpful um piece in their toolkit um to be able to address individual needs fabulous that's wonderful thank you so much um to with the one-onone with a social worker is it always a social worker that's doing that one-on-one on tier three not always um but it we also have two social workers that work in our space we have one that's um from Special School District and one that's Clayton um and so we ALS it's intentional for that purpose so I wouldn't say it's always just the one because depending on if it's maybe a student with an IEP that's been identified then there's a lady named mallerie Sample who works with maybe that that
149but there's a lot of collaboration and conversation that goes on there's a lot of emails at a captain but they're so purposeful and they really are because everybody has such um a deep connection to the success of that kiddo and that's what makes it I think just so beautiful is um the time and effort a a child might meet with Mrs Burkhart and within 30 minutes collaboration and information's going out so that we can use some of that feedback and some of that information to support that learner across environment it's it's not just in the classroom that email is going to the PE teacher to the science teacher to others that the parents that need that information so that everybody can move forward awesome it's amazing it's int it's intentional it's in it needs to
150be on a t-shirt it really does it does that's our new catchphrase um okay so the counselor is no is not doing any tier three stuff in general no I think she is doing some tier three stuff um our social worker um Katie is not at our school every day she is shared across the three schools and so depending on the need of the kiddo and what day particularly is best in their scheduling Crystal sees um some tear tier three kiddos too great okay um Dan do you have any idea why government is so my kids didn't take it in school either why is that H any thoughts on that why it is and if that's a good or a bad thing or something we should think about well as in why they're not taking
151the regular seated class you know the profile of the kid that usually takes it in the in the summer a lot of times is taking it to get it out of the way so that it frees up more space in their schedule so I I would say the that that you're going to find a higher probably incidence of AP and honors actually taking actually among the students that do that not always but but but um that it's a matter of convenience it's the same reason kids will take personal finance outside you know it's one of the the courses that that students have the opportunity to get a Graduation requirement out of the way and to free up more space in their schedule yeah so it's it doesn't feel like a concern at all it just
152it is what it is and great they could that's a good option for them and so you're fine um I would be cautious about saying it doesn't feel like a concern I I'm I I there's nothing that we can do about it because there's a law that provides them the opportunity to be able to take a course virtually yes so there really isn't anything that we can do about it we we would like to have control over our courses particularly graduation requirements and I and I think the social studies uh teachers would would say too that they're proud of the course that they offer here in field it's a more robust experience to take a year long SE or I'm sorry a semester long seated course uh in in in terms of you know a
153three or four week summer course or an online course but but but unfortunately like like Melena said we we we can't restrict that right and it's just the it's the class that ends up being often the one that you get out of the way yeah okay um I think that my other question was already answered yes it was my question Lisa and T I kind of have the same question about so the counselor Tell Me Maybe TR you could tell this tell me this part what how does the counselor um hours I mean we're talking so much about so I'm really excited to not just talk you know these academics I already gave you all the so I'm really talk I'm asking more about stuff because it's so related and so important to all of
154us um so tell me what the counselor how they're um are they doing tier one stuff because because here Lisa said she's you know that individual teachers are doing you know tier one stuff right so how's the C where does the counselor fit in where what's because now we've got teachers doing it we've got counselor we've got social worker I think it varies that that part varies at the different buildings right so at leis this building I know Crystal has moved into towards tier two okay because the teachers had a year of character strong last year they went to the summit and so 100% of their teachers are incorporating character strong at that tier one level so now um Crystal can be very intentional um doing small group interventions that their tier two and then
155when Katie is not available she can do some of those tier three interventions at Glenn Rich we're working towards that model okay so we just started to dible into character strong this year we have a lot of our teachers even Specialists doing um character strong lessons but um our counselor is still going in doing those tier one lessons as well she's doing two doing tier two and tier three okay um and so it is a lot for her and so now we're trying to do like a gradual release on how we can release her from that tier one possibly because we have teachers now going to the summit this summer I'm going with them we can Implement that teachers are doing that tier one she can come in and do the tier two she can
156also do coaching if they need any help and so we're trying to go move towards to where Captain is currently cool something to be excited about for terita moving into this is the momentum that comes off from that summer Summit it was so powerful and I walked into that like that was just an amazing amount of energy and that's what I think is really um spearing a lot of the success at Captain right now is the energy around it the other thing that Crystal is also managing and I didn't really touch base on it um is that of our 44 kids that are getting tier one or tier two or t tier three after her eight weeks of working really closely with them those kids get assigned a mentor and so all 44 kids have
157a stu a teacher Mentor or myself or Dr an this and we check in with those kiddos every morning and every afternoon for 14 weeks and that's going on simultaneously too as part of the program and so um Molina really said it best at one of our meetings the other day is like when kids are learning in first grade number sense and they're practicing addition or they're practicing um just math in general they're practicing a a lot of that in first grade to get that really strong and this seal support really mirrors that that they're practicing these skills on relationships because when the kill the kids are getting um academic or tier one seal support it's it's very global but when it's Tier Two and T tier three it's very situational it's friendships it's coping
158it's regulation you know it's very specific based on the data and so um when those kids get to practice that every day and have like a personal cheerleader that's when we're again hoping for that carryover in success and that Mentor then is like a warm handoff back to the classroom teacher perfect wow that's a great system that's really exciting awesome it is it is great um let's see okay so Jan has wown always had a reading specialist and just now it has a math specialist that's literally brand new well and we've had different thank you we've had different types of of math coaches and I'm trying to think of what the titles were because this was a couple years I'm looking to lay up for the historical so thank you um math coordinator um but
159uh because of restructuring and different things so one of the things we did a little bit ago was to trade up and go to more of a co- teing model with two Math teachers yes to be honest we didn't see that that it was super effective like we weren't getting the double return so that's where we went back to the drawing table and said what do we need to do and so then that's how we restructured and then looked for this math specialist so that's very exciting yeah it is it's been great so we are currently actually hiring because the the woman we had Tiffany is actually moving with her husband um so we're hiring currently for the next specialist for next year um this week and it's a full-time full-time position yeah now we
160probably will restructure it since that group of eighth graders has moved into the high school next year we probably are we've spoken about moving it more focusing onto sixth grade and seventh grade because if we can get those gaps closed then you know there won't be as many as eighth grade but it'll be you know we they will still have the same kind of case load of students they'll be using the Delta Delta math RTI working with them in a lot of very specific Way recording the structures and seeing what's come of it nice and there's still the reading specialist That's doing yes what they've always been doing yes okay yep and we but we are honestly like working a meeting like I met with our seventh grade literacy team today to start talking about
161like we looked at the star data with the fundance benel to check where they're going and and starting to think about uh how the re the literacy teachers are doing things and how we're doing reading strategies because right now we do it in a 40-minute class um is that still the best method uh or do we want to do more of a case load so those are conversations that we're having yeah we don't know what that answer is going to be but and there's a lot of things in middle school that play into that so we're trying to figure out exactly what that looks like but um that's and honestly we're doing the same kind of conversation around our study skills classes um is the 40 minute block the best way to do that or
162should it be done more in a specific Case by case around a specific IP goal right we talked about that yeah so um you know we always are trying to improve and figure out what's working and what's not working and um kind of go from there wonderful that's a great great work guys thank you so much well thank you my questions were actually answered but I just wanted to add um thank Robin for the hexagon graphic because not only did I learn something new about what hexagon represent but it actually um but it that visual for me at least was such a good way to just understand the process in each of those Pockets so thank you for that um and I just also o wanted to add because we've always um focused on and
163prioritized closing the opportunity Gap and Equity it was just I think really great to see some of those gaps close with our student group like particularly what Dan pointed out about the biology scores which was a huge gain so um in particular that was great to see kind of across the board those student groups and um I think yeah that was it my questions were answered so thank you again all you for being here and thank you for our gifts also from your students that was such a nice way to um to celebrate tonight too so thanks for all the hard work in your presentation that was great really great thank you yeah um okay we're moving on to financials and the teacher salary schedules for 2025 26 and 2026 27 and Dr solenberger and
164Mr Brazil will present to us good evening oh good evening um hopefully this will be pretty um quick and easy John and I have had the opportunity to meet with our salary conversations committee starting in January so we had several meetings with that group um to come to to a consensus on a salary schedule a 2-year salary schedule um so we have the endorsement of both our Nea as well as our PRC our professional Relations Committee they've both seen these salary schedules and they are endorsing them so tonight we would just like um the approval of the board of education for a 2-year salary schedule that still ensures that we are competitive and able to um recruit and retain really highly qualified and talented teachers but also um ensures the financial stability of the district
165and that we are being fiscally responsible in the decisions that we make as well thank you Chris would you like to read the motion first I think we have to read the motion and then we can ask questions right got it is that the on this part I think so right okay okay sorry sorry about that um I move that we approve the teacher salary schedules for 2025 2026 and 2026 2027 as presented thank you okay now does anyone have any questions or comments anyone okay right all those in favor oh wait Leo sorry turn on your mic if you want to say you can say something would you I I feel like we should talk about it a little bit I me how about this I I what I was thinking about saying is
166I just want to thank John and Kelly publicly for your the hard work you get put into this I think you guys really approached this uh as in previous Cycles with a great deal of professionalism and thought um and balancing the needs to really honor our teachers which this board certainly supports you know honoring their contributions as well as maintaining the uh fiscal responsibility and financial management of the district so I just want to thank you guys for that yeah and just so the public knows this isn't the first we're hearing of this or seeing it so that's not why we're maybe not asking questions but we've been kept AB breast of this in um executive session because of the nature because of the topic um along the way so yeah I guess that's the
167point I would want the public to understand that this isn't the first we've heard okay all those in favor I any opposed okay motion passes congratulations on that thank you okay moving on to the consent agenda would you read the motion for that please I move that we approve the consent agenda items 8.1 through 8.6 okay uh all those in favor I any opposed okay motion passes okay and board Communications I think a lot of us have had committee meetings um I know let's see Ben you had a parks and wreck meeting anything to report from that oh it's always exciting wreck um I I wanted to call out um there are some some new facilities coming online so uh some of the ball fields in Shaw Park have been redone you may have seen
168over by the tennis courts so I know that like some of our elementary school and middle school age kids play there so it's now a little safer you might not get hit by a foul ball as you're driving past or on Forest Park Parkway that that happened uh but no really beautiful Fields really you know puts us I think um you know uh up there in terms of some of the quality of softball in particular um so um and the other oh I wanted to mention uh so there's a a new park coming online um you may not have seen it or you may have seen the construction right next door to the library um it's called remembrance Park it's 0.25 an of an acre there used to be a house uh there's a church
169right next door to the uh there used to be a little house sandwiched in there finally it it it was a property that had all kinds of problems in terms of utilities and as they dug they ran into stuff that stopped them from working for six months and anyways my point is it it's going to be very um I think kind of an urban style Park which we don't have a lot of um but hopefully a nice place for for our kids to go and hang out um and there was some discussions around the uh so there's been also a a meeting of the uh sort of sha Park the ice rink uh space um task force of which I'm a part um so there was a meeting and what I loved is that uh
170it was very um very to the point kind of meeting so David Gibson essentially said we are going to go ahead and move forward with a design uh RFQ uh so for a firm to do the kind of the progress that work uh so that's going to be a really exciting new new new project in Shaw Park as an ice rink or no as something it's not as an although there's been some folks like that have have really uh are hoping for some temporary ice in the winter times um whether or not that's feasible we'll see um undoubtedly there will be pickle ball or at least that'll be high on the list of priorities for that space But not just that I think it's going to be redeveloped into a way that's that's going to
171be really nice um so that's it for me than thank you okay Leo uh the legislative advisory committee met last night last night yeah last night um and uh it's been a longy day um and uh it was a good meeting we got an update on everything that's going on in Jeff City from Dr Hawkman and we also worked on a a set of uh you know legislative principles that I I think we uh may end up bringing to the board table for ratification and discussion so uh that was a good meeting thank you um Chris did you have a SS uh government council meeting anything report there last night um uh it was very and yeah it was we talked got a overview of what's going on in the 2024 like an update on
172the 2025 budget and how it's going and how they're trying to stay at the 35% fund balance goal which is Big improvement from where they were and then we talked about the draft of the budget for 2020 2026 and we um voted on a new board of education SSD Board of Education um person and that was it thank you um um anyone else I I had a PTO Council um meeting they um let's see they talked about they changed one of their bylaws a little bit they um all decided to again bring back that back to school bash which was only changed this year because of weather um but I think everybody agrees that it's a great way to bring the whole school Community together to kick off the school year so that will happen
173again um we talked we had a good conversation actually around legislation um Dr Patel and I got a lot of questions and we talked about the committee and Leo's gone to different schools PTO meetings to kind of inform them what's going on which I think is great because the PTO PTO obviously are our ears you know conduit to the parent communities which is great um we talked about and had opened a conversation also about the longrange facilities master plan they had a lot of good questions around that too and again I think that group will be crucial for us to help kind of get information out to the schools and District families and we talked about the upcoming mayoral election and how um even though that's the city not the school district but we're so
174we work so closely together and that it's important to get involved in that as well um it was a good meeting anyway that's it so I guess we can adjourn thank I move that the Board of Education adjourn all those in favor I I any