001just like >> Yes. I will wait till I get the go from our production crew. >> For tonight, we're proud to present our opening video highlighting the integrated learning house. As you know, we held the dedication for this house on September the 11th. And this video that you're about to see commemorates the occasion and recognizes the many business partners who made it possible. Let's roll the video. [Music] Hey. [Music] Heat. Heat. N. [Music] board. As you know, I think we are very proud of this facility. I know that many of you were able to join us on September 11th at the dedication. We're having an open house on October the 16th that we've communicated to our public. Uh we're very proud of what this means for our students and excited to see how it continues
002to grow and especially the partnerships that came together to make this happen from our business community as well as of our actual community that uh creates something like this for our students. So very excited to see where this goes in the future and thank you for the team that helped uh put this together in such a way that it's going to be a good thing for all students. Appreciate that. >> Thank you. On to the South Middle School update. >> Good evening. I'm Steve Moore. I'm the principal at Ray South. This is my second year here in the district and in the role. And I've got some slides to share with you all about what's happened in our building and what is going on in the uh months and years to come. So last year
003when I came into the role, one of my main uh objectives was to uh bring about what I hope would be a positive cultural shift in the building and really give us a core identity and get to know the people and put the students at the center, feature them, feature their work, feature the great ideas that all of our teachers have. And so you'll see some of that here in the presentation tonight. And uh I'll start with our building theme this year. And as an old English teacher, I think theme is pretty important. And narrative takes root in theme. And whenever we can work those two things in concert, our story makes sense to those around us, uh kids, students, and community. So find yourself at South is our building theme for this year. And
004I think that it's kind of a a fun turn of phrase because our, you know, 200 or so new sixth graders every year, uh they find theirel in a new location and they have to figure out how to get around. And we also are trying to find ourselves, each of us in the grades that were there. So we have frames uh around the building and we are trying to figure out how to feature our students in and our teachers in new ways every day. Uh I think South is a wonderful community uh of learners and of thinkers and doers uh and tryers and everyone is uh you know a unique part of our building culture that has something to contribute that's meaningful and uh it's a fun place to be. It's an easy place to
005come to work every day for so many reasons and I truly love it and have a home there. All right, we are looking southward uh into this school year. I'll talk about four things today and that's our our overview of building themes. I'll talk about our uh support uh our systems of support. I'll talk about some staff centered leadership changes and some instructional innovations that we are working on this year and into the next few years. Um over to the right you'll see uh the um innovative school innovation triangle which kind of guides each of these categories. Uh and it all starts on the bottom with our beliefs about learning, our beliefs about how we treat each other, our beliefs about what's possible. And if we don't get that part right and we don't communicate
006it uh routinely, then everything above it gets a little harder to balance. And so I hope to project that to the staff as we build new structures and uh provide new tools for students and for teachers. uh but it has to be founded firmly upon our our solid beliefs about all students being able to learn and having a bright future. Okay. So, moving on to what I uh want people to feel when they come in the building. Uh many of you have been in the building uh obviously since last year and some of you this year already. There are 30 frames that we put up last year that feature students doing fun and exciting things from sports and activities to work in the classroom. uh and I want to continue to fill our hallways with
007student faces and with student uh you know achievement and staff who are doing things that they love. So that is a continued improvement that we will seek to invest in. Uh they are frames that have removable sides and we can really easily give those pictures to kids as they leave our building and put new fresh faces up so you're always seeing yourself in the building. You're always seeing students that are your peers. Uh and if you are there for jammers basketball practice or for uh the Veterans Day assembly, when you walk through our halls, you'll see what we care about, what we invest in, and that's our students. All right. And the themes continue beyond our building level theme this year uh into a common theme for each grade level for that will continue each
008year in perpetuity as we focus on different things. Sixth grade is all about laying the foundation. Uh, and that means skills. That means an understanding of the kind of impermanence of the struggle of of getting used to being a middle schooler. Uh, and if we don't have that firm foundation, then it's really hard to, you know, build anything on top of that. So, we talk about that with kids. We have a um a a fresh memory every day for for trying skills, and it takes a while for concrete to cure. Um, but laying the foundation is our goal in sixth grade. Once we get that foundation poured, uh, I tried to play with this language a lot as an English guy, but I wanted to do something with framing and with, you know, carpentry and
009I ended up with just frames here. So, that worked well with the rest of the building. But, we want people to be seeing themselves and seeing their identity start to take shape in seventh grade as they have their footing a little bit. And so, there are um focuses in their advisory classes that are going to start to, you know, turn them inwards. uh we do more work uh you know on self-inventory and dispositions in seventh grade and that is something that builds into what are we doing next? Eighth graders are finding their way forward and they uh are figuring out what their path may look like beyond middle school into high school and into the real world beyond. So, you'll see those things at the entry point of each of our four pods that are
010grade level based. And you'll see that in our strategic plan, and you'll see it in uh what our BLT is focused on, what our student council is doing. That language, those images, uh the southward facing compass, the frame, and the foundation are uh throughout our building. So, these are just an example of what the pictures look like that you'll see this year. uh those themes break down into subp parts that we communicate through our our rallies and our recognition events at school. Uh and we launch these things at the beginning of the year with more explanation at each of those grade level points. Uh when we lay the foundation, we're talking about students coming school ready and learning what it means to be school ready. And the specific steps for a kid are show up
011charged up, tuned in, and be responsive to the adults around you. Seventh graders, they're focused on making that growth mindset a habit for themselves so that they can continually reflect on who they're becoming. Uh the mirror turns into their picture. And eighth grade, that path to the real world that is laying before them and seems kind of scary will be filled with more and more certain things about themselves as they traverse. This is a part of uh a five-year plan that has continuing themes that build throughout uh you know, a cycle, I hope. And so we're finding ourselves at South this year kind of forming an identity as a building uh so that we can build something that lasts as as a as a school community as a part of this great district. And I
012really feel like we are moving in that direction uh with purpose and with a lot of excitement. So after we built something at last we hope to tell our story and expand that and and write our next chapter together uh students, teachers and community members co-authoring that story. And then when we have that story out there in the world, we can we can rise together. We can do bigger and better things and we can continue to echo that outward. And then who knows what's what's possible after that. Anything. All right. In our building, uh we are shifting our um MTSS language towards four new core values. Perseverance, integrity, effort, and responsibility. And these are things that were based on work from responsibility center discipline that the whole staff was trained on this summer and that
013building leadership was trained on a little bit last year. Uh we feel really strongly that this is going to be an impactful uh you know part of of how we treat kids and how we meet them where they are, how we give them skills and teach them things through not just discipline and assigning consequences, but really getting them to see why they may struggle where they do uh and focus on building those traits. And so if we have those then we can do a lot of things every day and we come back to it fresh. So that is a practice that is situated in this structure uh which we built last year as we figured out how our teams were supposed to function best. Um in year one I tried to do an audit of
014of what roles people had and how we could best support the work of the building. And so this was part inventory and audit and now it is a guide map for anybody who steps into our building. Uh I showed this to our new uh security director Darlene uh today as we went over uh crisis planning and we had a very successful fi fire drill today and knowing how our parts function together support one another and who's on them when is very helpful for us to be able to meet students where they are and support teachers in that work. Another structure that we are introducing this year is our compass recognition program. And this is where we are focusing every trristister, every six week grading period on uh on different uh features of being a successful
015student. Uh and we are providing um recognition at our rallies. Our first one is October 3rd. Uh and it's focused on attendance. Come to school, be school ready, show up, get to class on time. easy things that are going to build that foundation uh that you can build that foundation upon. Uh the next chunk of time, the next trister will be on behavior and then academics after that. So students will be rewarded across the board for set criteria based on attendance for this coming uh assembly and it'll build from there to a cumulative reward at the end of the semester and then again at the end of the year. So students said to us last year that they wanted more opportunities to be recognized and this is a you know some fruit of that work
016from student council and our select panel last year. Another thing that we heard from students uh and from staff is that they wanted more ways to be involved with school spirit. And so last year we bought an additional mascot suit. This year we bought a third one. So each grade level now has their own mascot. Uh and they kind of level up and evolve. Uh they are getting to name that mascot themselves. And this serves two purposes. one, I'm not stuck with like a Alpha Sigma 67 wolf forever. They can have a kind of silly fun name for it for one, two, three years and then that goes away. So, they love this. The the crew that got to be in these suits for our first assembly uh a couple weeks ago had a blast.
017They did a wonderful job and eventually we'll layer on some some real mascot training for them. I'm hoping to get in some people from uh from local sports teams who can come and kind of give them some skills, get them some uh some strategies for how to pump the crowd up and get them involved. worked really well in our gym to keep each section kind of engaged uh in fun, positive ways. All right. Uh I started this group last year uh to promote student voice and really gather that feedback and it's continuing this year and it's proving to be really important for me to really listen to students in ways that are not passing them by in the hallways or chatting at a football or basketball game. And I mean, what student doesn't love pizza,
018puppy, chow, and pop? So there's uh eight students every month that are selected by their teachers uh for a representative uh you know group of experiences and voices. It's not about grades or behavior. It's not about any specific target group except those that are not feeling heard at the moment. And so they may be excited about something. They may be concerned about something or really worried about an unclear item that is affecting their day in some way. So we had a great meeting. We talked about clubs they want to see uh at South and now I know eight kids really well better than I did before and that makes my job more fun and easier. So uh I talked about the recognition program a little bit and uh laid out the details. So every six
019weeks we have a recognition rally focused on one of those criteria and students really have that continuous attention on uh what they should be thinking about not just those those character traits but what does that success look like when it is internalized and then borne out in their in their student life. Uh and I need to give credit to Tony Davis because she worked really hard on on building this uh you know one of my assistant principles. Um she did a great job with that. All right teacher leadership was another feature. We had a pretty big building leadership team when I came on board and we right-sized it a little bit, reopened up uh nominations and and uh and offered positions to people on a rolling p cyclical basis so that there is uh overlapping
020terms and people have lots of ways to serve in a capacity that doesn't feel like they're locked in for life. You know, just because they're that teacher, uh they have good ideas one day, but they need to be it should be a representative body. And so we have three different levels of engagement for people to provide their voice and uh connect their grade level or their elective class with uh building leadership. So we drew up new bylaws and brought in eight new members and we'll have a very short semester long at large membership that'll cycle out and in three years every student or every staff member will have had the chance to serve on BLT if they'd like it. Okay. Lastly, and I don't know how I'm doing on time. I didn't wear my watch
021today, but uh hopefully I'm not taking up too much. Uh we are really excited about this program that um we're calling Delta. Developing empowered learners and thinkers with autonomy. Real world learning and project-based learning, competency based learning are things that I've cared about really my whole career in education, all 18 years of it leading up to this year. Uh it's work that I've done in old schools and in traditional schools. and I really feel like it's important for us to continue to invest in it and serve both middle schools. So, uh, the support of Dr. Bar and Dr. Bolt and really all of you in in letting this work live has been really exciting to me and it's something that keeps me and I think my most engaging teachers engaged in the work to innovate
022and I think that's really one of the best parts of this job is that we get to come up with new ideas. So uh we wanted to launch a new program to provide an alternative to students from the traditional day that will serve not just one group of students based on high achievers or strugglers but people that really needed an alternative to the pace of their day and the experience of school. So we are in year zero of this program of Delta and we have four uh teachers representing each of the content areas and both buildings. We pulled Reed Langy over from East and he is our social studies teacher. Uh Lena Quinnland uh has taught elementary and middle school. She's our ELA teacher. Uh Angela Stein uh has come to education from the construction
023industry and has taught math for several years now and she's a wonderful asset. And then you probably recognize district teacher of the year, Dr. Dana Clark, and she is our science teacher. And we have the wonderful Kelly Anderson, our instructional coach, in the building supporting this work. Um, we have the privilege of being provided an additional planning hour for these teachers so that they can meet every single day with an agenda to plan for this program's launch next year. And that is huge. And I want to say thank you to Dr. Bar and to all of you for allowing that to happen and for that to be communicated in in a way that is meaningful. So, uh, these folks are phenomenal. They go the extra mile every day for kids, for each other, and they
024are doing incredible work. They just had a field trip last week to Union Station and to um the Central Branch Library in Kansas City and they both ended back at the rack here in Raymore and they're talking about uh reinvigorating, renovating community spaces and students have the opportunity now to present with their ideas. They've seen two historic buildings, they've seen a more modern building, and they all serve their communities in different ways. And let me tell you, we had kids I went to Union Station with that bunch. Every kid had a notebook that they had glued in different uh resources for all four content areas in and they were taking notes. Every kid, no matter what their their background was, they didn't choose to be in this program. This is just a regular seventh grade
025teen this year as the soft launch goes on. But it was a nice little window into what we hope this program will be uh with more leave to learn opportunities rooted in real world experiences. Uh it started last year uh with your strategic plan for the district uh which I dug into and tried to build off of. And I said I was going to have a handout for you all, but I had a missing bus and a kid taken to EMS from cross country. So I don't have your handouts today, but I will email them to you so you have more information about this. U but we have a tracked level of cohorts uh that are going to be rolled out between next year and the years to follow. So this will eventually serve all
026grades six, seven, and eight for for both of our middle school campuses and really provide I think a fun and exciting alternative to students. That's all I have unless you have questions for me. Wow, that was a that was exciting. I haven't had one in middle school in a while and that's exciting. >> I'm glad you think so. >> Come by anytime. >> Word. I will add uh first of all, Dr. Moore, thank you for that conversation with our with our board. Uh at our next work session, we're going to have an update on the CBLP PBL progress and the plan for South Middle School. So, um, Steve doesn't know it yet, but he may be invited back in two weeks. Oh, he does know. Okay, he's on. Very good. Good to go. So, um,
027you saw a little bit about the Delta and how that's going to fit together, the larger plan, how we move forward. Dr. Bar and team are going to take and and walk you through that as well. >> Well, thank you for being here tonight. >> All right. Uh, consent items. Is there a motion to approve the consent agenda as presented? consent items. >> Moved. >> Oh, sorry. I went backwards. Did we do that already? >> No. >> Okay. I'm accepting for consent agenda. >> So, move. >> Is there a second? >> All right. Any other discussion? All in favor? Sorry, I bypassed it the first time. All right. On to MSBA Student Scholarship Committee. Dr. >> Sharp focus. I need to go home. >> I got you. >> It's okay. we'll get it together as
028a team. I'm going to invite Craig Derking to the the podium. Uh board, as we discussed in our strategic plan meeting back in June, and because of our new data and accountability approach to the district, we wanted to bring to you monthly uh a look at some of our data trends and Craig's the best person to do this. So, he's going to lead us through a discussion on a couple of key data points that are aligned to our strategic plan and be happy to answer any questions you might have. So Craig, it's up to you. >> What I would like to do this evening is talk about sharp focus. The strategic highlights at Raymore Peculiar. Strategy one um by our strategic plan says we're going to ensure high student achievement and academic growth for all
029students while reducing gaps through additional interventions and supports. So some of the work that I've been doing um since I started July 1 was to look at how we are performing um in both a big picture and granular level. So what I wanted to bring to you tonight is some NWEA ELA results K through 8th grade. Now what I'm going to do for the next couple of minutes is I'd love to be able to show you what these numbers mean, what they represent, and how I was able to dig through the data to come up with the story that these numbers are going to tell about our kids. So, we're going to talk a little bit about significant academic growth, but I want you guys to focus on these numbers while we do. So, first
030of all, we can track growth because what we did here is we tested our kids in the fall of 24 and then we tested them again in the spring. And in looking at that, we get a score for each and then what we do is we get an observed growth for every single kid. And then I average that from K through 8th grade. In looking at this, what I'm seeing and noticing here is a huge growth piece where we absolutely did an amazing job in our ELA scores. I I kind of attribute this to like like almost like a growth chart where a student will continue to grow like when you would go to the doctor's office, you'd be able to track their growth time over time. Which is why you see looking at this
031how we performed and where our big numbers are sitting in that K12 all the way down to 8th grade, which absolutely follows the national norms and everything that you see there. This growth reflects student learning during the school year. But I also want you to realize that it does mirror those peers nationally. And when we talk nationally, there was millions of kids that have taken this test. So when I look at this, I want to start local and say how did we do, how did we start, how did we end, and then how did we grow through that piece. So when I look at this, I basically said I want to see where are we, how did we do, and what were some realistic goals. When I look at this, I can easily see that
032we grew and we have a lot of academic achievement in ELA. So, what I would like to do is I would love to take this a little bit of a step further and I would love to talk about this versus national results. Again, I'm going to go back to that same chart and we're going to talk about where were we not only locally but then nationally. Nationally, when I look at the RayPek observed growth, we grew 70.84 84 points in a K8 spectrum. Nationally, we were expected to only grow 63. So, that is a huge jump in a K8 world in ELA for the Ray kids. So, what does this mean? Um, in my mind, we're making great academic progress. And not only are we making academic progress, but we are celebrating all of those
033successes in the classroom. And you can see those celebrations are occurring by how well our kids are doing. We are absolutely doing well for those kids that are on grade level. And by not only hitting but exceeding that growth, we're absolutely picking up those kids that might be a little bit behind. And we're grabbing those. We're bringing them up to where they need to be. And they're right where they need to be now with their peers. And these are the numbers that show that. I'm going to step forward a little bit and say if we're going to talk nationally, let's talk about where we are nationally percentile-wise. Percentile wise, when I look at this, in a K12 ELA environment, we started at 60th percentile, 60.12 to be exact, and we ended at 62.42. Now, I
034I want you to think about it like this. If we were to do nothing at all, and we started at 60 percentile and did no learning whatsoever, we would have fallen dramatically. Every school district across the nation is teaching their kids and they're all doing a great job moving forward. So to have a one full year of growth and to maintain our kids where we are, we should have been at the end of the year been at the 60th percentile. That's not what happened here. We moved to the 62nd 62.42 percentile in the nation which again shows we are not just growing and achieving. What we are doing is we're blowing the top off of our learning. We are growing at a rate that is faster than the national average and we are continually to
035improve our percentile rank. So in a K12 environment, again, starting at 60th percentile and ending at the 62nd percentile is big growth. Again, like I said earlier, we're talking millions of kids that took these tests with NWA. So in focusing on where they started and where they ended, the Rayek ELA pieces are phenomenal and we're doing a great job. And truly, it's not that we're keeping pace, we're catching up and extending the learning for those kids that really need it most. Now in looking at those strategic highlights, I also want to talk about a portion of growth. So in looking at our ELA, we are solid. We are in a great place. We have a lot of good work to do and it shows that we're doing it. The one piece that I found that
036we could have a growth goal would be our um math scores. In looking at the Rape growth goal, what I saw here is we had celebrations, but as we focus on math, we really need to see where we are and where we are going to be. ending at at a point where you can see the growth of kids, but we're not holding to the national trend level. To say that we started at a 59.79 and ended at a 58, that is not saying we did not grow our kids, that's showing nationally that there were schools that have had different growth rates than we did. So, in my mind, there's so many data points that I have found since July 1 that we're going to be able to use those and strengthen instruction. We're going to
037go back and look at those. We're going to look at those strands. We're going to look at those standards. We're going to look at what worked and what didn't. And we're going to be able to really provide targeted support where it's needed most with our kids. So, while we absolutely have amazing celebrations, I also wanted to bring to the board we do have some growth goals in mind that we are obviously going to be working on throughout the year and I will be providing those data points to move forward with those. My last slide truly is just an overall saying that our students are not just test scores and that's the biggest part of this and I'll be talking to you a little bit later tonight when we talk about the assessment plan. Our kids
038are resilient, creative, capable young people. Um the latest NWA results confirm that that it's paying off. But the big point of this in all of my mind is where are we? um look at the numbers and then how can we use those numbers to not only move our kids forward but to support them and do everything that we need to help every child in their own growth journey regardless of how they want to move forward or whatever career path they choose. Thank you. Do you guys have any questions for me? >> Um quick question on the data points. Um we put in you fly two one just >> okay just last year >> I would be interested in seeing the growth prior to you fly >> absolutely >> and those eight in those groups that
039has that um just as we're you know making decisions and with input on what's the next um program and thing things that we implement that it would just be another good data point to have to show the growth that was prior to to UFly to what now we see with with UFly. >> Absolutely. That is something that would be easily obtainable. Um the good thing about with the consistent that Rayek has done with the NWA test, we have years worth of data and we've been giving that test three times a year and in doing that with the UFly numbers that have come in, we can break that data down into multiple demographics. We can look at multiple type of any type of variables that you guys would ever want to be broken down into and
040we will be able to see truly if it is an impactful program um and how that's going to impact our learning moving forward. And then >> 62 out of the nation is where we rank. >> Yes. >> Is that what that's that 62 >> in the 62nd percentile? >> Really like to be higher. >> We're working on that too. Um the greatest part about my job truly is to be able to look at the numbers and really digest what's there and then to bring it to all stakeholders to say here's what I see. Here's how it can be analyzed. And in looking at these pieces, where are our strengths? Where are our weaknesses? What are those best practices? And what's working in one place may not be working somewhere else. So then let's collaborate. Let's
041build a really good collaboration system so that we can continually progress the Rape School District further. um looking at these and NWA is an amazing test, but there's multiple data points from all types of things that we're going to be starting building uh our data pieces together so that whenever you guys have a complete look, you're going to have a complete composite of everything that you need to really make those impact moves. So, what I heard you say is that when we're getting all of these data points, >> we're combining them into bringing them down to the teacher instructional coaches level so that it's something then that is not just numbers and data, but get it down to an area that they can actually do something with. >> Absolutely. It's been my priority since day
042one. >> Okay. Thank you. >> Thank you. Are there any other questions? Well, and to tag on to what she just said, I was looking at math and thinking, are you are they going to be able to get this data early enough this year to make changes this year to see how it goes forward? >> Absolutely. Um, and in fact, um, when I started on July 1, um, my first weeks were nothing but trying to dig through all of the state data, all the NWA data, and try to put the two together. What's interesting is obviously NWA is a diagnostic test. It talks about things that you do know where state testing is standardized. It talks about things you don't know. What's good about it is you have two independent tests testing two totally different
043ways. But this is how we can find patterns and trends. When I see those tests saying the exact same thing and pointing to the same direction, that gives me a lot of validity and reliability in the basically the projections that I'm showing. And to be able to give those teachers those hard numbers to say it's not just about how we did, but what did we do good on? What were those strands that we were really good at? What were the strands that we needed some help with? What teachers did really well? Um what teachers could help their work with them? And then where do we have that peer mentoring? Where are the coaches come into this? Where do the academic leaders and the principles? I have been sending way more than they probably want of
044data over these past um two months, but what I've shared so far has really been impactful and I'm really anxious to see how this year goes with some of the data pieces that we are working on. >> And we're looking at our math this year, right? >> The curriculum, >> correct? >> Okay. >> Yes, we completed that program review last year. Dr. Bar and her team are in full implementation mode of changes and additional questions. And part of the additional questions is what Craig's bringing to the table because up until this point, we've I take it the analogy if you have a car and you know it's not running like it should, but you open the hood, you don't know where to look, right? What Craig is doing is helping us know where to look.
045He's providing that data to, you know, kind of be a diagnostic on how make that car run faster. I think when we take a look at our math and our and our ELA as well, the data that he's able to produce for our for our teachers and for our building leaders helps us know where to look. What are our strengths? Where do we need some additional coaching, some additional PL, whatever it is, and how do we get better in that? Craig, 30 seconds on the difference between percentile and proficiency. So, I don't want people to think that that is a proficiency number, that is a growth percentile number, and that those are two totally different things. >> Absolutely, they are. A a proficiency is usually set by some standard body. So to be proficient at
046something um you would have to hit a certain percentage within that test. A percentile is where you rank nationally among everybody that's taking. So if I am in the 80th percentile, if there were a 100 people that represented the million kids taking that kindergarten test, I would be number 80 out of a 100. Whereas a proficiency scale is where you could have all a million kids be proficient at that 70th percentile. So those are two totally different things. But but thank you so much for clarifying that proficiency is not what this is talking about at all today. This is where we are ranking locally by observed growth and then nationally by where we sit percentile wise. >> Do we know what proficiency was on the percentile? It depends on which test you're talking about. If
047we're talking about NWA versus EOCC versus math, they all have different proficiency levels. Um, but what we try to do is that's where a RIT score comes in. They try to say where should you be as a as a very beginning second grader. Where should you be within that? And then we take that and we calculate how many kids are where they need to be within the standard deviation of measure. And then we say if you are there, okay, then how far are you out from above and below? And again, we are creating target groups. We are creating all these remediation pieces based off of a lot of data points from that. But depending on the test, there's different proficiency levels. >> Do we know yet uh for fall testing on the math if they
048lost ground over the summer that will just add on to what what is perceived to be a lack of growth last year? >> Summer slide is a very common occurrence across the nation. Um, but our window actually closes tonight. So, the the I will be able to start pulling numbers Monday or sorry, hopefully tomorrow if we can get the 24hour um reset time, but by tomorrow I'll be able to get the initial batch of that and we're going to start going crazy looking at pieces. >> So, this is dealing with NWA, >> correct? and we should have results in >> time to use this as more of a formative way of adjusting our scope and sequence for this year. >> Correct? >> Okay. >> Uh I would love to have these in teachers hands within
049one week. >> And I'm not saying numbers. I'm saying completely disagregated data that could be worked with, moved through, and actually having it in their hands to make those educational decisions that are going to impact the classroom in the very first week of October. That's awesome. >> Carol, thank you. >> Well, I was just wondering the numbers are awesome in ELA there on average, but can we see a breakdown by school? >> Yes, I have all of that information. I have because it's with when I get the what we call the ASG report, it breaks down as granular or as big picture as you want. I can look at us compared to the nation, which is our percentile. I can look at as kind of the observed versus projected, but I can go as far
050granular down as however you guys need it to be. >> I would I would just like to see from school to school what the scores are. >> Absolutely. >> I think this is amazing. I think as you get more into your job since this is kind of a new position, we're going to see some vast improvements because of the work you're going to be able to do. It's my true hope and goal that I can make a difference here. >> And I would assume that the teachers will be thankful for that because then they don't have to go dig and do all this work. >> The reception I've received so far from this district has been unlike anything I've ever seen. It is unbelievable the appreciation and the kindness um that I have experienced so
051far. >> Well, and I would hope the teachers see that as a positive and not >> as a negative. >> Absolutely. because they get every good teacher wants to home their craft and what a better way to do it than getting hard numbers to do. So, >> this is a great example of why we made the administrative changes we did to bring a person like Craig on board to help us get better at what we know we need to get better at and also help us celebrate the things that we are already doing well. It would help me and Carol to your point if you come up with questions about data from time to time just send them to me because as we prepare a monthly report to you we want to make sure that
052it's hitting on the questions you have and that will help us I think make better use of our time together because I know Craig can be here for four or five hours. I've seen him work before uh giving us data. I'm not sure that's what you want but I do know you have specific questions. So, if you have some specific questions, maybe we should start that two-way street of you ask and we'll make sure we can deliver at the next the next board meeting at least for a couple of them. >> Yeah, I made sure and tell them to let you know that our questions are never intended to be a gota >> sometimes we don't think of the questions till we're up here and so please always know our our questions are very well
053intended. >> You're asking questions about data and math. It couldn't get much better from >> Well, yeah. No, we definitely appreciate that and the the movement from just data because I know we can get a lot of data and data has been available to everyone um the district this time but to move it from just data into actual actions is very um exciting. So thank you for sharing. >> Absolutely. >> And is it data or data or >> motto? That's see I didn't think we were doing gotchas. So, >> well, I will say you've kind of proven me wrong a little bit tonight. I am one of those skeptics in life that thinks you can and you can find data for anything you want to show, but you're kind of showing that no, if you
054really truly dig into it, it reveals facts and not just opinions a lot of time. >> Absolutely. >> So, thank you. >> Right. Thank you guys. >> And I'm gonna go with data. >> Data data. All right, on to the MSBA student scholarship. >> Um, looking for three board members to review applications when they're sent out to the kids. This gets the student an opportunity to win a scholarship from MSBA by the region and then by the by the state at the end of probably in January, February. >> I'll do it. >> Carol, Janet, Ruth. All right. Thank you. All right, on to action items. >> Yes, we have three action items for you tonight, board. The first we'll invite Craig back up to the podium to talk about the 2526 assessment plan, which is
055something that the board annually approves. So, Craig, up to you. >> Good evening everybody again. Um, so I would love to bring forward the assessment plan for 2526. Um, I know this is an annual process. This is something that you guys have uh done for the past couple of years in this format and there's no really big changes to the assessment plan this year other than some basic updates. Um what we try to do as an academic services team is we try not to over test. Um because it is a firm belief that if you are testing a student then the data has to be usable, impressionable, replicable and then valid and reliable. to do that. We have all of the tests within the assessment guide that we would love to show you guys for
056you guys to look through. What you will see in front of you guys, just like years past, is it will have the test description and then it ends with a calendar from a grade level for every grade level um and what test they take and about the time frame that they take it. We include all federal and state mandated assessments such as the MAP, EOCC, WIDA, KOF, and NWA reading fluency. We have district assessments like the NWA growth which we talked about during my presentation and we have voluntary assessments like the ACT ASVAB AP exams that truly hit those kids that have the certain learning paths and goals with them. Now we also have a lot of special education assessments but those are not for all students. Those are basically used to determine a disability
057but are only used as needed. Um we also did include time estimates for those exams and we also put windows for the assessments as well. Now, there are a couple items of note that I would love to put in here. First of all, the NWA spring testing and the Missouri MAT program tests will be in an April May window this year. Um, we're still gathering feedback and data on what the best placement is for those two exams. Um, we would love to get some feedback from administration um from those building leaders and to decide what would be the best course, whether NWA versus MAP, and how we assess those and the timelines for those. Uh really what we want to do is we want to reflect in those results what students can do and and
058really not be impacted by the test exhaustion that occurs at the end of the year. >> Can I ask a quick question right there? >> Absolutely. >> Uh the uh state testing are we in year two of the um >> for the exemption for the student success ready network >> should be year. >> Yes we are. It hasn't resulted in any exemptions yet. >> Oh okay. >> We are still working to that regard. We The state of Missouri did get a federal waiver. Um we are now trying to figure out what that exactly that means as it relates to actual implementation, but um there's been a like a two steps forward, one steps back kind of uh kind of approach with SRSN. We are still very proud members of SRSN, still working very hard. So
059very hopeful that a new assessment system will be developed someday and we will be pioneers in that. But as of yet uh we are still working through that. We call it the obituary because the teachers don't get that information in a timely way to utilize it. >> And yes, I absolutely agree. Um, so we are going to be looking again what those students can do and again the test exhaustion like we talked about earlier. So again trying to find the best feedback to see when we can test between NWA and MAP and EOCC at the end of the year. also uh which is the national assessment of education um progress is the assessment calendar. Uh Desi informs us that we will actually have a building this year that will give the NAPE test and it
060will be East Middle School. We were chosen to give that exam. We do not have all the details other than we had the site that was chosen by Desessie to give that NAPE test. Do you guys have any questions about the assessment plan this year? >> In looking at kindergarten, we do a kindergarten screening in April or May typically and then when we do a kindergarten entry assessment. What is the difference between >> So >> I mean that seems like >> the KA is in it. It's a state program and what they what they decided to do was have everybody give a a specific exam. In our case, we give the cough. Um, with that test, it basically goes through those skills of what they're ready to learn. It is a very basic test. Now,
061we do give a screener here in the district, but we give that ahead. Um, I think our screener is much more involved. I think those kindergarten screeners are one of those pieces where it helps us have a little bit more um, knowledge of the kid. Now the KA again I was gonna say the KA is a statemandated program. It's what we have to do but again I think our screener in that fact is just a little bit more impactful. So we will probably continue to still give both. >> I might jump in it very well just a couple of >> Hi. Um, in the spring we actually give a piece of the KOF that they give the full thing over the course of the first six weeks of school. And that's because our teachers want
062to know their kids. And so if we're going to screen them in something and we have to do something later, we want it to kind of match. So they get a little preview and then they spend the first six weeks getting to know their kids and that's when they give the full thing. So that's it's kind of the same tool. We just use it right the Ray Peek way in the spring because our teachers want to know their kids. >> Okay. that helps them make class list decision, you know, all that stuff that goes. >> Right. Right. I just um Yeah. I just hate the fact they're tested in August right when they right when they start school as kindergarteners and it just seems like a lot. >> So, our teachers actually have six weeks
063to obser a lot of it's observational um because they know sometimes dear in the headlights like kids don't on that first like week or two or >> so. So, well, it said August so I thought maybe that once they started school they started testing. I'm so glad you asked that. I think we just pick a place when it kind of starts, but that window is unusually long, but that's because they're five. Um, some of them are six, and they do need some time for them to get to know school and teachers to get to know them. So, they have six weeks to be observed and and do those assessments. >> Okay. Yep. >> Thank you, Dr. >> Are there any additional questions? >> Are there any changes in the assessment plan from 2425 to 2526?
064minor. Um truly some of the windows have been extended, some of the tests have had different time adjustments, but overall big picture, I would say it's about 95% the exact same. >> Thank you. >> And does our plan does our plan that we've had for several years on testing the high schoolers still hit every student with the opportunity to do a type of test that suits them? >> Kid, right? Test. >> Yeah. >> Absolutely. >> Okay. which is where the ASVAB act keys and those come into play. >> All right. I will entertain a motion to approve the 2526 assessment plan as presented. >> So moved. >> Is there a second? >> Second. >> Any more discussion? All in favor? Motion passes unanimously. Thank you. >> Thank you. >> All right, Dr. Slip. >> Thank
065you, Madam President. The two remaining action items are facility needs related. As you realize that we are in the process of looking through at our facility needs. We did a full uh year-long study last year of of community and staff and student preferences for our next round of facility needs. Uh tonight you have in front of you a recommendation to approve Piper Sandler as the bond underwriter for the district should a bond election be needed and eventually passed. We had four firms submit proposals and Piper stood out as most qualified based on their experience and expertise and we are very comfortable with the recommendation and this recommendation comes to you with a uh a request for approval. >> I'll just let the board know um I read all the proposals provided the recommendation. Uh Dr.
066Sliggel and I spoke on um my recommendation along with the others that um did and um I that's why I endorse their recommendation or that anybody that wants to read the rest of the proposals have them. Okay. So, >> we trust you >> and I appreciate you doing that for us and thank you very much. >> Great airplane reading. >> All right. I will entertain a motion to approve Piper Sandler for the district's bond underwriting services. >> So moved. >> Is there a second? >> Second. >> Any other discussion? All in favor? Motion passes unanimously. Thank you. That's one of the nice things about having a seven member board. Somebody always has that language in their wheelhouse. So, we appreciate you reading all that. The next item is bond survey services. We are recommending approval
067of Morris Leatherman and Liftoff for Bond Survey Services at a cost not to exceed $29,000 for the project. Uh we issued a very detailed RFP outlining our expectations. Uh there was only one respondent and that was uh Morris Leatherman. Uh this firm is among the best in the country when it comes to analyzing uh I think voter preferences and community preferences in relations to bond elections and their research will be invaluable as we make decisions. As that timeline that I laid out for you, uh getting all of this information to a point where you can create and make a decision based on what you want to do with our next round of facility needs. Uh this is a big piece of it that you would want to have at your disposal. So tonight we are
068recommending approval of Morris Leatherman and Liftoff for Bond survey services. >> Dr. Slegel, is this the same um group that did the last Have we had one of these? >> We have not had one. Okay. Um the last bond election we ran, we elected not to do one um because it was a fairly straightforward three projects, no cost, no tax rate increase bond election. Um this one is a little more complicated, a lot of moving parts as you know. Uh we may I I I would council that we want to have additional information on this one. >> And are there other groups that do this or is there just one and that's why they they only got one? >> There are other groups that do this. I believe many of them are are have already
069had contracts under agreement for this time frame that we're looking at and chose not to participate. >> Okay. >> All right. I will entertain a motion to approve the proposal from Morris and Leatherman Liftoff for bond survey services and the amount not to exceed 29,000. >> So moved. >> Is there a second? >> Second. >> Any other discussion? All in favor? Motion passes unanimously. Thank you. >> All right. On to committee reports. The foundation is having a matter mile on October 4th from 12 from 10 to 12:00 p.m. at Hawk Ridge. If anyone would like to volunteer, please let me know. >> Thank you for going to those early morning meetings for us. >> They're great. I love them. Uh I attended Ray Peek United yesterday. That was yesterday. Uh they uh really are just
070getting kicked off for this for the year. Um, I know they're wanting to focus on getting more parental input and par parents on this group. So, uh, just a lot of catchup yesterday from the previous year. All right, seeing no others, on to superintendent update. >> Thank you, Madam President. Uh, for those that are watching at home in the audience, my updates to you are in the board agenda tonight so that uh, you can know about our communication the last uh, four weeks. Uh some special things I want to point out. Uh activities and athletics are well underway across this district. I've had the a chance to get out to see several. I encourage you to see our students. It's always fun and there are a lot of great things happening across this district uh
071at the secondary level and and beyond. So the integrated learning house, we talked about that a little earlier. The dedication was a highlight. We'll be hosting hosting an open house on October the 16th. That information has gone out to community. I would encourage all those that are curious about what the house is about uh to come out for that event. Uh last week I also had the opportunity to present about the integrated learning house at a meeting in Chicago. Uh the presentation went over very well. So much that two superintendents from uh other parts of the country u changed course and a couple of building projects that they had going on to ask questions about of their of their team about how they maybe could replicate something like the house. So, um, very glad to
072see that and maybe that spurs some ideas for, uh, additional acceptance across the across the country. Lastly, I attended a state board of education meeting three weeks ago. We'll be attending another one next week. Uh, we have made some overures to new state board of education members to come visit the district and one of which have has taken up on our offer. Uh we're working on a couple others to see and come and see the great things we're doing here here at Ray Peek and answer some of their more more direct questions about accountability and assessments. >> Thank you. On to board of education comments. >> All right, moving on to calendar of events. October 9th uh is our next work session at 6 pm. October 23rd through the 25th is our annual conference here
073in Kansas City. And then October 30th is our next regular meeting. 6 pm closed, 7 p.m. open. And on that we are adjourned. Thank you guys for being here.