001Good morning. Morning. >> Good morning, Stacey. How you doing? >> Good. How are you? >> Okay. Are we ready? >> I'm ready. >> Okay, it is 7:30 on March 10th and this is the March version of ED services. >> So, let's get started. >> Perfect. So, first thing on the agenda is public input, but I do not see anyone here for public. Um, so if you want, we can roll right into our um agenda items. Um the first thing on the agenda is the just an update on our March professional development day um for elementary and middle school. Uh Friday was a professional development day at the elementary and middle school level. The high school because they're between trimesters was a teacher work day. At the elementary level um we actually did not have many
002people here because if you'll remember we had swapped out a day in August for those staff to do the HM intervening training. So Friday at the elementary level was a pretty quiet day at the middle school. Uh they had the opportunity to finish up curriculum course guides. We also had a trainer in from weight and wisdom for the ELA staff and also uh we had some online training for science for amplify. So that was the majority of the professional development day. That was the last professional development day um for the year. And so we will start gearing up for our planning for professional development for next year. Anybody have any questions about that? I need to be better about reporting before and not after. So, uh, next year I will aim to make sure that
003we're reporting before and not after. So, um, we may switch the order here if there's no objections. Dasha is here um to help report about our um, winter reading plan and reading plan data. So, I thought we would put that first. So, Dasha, can you get back to live stream? um and uh answer any questions there if we have them. So, I'm going to go ahead and screen share that information so that folks can see it online as well. Um and I'll just do a brief introduction and then I will uh turn it over to Desha to just share a little bit more contact information. Um if you remember, Act 20 requires that we do um literacy screening three times per year. Um any students who below fall below the 25th percentile in kindergarten through
004third grade need to uh have a reading an individual reading plan. in that reading plan. Um if they fall below the 25th percentile, we're doing some additional uh diagnostic assessments to determine what is the area that they need extra support with. And then we create a reading plan and I will always emphasize the fact that we have reading core volunteers um in several of our elementary school. Um those reading core volunteers um are really really helpful with the reading plans. are able to implement the reading plan um as well as our title one reading teachers um in those elementary buildings. Um just a quick reminder that it's hard to the data from last year because the company that we do the assessment through which is called as web plus renormed it last year. So you'll
005note that there is no data from last year here just simply because it's not real comparable. One highlight that I just would give is that you'll note um if we're beating the national norms, you want fewer than 25% underneath the 25th percentile. And you can see that we have attained that in each one of those grade levels. Um you'll also notice that there has been growth in um many of our grade levels as well. So Desa, I will turn it over to you and see if you have much time. I spoiler alert. >> So yeah, this is just our winter data. So um I guess I'll open it up to questions because I think Jenny explained everything pretty well. There's any questions? >> Go ahead. >> Why did you choose below 25th percentile? >> The
006state chose that for us. So act act 20 says that we have to um write meeting plans for children score below the 20%. >> All right. >> Right. And that that is a good point. I will say that there are likely students who might be just at the edge that we know might need a little bit of a boost or we know that if we don't address it they might fall into that under the 25th percentile. So there may be students who are getting some additional reading support. Let me rephrase that. there are students who are getting additional reading support. Um they just don't happen to fall underneath the 25th percentile and it's not necessarily a formalized reading plan. Um but certainly um that is something that we would like to address too. Um there
007is one point that I would like to make is that um in first grade um you'll note that that's the one area where it's a higher number of students on reading plans um this winter. Um what I do want to share is that we have had some students who move into our school district who um fall into that category as well. Um, and so it's important to note that this isn't um, full academic year data like when Chris is reporting on forward. These really truly are the students who are here with us right now. Um, and so we did have some students who moved in who did have reading plans and scored underneath that 25th percentile, which is explains a portion of that uh, increase there in first grade. And first grade is a little
008complex. um second through fifth, they just use what's called an oral reading fluency measure to kind of determine that 25th percentile, which means you get a passage, you read um a passage for one minute, how many words correct it, and if it's below the 25th percentile, that's what it goes. Uh with first grade, kindergarten in first grade, it's called a composite score. And so with first grade, there's three measures that are kind of put into that mix. One of them being that reading fluency, another one being word reading fluency. So think of that as more of like your high frequency words where they're giving a list of high frequency words and how many of those can they read in a minute. And then also with something called nonsense word fluency which really measures like can
009you apply decoding skills to words you've never seen before. So it' be like SEV or something like that and you're supposed to stretch it out. So that makes up that first grade composite score. And what we found was some some of our kids who were just performing above the 25th, they did not make the gains actually in the word reading fluency or the oral reading fluency that they needed to to kind of maintain where they were. And so they kind of slipped the flow. Um there was a there's a big jump between the fall minimum requirement at that 25th. Like for word reading fluency, you need five in the fall, you need 12 now. >> And and same thing, your oral reading fluency kind of had to double between the fall. So you were kind
010of right there. You either tipped up or you maybe have tipped a little bit below. Um but now we kind of, you know, obviously when we see those red flags and we can increase their intensity of their interventions that they're doing. So hopefully we'll be kind of be able to accelerate their progress to bring them back above that. >> Do you use that three tier intervention type thing? >> Yes. >> Okay. >> Yep. So that's Yeah. So we try to you know when we look at our data in the Jan in the January window that we can sit down with teams and we say okay what is the reason why this child score is what it is. Is it a is it an attendance issue? Is it like um well before they were doing okay
011and we kind of maybe had them in a group of four for an intervention and maybe it was with a pair of or putting them in a reading court. And so some of these kids that maybe slip below we're going to now kind of turn up the dial and be like we're putting them in a group of two. they're going to get a certified reading teacher. We really want to, you know, intensify what's happening and see if we can accelerate. >> Is there something that happens then during the summer at all with these kids that are targeted? >> Um, we encourage them to sign up for our summer school course, you know, our reading courses. Um, the law does require us starting this year for any of our third graders who were on a reading
012plan, if they're still on a reading plan at the end of third grade and they were not proficient on the reading portion of Forward, we need to strongly encourage that they have an intense summer school experience. Um, obviously we can't require anyone to come to summer school, but we can highly encourage. And then, um, that will be a little bit different. We're kind of working on the final tuning of that what that looks like of how we're going to intensify from that traditional remedial reading summer course for those students. >> See like you were a plant because I was literally going to say the other topic we're going to talk about this is summer school and that does play a role in that. Um and so the way our policy is written and the way
013the law is written is any student who is in third grade at the end of third grade has not graduated from their reading plan and is not proficient on the reading section of forward we have to offer them like a more intense summer school program to tell us what that is and what that means and so we've been kind of collaborating with area districts to say what is it that you're doing um we will focus on a pilot this year in third grade um I think ideally we would rather bunk those supports earlier um like K1 um so that we're not in a situation where they're in third grade need that support but we're just going to try kind of a new model this summer >> um in that third grade we're we're sort of
014required to do it and then hopefully we can build back um so that we're addressing the kids earlier um so that they're not in a situation in third grade where they need that addition of support. >> Absolutely. >> Julain does have her hand up too just so you know. Oh, go ahead, Julene. >> Hey, good morning gang. Uh, question on this. I'm assuming this includes our English language learners. Um, and that if so, is any accommodation made for them? >> Um, no. But for both our special education students and our English language learners, there are um the law says really there are no accommodations. Um there are obviously accommodations when you look at like for Braille or something like that, but there are no um there are really no kind of accommodations to support multilingual
015learners or most of our special education students. >> Wow. Okay. Thank you, Very. >> They're pretty clear about that. >> And we do assess both English and Spanish. Um, and I feel like technically you can use their Spanish score to get them above the 25th percentile, but generally we are focusing on their English score. So if they are below the 25th in English, even if they have a score above the 25th percentile in Spanish, we're still providing them the intensive resources so that they are meeting grade level in English as well. >> So um, that really is the only like accommodation that we can use. Uh but again, our goal is to get them fluent in English as well. And so we want to make sure that we're um intervening early so that we can
016get them caught up. >> And we just decided that if you're falling below that 25th regardless, we're going to write you a reading plan because we want to make sure that we're providing you the right interventions. There is a stipulation in Act 20 that says, you know, if you can come up with a reasonable cause of why they shouldn't have a reason a reading plan, you can, you know, um omit that. But we have kind of just decided, you know, let's let's have it in writing what we're doing with kids. >> Absolutely. Go ahead. >> Yeah, I appreciate you starting it earlier. That's really important. >> The phonics is going to be much more of emphasized now. Correct. >> Yes. Yeah. >> I It's a curiosity question. Are you still using panel material? >> No.
017Okay. >> No. with the adoption of our HMH interre um the only thing that we have left over from um Fisel would be some of the text. >> Okay. >> That was a curiosity question because I know you used to do right. You used to use um their meaning of reading >> and we got that over at the at the university because you were using it here. >> Yeah. >> Sits on a shelf right now. >> Good to know. >> Sasha could go ahead. Are you done? Go ahead. >> Yeah, I'm done. >> Could you give me a visual how this happens during the day? How you gauge the reading plan? >> Sure. >> What the rest of class is doing while they're >> Yes. So, what we do is um there's 40 minutes of
018whole group reading instruction. So, that's where our children are receiving instruction at the grade level expectation. Okay? So they're exposed to text, those comprehension skills and strategies, the vocabulary, and then we have an hour of small group and that's where teachers are kind of providing what kids need. So they're grouping kids and they're looking and saying like I'm in teaching first grade like these kids still don't have short vowels. They're coming with me and we're doing some short vowel stuff. We're doing some decoding stuff. my highest readers oo I want to work on a strategy about summarizing fiction text because they've got the decoding under their belt so I'm doing something with them so then there's this fine orchestration of those supports coming in whether it's our multilingual teachers are going to pull maybe um
019our EL kids and they're going to work 20 minutes with them our title teachers are pulling kids for a half hour um and they're working with them our reading core tutors are taking kids for 20 minutes so everybody's getting time with a teacher and then they're getting something else in additional. >> Okay. Thanks. >> Did have one other thing I would ask. >> Uh several years ago, we did a little research project with your fourth grade with with Christian school and with >> Yeah. >> fourth grade. >> And one of the things that came out on that was that the comprehension part of that that there was there was seemed to be a rule here that you didn't take your students word reading beyond their comprehension. Does that does that ring a bell at all?
020>> Because I >> Yeah, I can't imagine. >> That didn't make sense to me. True. >> I The only way I can see that um playing out would be when we were using level text and a lot of times that determination of the level was based on their word reading skill and so then that would correlate maybe to their comprehension in some way. and >> didn't want to take it beyond their comprehension >> and I thought well if you don't do that then you're stopping their word reading because usually the word reading is going to come before the comprehension >> exactly right >> so yeah that would be probably that level >> okay but that's not what you're doing >> okay no we're trying to make sure that all our kids get grade level exposure
021because you know when you come to forward next week if you we're reading at fourth grade level guess what forward's still going to be at fourth grade reading level right You have to know how to navigate that are difficult. >> Good. Great. >> Okay. >> Any other questions? >> No. >> Thank you. I appreciate the finer details you can add that I can add. >> All right. Um, our next topic that we have on the agenda is uh I will turn it over to Chris and Jason. I know they had a conversation with David about assessments and I just know they wanted to give a bit of an overview. So we'll turn it over to the two of you. >> I'd like to make a statement to start out with this. >> Oh, please if
022you don't mind. I did hand out to our board members some things on uh standardized testing just so that they were more informed about it. And uh as I mentioned beforeward is not on that sheet because it's not as one of the most popular ones but it does fit in the same categories. And also before Jason and Chris went I wanted to say that um in what I was looking for what we I thought was really important in assessment they'd already been doing and I want to go back and and actually give a shout out to Jason and to Chris for their work on this is is really good work. So what you see them doing and especially in my mind why they're doing it and how it should have an effect in the classroom
023is what's really important. So I really appreciate their work and over to them. >> Thank you. >> With that we'll just open up to questions. >> Thank you. Thank you very much. Great. Um well we always want to start with gratitude. So I do appreciate the board's continued commitment to this studentdriven and data informed culture. Something that Chris and I talk to talk about a lot and and it really is important to us. Uh I also want to thank the many people that continue to support this work and I think are asking and seeking for more data and more data and work. That's a measure of success. And finally, we we know that Chris Malloy rocks and so can always say thank you to Chris. So appreciate her. Um so again just want to ground
024us in that our district is on this studentdriven data informed journey and um to ensure that every student is growing and achieving and we also think about how every stakeholder our students uh staff parents board members community members are using data and I think we want folks to use data for really three reasons. One is to really understand where we're at. What's the current state of the union? We also want to use data to celebrate the hard work of of folks, students, parents, staff. And we also want to use data to identify gaps so we can attack them, close those gaps. And I think we're seeing that. As I mentioned, I think we're about two and a half years into this this journey. And I quite honestly believe we're ahead of the curve what we
025Chris and I kind of mapped out two years ago. I think we're really achieving this culture that we we had a vision for at a really high clip and and I'm proud of that. Uh today Chris and I will give you a summary of kind of we always think about the why, what, how, and then we have some supporting documents and we hope to just give you an overview of the things that we're working on and answer any questions you might have. And so with that, I think I'll turn it over to Chris for our why. >> So I think at the very center of our why is the first two words we have there is student driven. And we're all here about the kids. I think it was very timely for Dash to be
026talking about all the things she's doing. the data that we get just from one test to give you the example. But we are really about the students looking at the data and figuring out how we can support the kids that are struggling to learn and how we can challenge the kids that are um already doing quite well in our classes. And that data helps us identify both of those kids and then look at how we do the uh the supports in there. And she gave examples of both ends of that during the reading as she talked about it. Um, I think that it allows us then to look at the data on this regular basis and not like just wait for the forward at the end of the year and say, "Okay, I want to
027look at this on a weekly or monthly basis depending on the child and their needs to make sure what we're doing in the classroom is helping us." Um, that third bullet point I think is important too. I like the culture of transparency. Um Josh is sharing this data here today. Us giving you access to the wise- local making it so that our board, our community, our teachers all have the access to the data they need to make the decision about the students in our district. And then the last thing I really think that our data allows us to really celebrate successes for our teachers and our staffs. I feel like they sometimes don't look for the successes, they look for where can I do better and they're always looking for those growth opportunities. So, I
028am always trying to remind them to give me a celebration with your um opportunities that you're looking for in the classroom. That's kind of our why of that. I'll turn it back over to Jason for the next piece. >> Introduction music. >> I'm expecting something good when it goes back to me. So I want again we never read things to you but I think the first bullet is really important for me to think about that word balanced and we think about the variety of different assessments that we utilize to really capture a clear picture of student growth and achievement and um you know when I think about sumitive I think about like things that end up in the green book right that's a summitive that had a large unit or some things again that we
029would formative, as you know, are things that really allow our students and our our staff some quick information about progress. Typically, those things do not end up in a gradebook, right? It's formative at the end of class, for example. And then we use a variety of intra and diagnostic. And I think of those things as really ways to capture data quickly uh measure growth and most times don't end up in the grade book. Right? Those are ways that we like games as webs we wouldn't expect as web to end up in a grade book. Right? We're using that data to inform our practices. I think the next bullet really speaks of this um assessment calendar that we're going to talk about shortly here. I think as uh I think about the assessment calendar, it's really
030two pieces. One is education. There's an element of like informing and educating folks around some of those very things that I just spoke of, but also provides a roadmap for and a calendar for when when and how and why we're doing some of those assessments. And then finally, that last piece is really the things that we think about. How do we how do we capture some data to um to get a pulse check on behavior? And that really I think speaks to our data cycles that we'll speak to. But we have a wide variety of data that we're looking at throughout the year. And I think this year more than ever, we've really created a cycle by which different subgroups of our our adult population are looking at data. You'll see some of that. Turn
031it back over to Chris and cue the music, please. Um, so I'm going to talk a little bit about our how. Um, I think we start at the very highest level, you know, and that would be the strategic plan, finding our priority areas that we really wanted to collect data on. Um, and they're like a once a year, like the end of the year, we look at that data. These are our goals for our district and our future and how close are we to meeting those. And then a lot of the things below are things that we have chosen in our buildings and in our district to help support those. So we have our policies on Wednesday where our teachers are looking at data on a regular basis. Um really building into the idea of
032let's not wait till the end of the year to look at what uh data we have for our students but let's be collecting it whether it be a formative assessment or the as web data or a common assessment they're giving within their classes to see where the data is shows us we were successful and where we maybe have some opportunities. Um, we also have our action plan teams and in the buildings they have uh made their action plans and they have goals and those goals really should be working to support our strategic plan. And we've really been pushing this year that we want to know what you're looking at on a monthly basis and not waiting until the middle of the year and the end of the year was kind of like beginning, middle, end
033for the action plans previously. Not that they weren't looking at it before, but we are making sure that we're asking them on a regular basis monthly where are you on the school? what data do you have to support that you're on the right track or what data do you have that supports maybe you need to change what you're doing in your building um the data cycles this is our first year having those where we really tried to have a monthly data theme that we are presenting um I'm going to be going through that document but it really helps us to have an organized idea of what we are doing and um having it be starting at the district level and then um getting to the building level and specifically into the classrooms and the teachers
034of specific data at what we think are timely maybe need to be adjusted periods throughout the school year. Um and so then we really look at then having targeted interventions for us our tier one which is universal all the students will see that in their classroom and then our two tier two and tier three as needed supported by the data that we've been collecting from these students. Off to Jason with our resources. >> Thank you. >> Yeah. First document there that's linked is that assessment calendar that I've uh made mention of. And so as you can see page one is really that educational piece that I spoke of really outline kind of that why, what, how of of assessment. Uh there's also a document just giving some more detail and more context to some of
035the assessments that we do give. And so this is made available um in a in a typical year. We have started talking about the assessment calendar in January. We have yet to talk about next year's but I have a plan for that. But this is really a reflective reflective of collaboration with many people right we start seeking input from teachers from our instructional coaches from our administrators and in this placed on our website for folks to see. It's also shared across the district. So people know what the plan is. If you look at page two of the assessment calendar, you'll see that uh it starts with the elementary group. Much of this is uh of the literacy especially is is governed by uh act 20 and then uh this year is new we have gone
036with as web plus and math. We did that for a couple reasons. one is that as web was identified for literacy so it made sense to use the same program u it also gives us one kind of the same idea but it gives us one less platform for our teachers to navigate it's trying our attempt to streamline some of the things that we're doing and so you can see that we break this down by fall winter and spring and I think you'll see later that bunch of this data those those seasonal pieces show up in our data cycles that Chris will talk us through in just a moment. If we go down to the bottom of page two and page three, you see our middle school there, we have made a decision to really partner
037and go all in on. We're using for literacy and math. Um, just a precursor, all our contracts with EXL are sun setting June 30th of 2026. So, we've already started talking with people about what that means. We had a conference with our LL representatives, but we'll get some feed continue to get feedback and make a decision that's best for our students and best for our staff. Um we also I think it's important to note that you'll see on the fall uh portion of middle school last year RMS were pioneers and partner with ACT the preacct 89 and I'll talk about it uh at the high school level but we know that all ninth 10th and 11th graders take the ACT you know whether the ninth and tth graders take a little different ACT and then
038all 11th graders take ACT. But RMS wanted to get some data and really feed forward that data for the high school. So last year was our first year piloting preacct and then this year RMS and EC campus uh did that work as well. Um it's important to note I should have talked about at the elementary level but you'll see student rounding on here as well. That's data that uh it's uh enjoyable for me to go hang out with Chris Malloy and students, but it's also pretty powerful to sit and talk with students. We talked to 30 students at grades three, four, five, and 30 students at six, seven, eight. And then I'll talk about high school in a moment. We we look for patterns in that data and then we share that with um administrators,
039our staff. And then I think we've done a June recap with that services. So we can look forward to that. If you look at page three, start to see our high school. Again, a lot of excellent math, especially at the algebra, geometry level. It's just a little bit different there because we think about trimester. So it's a little different than a semester pattern, but still capturing that data from our students. see the preac showing up for 910. That's mandatory. And then again, student rounding shows up for grades um nine uh grade no not nine grades 10, 11, 12, I'm sorry. So grades 10, 11, 12, we do student rounding as well. Um the bottom of page four start seeing some things that we do with staff, community and parents. And so uh just really thinking
040about that balanced and comprehensive uh suspect calendar and the ways that we engage folks, capture data, but also elevate the voice of our stakeholders. >> When you talk about mandated, do you mean statemandated? >> Yes. Thank Chris. We're going to talk through some data cycles. >> So the data cycle document um I created this summer after talking to Jason about trying to make sure that we were a little bit more systematic were sharing. So, um, actually, if you look at the top right corner, it's kind of where it starts. At the beginning of the month and the first week, Jason shares it with the directors. And then on the first Tuesday of the month, I share some data specific to that month at cabinet, which would be all of our um, building administrators um, and
041uh, directors are here. Then on the second week of the month, we have a data team and that will be the this Thursday. It's the second Thursday of each month where we are kind of looking at the same data. We're doing an activity where we're discussing looking for opportunities and asking the um different leaders in the building to um think about what they could do within their classroom. Um we tried to work to have uh different grade levels, different content area, different buildings, have a staff member there. So not principles on that team, but um teachers that are working with students directly. Um and then in the weeks that follow um week three, if the data is appropriate or meaningful, we're having the principles and the data team support conversations within the building around the
042data. And then sometimes it comes to you guys um in week four and I think the plan is from now on to kind of give you guys like a summary of what we talked about. Sometimes we dig a little bit deeper, but you'll remember in August I presented the bullying data. November you saw the school report card data. So there's been times where you've seen it. I think attendance data was at ed services. So you've seen some of it um a smaller version of it like the oversight view versus all of the details within the buildings looking at that. So we picked the theme for it. Um because it's the first year I have like lots of notes about things that I want to switch to different months because the data comes in not when
043I thought it did. Um things that I'm like I don't know that we'll discuss it. Things that I'm thinking like I want to add it to the calendar. But this is like year one and this is really just Jason and I collaborating about what data we think we should be talking about. making sure it's scheduled and making sure that it's covered in every building and that they are looking at it at a time that we think would be most appropriate for us to do so. >> Back to you, Jason. >> All right. Thank you. The last document that is linked there is um for a guide for our data team and as Chris mentioned, this is year one of this data team. And so this is part of the conversations that Chris and I have
044had over this last several years. And this year we uh we we are getting closer to that vision. And so this is just again our why, what, how of folks that we looked for and offered the opportunity and to join this data team that meets once a month. Uh we have representatives, at least one representative from every building uh that is committed to being there every month. Last month, we encouraged them to to bring a friend, right? We're in a we're at a spot where we can we can expand this team and we'll continue to to beg and plead for those folks to bring a friend, but we want to expand that work. It's fabulous work. Great conversations. At one point, you know, we we Krist and I were taking it slow, just trying to
045get them used to looking at data. They were saying, "What do you want us to do with this? We're ready." And so, it's it's a really powerful group that is that's looking for ways to use data to to inform practices and do things differently or better for students. That's time that that is really powerful. I think that's what we have. Um, questions. Um, how come you don't do ninth grade? >> Yeah, we what we did is uh we we we just made it up. That's the short answer. At third grade, uh, we know that how powerful literacy is. So at grade three, grade six, and grade 10, we talk about literacy. And so then we do grade four, seven, 11, we talk about math. And then uh five, eight, 12, we talk about reflecting on
046that grade bank. So how did high school go and thinking forward? So just three, three, and three. That's really why we didn't just matches >> because I think that the ninth graders might have a lot of opinions after their first year of very true >> of school. I think it was really about getting the 12th grade opinion on are they ready for the next steps. So it makes sense to do 10 11 12. We could have done 9 11 12 or 9 10 11 but >> we could add it. I mean >> I was just curious. >> I think they would be very opinionated. agree especially you know especially at the middle school when we talk to eighth graders >> it is that they're equal parts excited and nervous right and so it captures some
047of that feedback after a year in would be pretty appropriate >> and then I had one other question what does that mean or is that are those Roman numerals or >> I don't it's I'm sure it's an acronym but it's software program that we use and it's predominantly in math and literacy. There are some we can do it uh with social studies and science I believe but we really partner with that to capture data around math and literacy and it also provides pro programming and quotes uh opportunities for students to get some skill development based on their assessment. So, not only are folks using it to capture that diagnostic data, but then students go into it and get some skill development around those areas that it needs to grow. >> And then since you said
048it was suns setting, do you know what other districts are using or >> Yeah, there's a wide variety. So, you know, is just one of many in the in that arena, right? you uh buy ready is is something another program that's very similar very expensive uh right so there's a number of those type platforms uh we've been using for three years and I say contracts because it started at the middle level in that then we added ELA and then we added high school then we added added added so we have all these little parts and pieces but our conversations now is about how have we been leveraging it and if we continue to partner with that one contract that's really seamless. So >> thank you. >> Just want to say it's my hope that when
049we meet one of those months next fall we'll see Linda's work on bullying and the captain's club will reflect that bullying data that it's the number drops and you know hopefully that's the case. >> Absolutely. Okay. Go ahead, David. Um, I had I gave them four questions too when we did this. So, I'm gonna ask some of these questions. Okay. Before I ask those questions, um, Chris, you mentioned when we went through this, the preac, and you had some concerns about that >> and I want them to hear what your concerns are because it really it really points to why we do this. >> Oh, yeah. So, the preac, we just give that to eighth graders. We gave it last year. They got the data back. We gave it this year. And when we got
050the data back, I thought our our the spreadsheet that I downloaded, I thought there was a mistake because it felt like it was missing things. We reached out to ACT and they have for um English, I remember, was one of them. I don't remember. I think it was maybe science. There's three different um domains that they're tested in that give them scores on. Um and we had no data from one of those domains in both of those categories. So, we really felt like we spent a lot of money to get incomplete data and we didn't know if it was worth the investment moving forward. They told us they were going to fix it. It would be better next year, but now like we spent time, money, curriculum was like put on pause to give this
051test to students and we really didn't feel like it gave us what we were hoping to get out of it. um the data was not complete enough because if you're getting data on two of the three, you don't know where are you highest, where are you lowest if you don't have that Lucy domain information. So, it's a concern that we felt and was uh agreed upon at the middle school that we need to really think about whether this is a worthwhile assessment for us to continue to give >> and that's what we should be doing is looking to see what's coming back and whether it's useful or not. >> That's right. >> But I thought it was mandator Thank you. grades nine, 10, and 11 mandatory. >> Okay. >> Grade eight, we decided that in
052part so our freshman could walk into the high school with some data sets and our staff could use that data. >> But again, as Chris is saying, if the data is incomplete, we have to evaluate. >> Thank you for asking. >> Yeah. Another another question is when we're doing this when they're doing that and by the way this started with Jason and Chris. So it's been a relatively new thing but a really good thing. Um it takes a process a kind of maybe a three-step process and part of that process is making sure the faculty is using the data to make a difference. So, where do you think we are on that, Chris and Dying? >> Yeah, I think um every every year, every Chris and I meet every week and I think we are
053constantly talking about what's the next thing, what's the next thing, right? And so, an example would be we are already on the plan for next year to do some parent rounding, right? We haven't done that. We've done staff rounding. We've done student routing. Next year we'll do parent routing. And I would say it's similar to your question is that I think that that is an opportunity for us to continue to grow. You know, as Chris mentioned those data cycles, week three in that system is our data team and our principles bringing those same data sets to the classroom. I think that's an area we can continue to think about how do we leverage? And I think the other piece that we've talked about and are working behind the scenes to start thinking about is how
054do we really bring data to our students >> so they understand the data and I think there's great power in students understanding those numbers and and developing plans according >> yeah good thought good thought one more question are the PLC teams communicating results and best practices as planned do you I think I don't know anyone but I believe our collaborative groups at all great bands are working really seamlessly. Not that there are opportunities to grow but I would say by and large those groups are digging into data and I see the data that they're digging into is really connected to their classroom and having conversation about what it means and what they can do next. you know informing the practice. I believe our PLC groups are doing a wonderful job. Good. >> Very good. Thank
055you. >> All right. Any other questions about the assessment piece? Thank you for sharing and bringing that. Um the next agenda item that we have is summer school 2026. And as I joked earlier yesterday, I felt like it could be summer school today. Not so much. Um just a few updates for you. Um locationwise. Um typically we have held um 4K and K summer school at Lincoln. Um Cheryl brainstormed a great idea. We have um wide rap care at Shers Elementary. And so rather than having 4K and K at Lincoln, we're going to move 4K and K to Shurers to just avoid one transportation stop because we were transporting kids from Lincoln to Shers. Um we worked with Kevin Suko and his team and determined that it it makes sense. There's room, there's space, you
056can still get the building cleaned over the summer. So the 4K and K will be at Sh this year rather than at Lincoln. Um, we also run, I believe, fifth through, uh, 8th grade at the middle school and then first through fourth grade at the high school as well as credit recovery at the high school. So, those locations will stay the same. So, that is sort of the biggest change with summer school this year. Um, we do have at this point uh, one new course that we're planning on. Um, the course is Spanish Fiesta. It's going to be taught by one of our um, multilingual language learner teachers. we're going to be teaching it third and fourth grade and then she's going to go to the middle school in the afternoon and teach it um
057fifth through 8th grade. So that's one new course offering that we're excited about. Um each year at the end of summer school we do put out a survey to staff like are there any courses you'd be interested in teaching and then also when we do our application just to keep it fresh so that students have new things to choose from. Um the next piece is that um hiring is underway right now. We anticipate that the HR committee will get the list of hires um on Monday for summer school. Right now, we only have two positions that are open um both at the middle school. We need someone to do some sort of active PE type course and then also we have a foods course opening at the middle school. So, we'll continue to recruit for
058that. I will say Mike is really good at uh convincing teachers to teach summer school. So, I'm sure he'll be able to find people to fill that for us. Um, the other update that I wanted to give and we kind of talked a little bit about the ACT 20 piece is that we do have to look differently at third grade intensive reading. Typically what we've done is offered more of like a remedial course over the summer um in those first through fourth grades. What we will be doing in that third grade is like pairing a two teachers together so that um we can give more intensive support to those students who are um leaving third grade still on their reading plan. Um, so we're still working through the details on that. Um, and we'll sort
059of monitor how that goes. And like I said, the ideal hope would be that we can move that down so that we're in future summers, we may need to kids earlier. So hopefully they won't need to be on reading plans in third grade. Um, the question always is is when does summer school enrollment open? April 13th is when it will open and we'll run it uh for it looks like three weeks through May May 8th. that um just allows us then to better plan for courses. Um so if we have a course that isn't filling up, we won't run that course. And that's a little different than we've done in years past. Um but just fiscally it doesn't make sense to run really small courses. And so Jason and Cheryl go through those course lists
060and if there's not anyone signed up, um then we will not run those courses. Um the way we do offer the contracts for teachers is if we don't need them um we don't need to continue to hire them. But often we find a spot for uh those teachers um in the areas that are of more interest. So April 13th through May 8th after May 8th we'll kind of make some decisions about courses that may not be running over the summer. So that is our summer school update for now. Hopefully Cheryl and Jason think I did justice. Any questions about summer school? Anyone want to teach summer schools? And uh some sort of middle school PE course. >> I'd like that one. PE. >> All right. Then um action items. And today I did not come
061up with any specific action items. If there's anything anyone wants us to follow up on in particular. I don't think I have. >> Okay, good. Um, and then future agenda items. Um, just reviewing where we're at. I have on here a note the PD update. Um, each day before PD. Um, again, that would come in August for our next PD day. Then, um, we have an eCampus and endeavor update in April. Um, we also had a food service update or FAQ that came out of one of our um, board meetings. just some additional information up from food service. Um, and so we're planning on that one in April as well. Um, I do have a like sort of running agenda item and one of them on there was the idea of a classic curriculum. I
062know that came out of um some of the professional development that the board had done this summer. >> Um, I'll have a conversation with Dan and Julane about where that might make more sense if that makes more sense here in ed services if that conversation makes more sense in the curriculum committee. um and folding that into some of our other discussions as well. So, those are what I had for future agenda items. Um was there anything else anyone wanted to add as well? >> Yes. Uh how best to recruit volunteers? >> Volunteers. Yep. And I know we have potentially a strategic discussion um um and we are we do have that form that will be putting on the website as well. um for the strategic discussion with the full board. Um and I'll make note
063of that as well. >> Okay, you're good. >> Well, I think we are ready to adjourn at 8:19. >> Record setting. Tammy might go. >> That's funny.