001item there to approve the agenda as presented just one thing we'll need to and it's it's correct datewise but item K and new business where it says approve the treasury contract it says four years August 26 to July 3141. Um, but anyways, other than that, is uh is there a motion to approve the agenda as presented? >> Susan seconds. Any discussion? Roll call. >> Mtock. >> Yes. >> Mrs. Dr. Buckley. >> Yes. >> Mrs. Song. Yes. Mr. >> Yes. in communication recognition. >> Okay. Um so thank you. I would like to welcome everyone to our board of education meeting. Um we have some students we want to honor tonight. Um very big success. They received a perfect score on their state assessment last spring. Um so it's it's it's really cool whenever you get zero
002wrong on a state assessment. Um, that's an accomplishment that not many students across the entire state are able to say. So, we're gonna start off because halftime's almost over, right? Uh, William Hollinssworth, if you'll come on up. William and Mr. Sharp. Uh, William William received a perfect score on the government state assessment last year. So, uh, congratulations, William. His [Music] government teacher is here. Want to say anything? >> Will. This is all Will. He's an amazing student. He's very interested in in government and what that means. And I'm not surprised at all. >> Awesome. So, congratulations, Will. Thank you. Good luck in the rest of your game. Um, next we have another student. Uh, Brantley Bridal G's, you come on up. >> So close. Bible practice. Vital. >> Vital G. Ah, I practiced too. All
003right, so Brantley, he scored a perfect score on his math state assessment last spring. So, uh, congratulations. >> Can you tell us what you like about math? Um, I like >> I was a math teacher, so you know, I I like hearing that. That's a good thing. So, congratulations. Uh, next we have three fourth graders this year. Um, and they receive a they earn a perfect score on their third grade math. So, I don't know about this math, but pretty good stuff coming out of the math. Uh, Willa Harris, if you would come up to stand right there. >> Yeah. and Luke lamp. Congratulations and Caleb Song. >> All right. So, let's grab a picture and then we'll talk about you. How's that sound? >> All right. So, perfect score in the third grade. The
004first time you took a state assessment, third grade math assessment, and you knocked it out of the park. Tell me how to do it. >> I don't know. >> What do you like about that? >> Is it fun? >> You like what? >> Division. >> Long division. You don't hear that very often. I like to do long division. Awesome. Yeah. What about you? What do you like about math? >> I like multiplication. >> Nice. Good. You just like it all. Awesome. All right. Well, again, congratulations. Uh, congratulations to everyone. Uh, I appreciate your hard work and that's awesome to see. I can't wait to see what your scores are this year and what you can do in math this year. Before you leave, don't forget to get a cookie or cupcake or a punch. Okay.
005>> All right. Congratulations, Please don't forget to grab some things on the way out. You're welcome to stay. Hey, thank you. [Music] Everyone's sitting in the back. participation. The only thing is >> hello, my name is Greta Holster and I'm currently serving as Sentinel of Amanda FA. Things have been moving quickly in our FFA chapter as everyone gets settled into the new school year. We have started up CDE practices for contests such as job interview, forestry, and national public speaking along with last year's agricultural issues form team consisting of Bella Mets, Grace Martin, Reese Mullen, Madden, and Alana Benjamin spent months over the late summer and early fall preparing for the Big E regional contest. As a result of placing second in the state of Ohio last year for the CDE, they earned the honor
006to compete at the Big E. They won the regional competition in Boston, Massachusetts out of 18 states. We want to congratulate these members for upholding our FFA chapter and school tradition of excellence. Additionally, the ACFA chapter had its monthly act breakfast at Waffle House on Friday, September 5th. We had a packed house and were pleased with the number of students who came out for a breakfast. We are excited to continue this activity in the future. Coming up, we have committee meetings with all of our members to discuss ways to improve chapter activities and involvement. Additionally, we will have our monthly FFA meeting on Tuesday, September 23rd. We also have our annual hall on September 30th. In October, we will stay busy as we have students submitting projects to be graded at the Fairfield County Fair.
007These pro these projects include concrete stepping stones, electrical circuits, welding joints, agricultural communication pliers, and more. Moreover, the state aquarium management and state animal management online exams will be Monday, October 20th. The county job interview contest will be Tuesday, October 21st. As we approach CE season, the ACF chapter would like to thank the board of education for their continuous support. We are very excited to see what this year has in store for us. Thank you. >> Thank you, Greta. Excited to see the egg issues team win the East. That's always good. a banner to hang up in the hallway. We got start gluing them to the ceiling or something. >> All right. Is that no student liaison tonight then? >> Yes. Yes. >> Okay. >> My name's Aiden Dunn. I'm a senior here and I'm
008the student leazison. Uh in the primary they are for academic instruction. They're implementing strive support, teach, retach, intervene, verify for all students that has the goal to meet students where they are who they are to help them grow. High school mentors have been engaging well with students. The wit and wisdom curriculum is being taught for the second year. Second grade gifted testing will be given out at the end of the month. In elementary, all beginning of the year assessments are finished. Fifth grade gifted testing will be happening soon. The Lieutenant Governor Jim Trestle uh has a new statewide fitness challenge for students in grades four through eight. This challenges this challenge strives to help students from healthy habits and physical activity, sleep, and nutrition through an individual goal setting. Middle school implement implementing aces way
009cards as motivation for students to maintain A's and B's alongside good attendance and beyond. The first incentive trip is planned for October 30th and pigeon reform. For the high school, the PSAT is coming up on October 15th. Uh for extracurriculars and athletics, we have reached the halfway point of all the fall sports seasons. Um for the varsity football team is currently 1 and3 and hope to uh improve their record as they take on Circleville. The JB football team is 2 and one and also play circle this weekend. The varsity boys have um had a successful season of going 44 and two. They're playing tonight against River Valley and the JB boys is 1 and seven. The varsity girls team is currently five and four playing Rose Cranes and the JB girls are playing are 23
010and one and play Beexley on Saturday. The varsity volleyball team has a record of 5 and 10 and the JB team 3 and 12. Our cross country team is also staying busy with their meet this Sat this upcoming Saturday at Westall. And the golf team has a match tonight or yeah, tonight against at Dennison and we want to wish the best of luck to all the athletes. For clubs music, the marching band is staying busy with football season right now. Last week at the first home game of the season, the band had middle school and alumni night where the seventh and eighth grade band members and graduate band members performed with the high school band. Along with that, they will be performing during the homecoming court presentation on September 26th. The choir is also in
011a prep preparation phase as they are learning music for the first concert in October. Drama club signups are currently happening and end this Friday. At the end of the month, everyone who signed up will meet with Miss Williams, who is the director of drama club to do readroughs of plays and choose one for for the upcoming spring. National Honor Society has a community service childc care underway. High school students with watch teachers, kids in the morning before school and make make sure they get to the bus safely. Along with that, the NHS introductions are being posted on Baron to show the members involvement. Miss Parker and the members are also working to plan a trip for the next summer. Student council is very busy right now as they prepare for the upcoming homecoming dance. They
012are organizing music, decorations, games, and much more. Community participations. Our students have kept busy with activities outside of school. Emma Strickler, who is currently serving as the Miss Pumpkin Show, circle serville pumpkin show first attendant, has attended the Wilson Oelco Festival and the Lexington Blueberry Festival since last board meeting. Ariana Wine Coupe, also a senior, competed in the Millersport Sweet Corn Festival, Queens contests. She was a beautiful representation of our school and community. Additionally, the student body recently voted on two Amanda representatives for the upcoming Circle Pumpkin Show contest and they are McKenna Singleton and Kala. Also, along with the pumpkin show talk, several students enrolled in art classes in the high school submitted pieces of artwork for the pumpkin show. Six out of the nine were placed placed in congratulations to these students. The
013high school marching band will also be performing at the Fairfield County Fair and the parade of bands on October 9th and at the Circle of Pumpkin Show on October 16th. Next Wednesday, September 24th, AC students will be given opportunity to attend the college and career fair in Fairfield County. Students will be able to talk to numerous different colleges and explore their interests. The elementary and middle school is continuing implementing the ACES way along with good attendance. They are able to keep the respect level and behavior to a minimum. The culture amongst the students is continuing to mature between the classroom and the high school mentors. They are able to put their focus into their classwork leading to success in the high school. There are a lot of activities going on at this time. This past
014week at the high school has just ended hope week held by the hope squad which is a student led organization promoting mental health to our students. The students have been busy with athletics and extracurricular extracurriculars now in high gear. We would also like to thank all of the school sponsors and local businesses for your continued support and to make every possible opportunity for me and my peers. Thank you. >> Thank you. Wait till you're like a young dad or something like my right. I've only ever seen you with football. I know I'm kicking your spiritual. All right. Thank you. Um, next is curriculum council report. >> It was a lot of fun. Um, we have a lot of the students from grades actually gave presentations about the lessons and the curriculum things that they were
015learning. um the foundations, the Whitney wisdom and the bridges program. So the students themselves actually did a presentation with how they sounded out letters and broke down words and their math and the professor thing. So it was really cute. And then um there were some updates about the STEM project and the gifted project. It was more cutesy tonight. It kind of gave an insight to what the students are actually doing in the classroom, how they're learning, the processes that they're using. >> Um just uh this year we transitioned our SEAL program to STEM um for that teacher. So we're using Project Leadway. Um the curriculum pieces are tied back to the standards, the science standards each grade level. Um our goal is to get at least two, possibly three units throughout the year. um through
016that STEM class and that is K5. Um one of the pieces we talked about was the gifted identification. The state updated the uh one of the measures the assessment you can use for gifted identification and that's a SAR assessment which all of our students um one through 10 and math and 2 through 10 for ELA um use. So, gives us another opportunity to um given the policy update that's on for first read tonight, um that would give our um more opportunities to identify students as gifted within one of those content areas. >> Great representation from students. All right. Um, student achievement. >> That's me too. I emailed you guys. There wasn't a whole lot. Um, it was kind of interesting that um, one of the career centers in Columbus is partnering with Habitat for Humanity.
017I'm going to be building a house in Columbus area. So, that was kind of cool. And then um they're still doing some like post pandmic stuff and still showing up testing lower and trying to recover from anything from Edwards and I do have a meeting with Senator Schaefer next Tuesday at the state house. >> Yes. So, we're going to talk about um property taxes and um some other school issues. We wanted to talk to him before they went back in session. And he said, "When are they going back in?" >> Uh just the first full week of October. Do you think there'll be any movement on property taxes this session or >> I the one item that the house moved on to override the veto we told you we think the Senate will also do
018that. Um but since they're not even going back to October, I don't know if the governor will expedite something coming out of his work group. I have not had a chance. Um OEPI I can make that available for you too. Um released a study which is Mr. Fleer with me. Um who provides a lot of the data for cover because he's a data guy. Um >> I think we actually got something an email >> from OSBA. Yeah, that's a pretty important >> OEI report property taxes. How did we get here is the email we got today. >> Yeah, I'm sure that's something that he wanted to get done this year with that work group because they work with him a lot of times for analysis. Um, property tax obviously such a complicated issue in Ohio
019that it takes a lot to even understand it, let alone affect real change. Um, >> there are two superintendents on that committee, the governor's committee. Um, Dr. Stephanie Starcher is superintendent at Fort Fry which is a smaller rural school district and then the superintendent at city is also [Music] I'll just throw out real quick on legislative front I attended the uh consortium of state schoolboard association kba conference in DC last week Sunday Monday Tuesday and I think that's the second year I've done But it was good. We went and met with Mike Terry, one of his staff members on Tuesday. Same guy as last year. Last year he was new and just sat there and we talked for like a half hour and almost seems like we could have kept talking. We were very receptive
020listening, but after a year he clearly been calloused by DC and he was like, "What can we do for you?" Good. Good. Okay. Okay. Well, great. We'll see you. It was like it was a very same guy, very different reception, but he listened. Um and mainly he's talking about funding issues along those lines. So all you can do is meet with them, say what you want to say. So >> did they share anything about the federal programs or anything like any insight of further cuts? >> Uh not really. I mean the thing the couple estimate things they showed for um the federal funding for special ed stuff that's that's the mandated stuff. there was either a flat or even a slightly reduced. Of course, we always go and say you should fund it to what
021you initially said you would fund it which would be 40% when reality it's never been even close to that 10 to 12 10 14% depending you listen to federal action funds for a lot of that mandated programming and so of course we always say it should be a full funding realizing that'll never happen maybe pump up where they're at but um the projections that were released out there didn't show any increased funing At best it looked flat. So which as things keep getting more expensive that means it's an even less or less percentage of what the cost is if it stays flat. So um but other than that the primary message unfortunately was the same as most any other federal legislative stuff either right now or the sides are so far apart that getting anything
022accomplished is not easy. So um and it's kind of the same thing here with farm bill. Will we get anything passed by the end of September? Probably not. We'll probably do some sort of continuation. [Music] Like I said, it's always good to go out and talk to people and meet some people and at least lay out what you would hope to happen in terms of funding for public education with your federal folks. And maybe some of those sticks. But if you don't say anything, it definitely won't. So, >> it's always as we lobby basically this budget season, it became very evident that they wanted to hear from school board members and the elected officials like even though you guys don't work in this every day that that voice is powerful. So, we appreciate you going
023to Washington and sharing because it's important and it does uh they all said it it that it matters when they hear it. They might not understand every issue to the nth degree, but hearing from real people, telling real stories will always have an impact. >> All right, on to building principles. >> Who wants to go first? I >> think we're starting at the bottom, working our way up, right, preschool. All right, free school. That's all right. We can do it. Um, quick and simple. We're currently serving 71 preschool students, fifth degree all day students, 18 half day students. We have 10 kiddos in the morning, eight kiddos in the the PM class. Um, our kiddos took their first walk and field go trip to the tennis yesterday. Um, we all came back happy, healthy, and
024one piece. And it was a great trip. And uh you know it took a little bit of time because then I love that our teachers really worked hard to prime those kids when expectations how we walk they how we stay with each other what to expect at the dentist. So they shared some social stories and did some different lessons to prepare them for that. So the kiddos engage in that beautifully. Um and then our students are also engaging in talking about you know the nutrition taking care of yourself um and family style dining. So the first semester we're offering the kiddos with our big focus is communication. So, we're trying to teach that facilitative piece um to facilitate those those environment for them to have that opportunity. How do we sit and attend? How do
025we have those dinner conversations because a lot of our kids sometimes don't have access to that. So, the teachers are really focusing on that and and they'll have they'll do like a fishbowl to pull out a topic to talk about with the kiddos like um what's you know favorite place to go and on an hour drive you know quick drive or something and so the kiddos are really engaging with that piece and bringing in the communication. So yeah, doing well in preschool. >> Is our preschool enrollment up down from last year same? >> I know the last few were still kind of >> we're still wishwashed because I feel like um >> you said 71. Is that right? >> Yes, 71 kilos. So yeah. So >> we have last year. >> I believe we're up
026from last year. I think our cap is 80 if I'm correct. So we're doing we're sitting in a pretty good spot knowing that we will have others trickle in. um we were able to accommodate everybody who wanted to go to preschool. >> Yes, >> there is not this year. >> No, >> one change for this year was the addition of that half day option. Um the feedback that I received from Principal Freley and Mrs. Pink last year was that there were some parents who were not sending their their children for the whole day preschool um and then were kind of holding them back and then sending them all day every day for kindergarten. So opening up that opportunity as an option that have the option in one classroom. Um those those rooms are a little
027smaller but based upon some of the needs that's a good thing. >> Thank you. >> All right. So at the primary we've gathered our beginning of the year cadence data and we're looking towards making rooms for students. Looks like at the kindergarten level we're going to have 43% of our students on uh reading improvement plans. First grade it's 26%. One really cool thing to watch that first grade class, they are our first kindergarten group that left last year at that 8020 mark that we're always shooting for. So looking at kind of that summer slide looking at just 6% like 26 on reps. That's pretty awesome to see. Um kinder or second grade we have 32% of our account. So, we're really looking towards um our strive time to giving kids what they need uh during
028that tier 2 time to support them. And ultimately, the goal is to get them off ramps and getting them on grade level. Attendance-wise, kindergarten 99% for August. Good for them. 96 for first and second grade. As a building, we typically hover right there at that 96%. So, we're doing a great job there. PBIS update, lots and lots of orange tickets are going out. Kids are celebrating that. So far, we've given out about 123 Aces way cards. And just a reminder, we have bingo boards that they scratch off for their Aces way cards. And they get lots of exciting things, whether it's cookies with the custodian, surprise with the secretary, Pac-Man with the principal, assistant principal, lasso walks, and other custom um classroom incentives. So, it just really gives them something to to work for and
029um look forward to. Gifted testing for second graders start uh next Friday. Um we're excited to identify and then service those second graders this year. Um it's something we sat down as a team um admin with SST11 looking at ways that we can enhance our report card and that's one way we can do that is by identifying and then servicing our second grade students. So we're excited to do that. And you know our gap closing um for the primary is a fourstar now but that could possibly push up to a fivestar. Um so that's exciting. Last but not least, today we had something new and kind of exciting um for preK through 2 grade students. We participated in something called Operation Lifesaver. Um it's through the railroad and train safety. So they came in and
030they just discussed train and railroad safety with our students and boy were they engaged and they love their pencils and their little erasers they got. But the gentleman that came down, the one guy, he drove three hours. Um, but they go all over the state of Ohio and do these presentations about railroad and train safety. So, the kids loved it. They were enthralled from the video to everything they did. So, just filling our students backpacks with all kinds of knowledge. Now, on to the elementary. All right. So, the elementary focus um obviously state testing with third grade soon. Um, that will be in um October. So, we will be having our third grade reading OSD the 22nd and 23rd of October. Um, the first nine weeks report cards will be going out October 16th. So,
031that's coming up sooner than what we're prepared for, I think. Um, attendance goal, we are struggling for at least 95%. um as we get older, you know, we're trying to combat a lot of that not wanting to come to school, but so far in September, our average has been 97% across the board. So, we've put a few incentives in place and we're just trying to really push that every single day. Um just allowing them to come and just do something a little extra just to get their attendance up. Um so, we are happy with 97% in each grade level is the average. Uh the fifth grade gifted screenings will be September 29th and uh through October 1st. And I am happy to announce the star data that really coincides the scale score with the Ohio
032State test. Uh we our third grade students OST um data indicates that 50% of our third grade students 45% of fourth grade and 48 of fifth grade are at robust proficiency in reading and math. So to be at the beginning part of the year and to test as early as we did, I think that's a a pretty good starting point. >> Um we will be having a third grade state testing parent meeting. Uh that will be September 30th from 4:15 to 5:15 and that will be in the cafeterium. We will be discussing the state testing blueprints. Um a test effort rubric that we will be providing the students wanting them to meet. Um what the test taking expectations are and any parent strategies for some at home help. Um and then also some individual student
033data review. So, what we really want to do with our parents is to get them involved in this um testing process and for it to become exciting and not looking down on it or you know testing's awful and it just stresses our kids out and we don't want that. We don't want the kids to be stressed out. We want it to be an exciting experience and hopefully we're gonna be doing some awesome things with, you know, getting our older students involved in pep assembly kind of thing before they test and see how that goes this fall. >> Show what you know. Oh, up in my direction there are right now 440 high school students in grades 9 through 12. Um we each week we're putting out um a focus our focus is again the top
034three things attendance behavior and grades. We look at those three things across um all grade levels and each week I put out this week at the creek which is our um kind of our um recap of this is the week's events um and also recaps the attendance the grades and the behavior cumulative from day one up until this point uh right now. And when you look at it, um we're we're shooting for um 90% attendance rate is is the that's the floor for us. That's what we're shooting for. Um if you have good grades, good attendance, and and good behavior, then you stay off of social probation. U socialation will eliminate you from field trips and other active fun things. So, we're trying to keep keep there. Um and there's an example what that kind
035of looks like that um that Dr. whatever's put up goes out to the students. It's displayed on the TV screens in the building so the kids can see kind of where they are. Um when you look at it by the numbers, the senior class is doing the best as far as attendance is concerned at the moment. They are all showing up um they know that um showing up matters. So they're here. uh when we come down to who's doing not quite as well. Uh the sophomore class is that 10th grade class is is having a harder time getting here. Um and that kind of holds true through the behavior and through the academics. So when you look at the numbers and you start comparing, seniors are doing pretty well across the board. Attendance, behavior, grades,
036they're doing well. Freshmen are doing really well across most areas. our 10th grade group um is having some struggles in in all areas whether that's attendance, that's behavior, and that's their academics too in in all four major um academic areas. Uh so that's something that's coming up in our teacher based teams. Um and so those grade level teams meet again next week on Tuesday where they'll be looking more at the information. um we've got five weeks worth of data to look at and kind of determine okay why are we seeing such a a high number of sophomores with difficulties in all these areas um so that's that's coming up next week and then we'll and that's utilizing our new MTSS uh process our new handbook with the media protocol data analysis that's all being used
037to do that um our foundations classes are new this year and they're in place in ELA. Um, reading and math, those are back filling gaps that have been identified through teacher recommendation, star assessments. Um, and we've kind of leveled those. There's a basic reading one where students we identify with gaps in reading and that's foundational skills in reading. That's phonics. So, but when we get down to high school kids, you say, "How can you have a ninth and 10th grader with phonics gaps that we do?" Um, and that class is in place to address that. Uh, Shannon Osborne is doing a fantastic job with that. Um, she's doing that. So, it's addressing the need without it being um making high school kids feel like they're in second or third grade. So, she's done a great
038job with that. Uh same thing with ELA which is the next step up which is vocabulary acquisition those kind of things decoding kind of little higher level pieces. Math is the same thing. We've got a couple levels of math trying to back fill some of those missing gaps. Uh PBIS update next week. Um if you're interested free during lunchtime we'll be doing the ACS open lunchtime ping pong extravaganza. What time is that? >> It starts at um 11:30 sharp. And uh so if you're not on social probation when you signed up, then you're able to like ping pong tournament at lunch grade levels. Um and then we'll have the top two players from each grade level hit each other. And then faculty u a couple faculty members uh Jeff Tilly um was excited to know
039that he could join. So, we'll have that one. Um, Mr. Isles classes. Um, Scott Isles is bringing back uh some video production uh as part of our IT classes. He's bringing in bring back some ACES way videos. We got kids doing that. They'll be working on some things for our scoreboard as well. So, when we get things at halftime um and throughout the games, those should be popping up out on the football field. Um and finally, we're working on like we mentioned expanding um and improving our prepared for success measure report. Uh and some of that's coming through workbased learning placements um such as working with the IT department and getting the industry recognized credentials. So that's a quick recap. Real quick on the student leazison since we brought up um like kind of took
040a different approach with the student leaison this year. Typically since I've been here it looks like they have been reporting mostly of high school happenings. Uh we took a different approach. Um there are three students that are filling that gap or that that role, sorry. Um and they each have a different focus. Uh so they're kind of focusing um on a different aspect of student life from different grade levels whether it's academics um student life and then ac like outside activities. Um so those are you'll see each one has a schedule and they'll be reporting out on a rotating basis. So it's a different one each month or Mr. Anny. [Music] Thank you all. years off and running. We'll be talking about the other year. >> All right, superintendent. Um so I wanted to talk
041a little bit about uh the report cards were just released by the state um this week on Monday I think it was. So um we've been reviewing kind of preliminary data as that's been uh refined um throughout the summer but wanted to go over some highlights from that. Um first of all from a district perspective um the overall we were at three stars um for the overall rating and we'll go into each one of the components. Uh Dr. if you cut can you cut one of the lights that might help. >> Yeah, too. >> There we go. Um so overall this is kind of the historical prog um progression of the district overall ratings and then each individual school rating. So ACP, ACE, uh the middle school and the high school. Just a quick refresh,
042a couple things that changed this year. First of all, it's still a fivestar system. Um whenever you're looking at kind of in the middle, you have three, three and a half stars. Those are the two that in the description says meet state standards. Uh four was where you're going to exceed um two and a half means additional support. The components were a little different this year um with the percentage that each component went towards your overall goal. Um they added in like I talked earlier they added in the college career workforce and military readiness compon component that is 12 and a half% of the overall calculation. Um there are probably 75 to 100 pages of paper that explains how you calculate everything with the report card. So I'm going to try to kind of condense
043it down uh a little bit. So looking at achievement, achievement is basically saying to what level are students performing on their state test. So we receive three stars in achievement. Um if you look here on the left is performance index trends. Performance index is just saying did they score limited, basic, proficient, accelerated, advanced. Um each one of the different colors represents it's the the blue dark blues at the bottom is limited. Then as you go up it is basic proficient accelerated advance. So overall we want um you can see that we we are on a an upswing. So 81.4 was what our performance index overall score was. The 74.1 above it. That means what they do is they take the highest um performance indexes in the state and then they say well how did you
044perform as compared to the highest performance index in the state. So that in itself is a as a moving target too that based upon how um each school in the state performs to the right look at that proficiency trends. So if you look at the bottom again, limited and basic over at 2021, the limited and basic of all the tests that we that we took in 2021 that was nearly 50% was falling in that category. Um so you take the top three components um which is proficient, accelerated, advanced and then advanced plus. Advanced plus is where you have a student who is uh grade accelerated through gift a gifted program. If it's an eighth grader taking algebra 1 or a seventh grader taking algebra 1 or something like that then if they rece if they
045earn a certain score and they're accelerated then they get advanced plus the number of students or the percentage of students that's falling in that um upper three four levels um is increasing and then you can kind of see the the bottom two together is kind of working its way down achievement this is an area where we need to continue to grow on we need to continue to to work on. It's this is not where um we need to be. We need to continue to focus on how well our students are performing uh on those assessments. >> When they look at achievement, are they taking in all students in that or are there students who are except from those numbers? >> All students. >> Yes. >> So, we really haven't gained >> all those number all
046those colors look the same to me. I mean, >> yeah, pretty flat. >> Yeah. I mean, across the board, it's like, okay, I don't see much. >> So, that's where I was saying we have some we still have room to grow there. >> Um, on progress, progress is um the growth that students are seeing. So, whenever they come in, you want to at least a student to at least grow and there's a large mathematical calculation. You want them at least to grow one year's worth of growth in a year. So this is a good representation across the board of where we are with that progress. The dark slate colored blue that is students made more progress than expected and there's significant evidence in to say that they made more progress than expected. So if you
047look sixth grade across the board um English, math and then all tests, they do not teach uh test science in sixth grade. The light blue which you can see is categorized English language arts for all grades. That is students made more progress than expected and there's moderate evidence to support that. um green green is students made progress similar to the statewide expectation and there's evidence to support that. So the dark slate blue the light blue and the green are all showing that the growth. So from one year to the next students are growing and 3 through eight they look at basically how did you perform in um let's say fourth grade math then how did you perform in fifth grade math and then did you like if you were at 700 on on fourth grade
048and then you score 700 in fifth grade then you would be great you would be on that same trajectory and 700 is as proficient. If you go from 7004th grade to let's say 715 and fifth grade, then that would be more growth um because you can pretty much look at those year to year. There's a different mathematical calculation that goes along with high school because they look at all of your subjects together and then what the tra trajectory is. >> So go ahead. >> The grades is that their current grade or is that last year? >> Last year's grade. >> So that's okay. So that would have been this year's seventh graders, last year's sixth graders. >> Thank you. >> Um you look at the yellow, yellow is an area students made less progress than
049expected and there's a moderate amount of evidence support that. um red students made less progress than expected and significant evidence to um support that gap closing. Uh gap closing received three stars. Um and it is looking at how you perform in various levels based upon pulling ac achievement and progress together. So these are all the components that they measure gap closing on. So there's the top two columns are English and math achievement. So we received two points out of five points on each one of English and math achievement. Go down to the next two, that's English and math growth. Uh for English, we received four out of four points on um and that's based on the different subgroups of students. four out of four points and then math was three out of four points. Graduation
050um that was zero out of four points and I'll get into graduation why that was kind of an anomaly. Um and we'll talk about that. Um we you see English language learners is zero out of zero because we don't have that population to uh talk about chronic absenteeism. We receive zero out of five points on chronic absenteeism and we'll talk about that in just a minute. You see there's an entire section for gifted performance indicators or gifted progress. We make we receive five out of five points on gifted progress. Gifted performance index they're saying did students score at high enough they enough of gifted students score at advanced accelerated advanced. So we did not meet that. We have progress but not the index. And then the last one is the gifted identification and services which
051is where we talked about earlier. Are you identifying what they say is the correct amount of students that would be identified as gifted and then how are you serving them? So that's where I talk about the gifted policy is giving us some more uh the first first read on that is giving us more options to be able to service those identify and service. What was our gap closing last year? >> Um, let me get >> I'm interested in the data. Are we making progress? Are we staying stagnant? I mean, some of these scores are kind of bad. Um, see, where were we with gap closing? You said last year three three last year. >> Yeah. So we were in four and 21 22 and then we dropped two threes. Okay. That doesn't give the grade
052down, does it? >> The percentage because that other percentage this year was 38.1 >> 38.1. Yeah. >> I can't read that. >> They're all 38s. >> Okay. We went from 37 to then 385 381 381. >> So let me see here. Um so this this 381 here is the percentage of points. So we have the total number of points that we earn and then the total points possible. So two places that were kind of anomalies for us this year. One graduation um it's it's kind of an all or nothing. So we received zero where we have and should have received four points there and um chronic absenteeism we received zero points and we should have received five points. So at least the chronic absenteeism I'll talk about in a minute graduation two um we'll go
053into a little more depth. Gap closing here's where we're at. So gap closing as far as achievement. So here's where I said earlier we're still not the the yellow dots meet show indicate where we should be where our goal goal for achievement is. Um and then the bar show where how we performed um within each one of those subgroups. So the black line is all students. Um the darker blue is the brighter is multi-racial. Um red line is white non-hispanic. Um the yellow line is economically disadvantaged and then the lighter blue is students with disabilities. Now again this is on achievement how we're achieving. This is our growth. So um the line is the expected uh growth. So uh on the left English language arts growth in our students. Um the black is all students,
054red is white students, the yellow line is economically disadvantaged and uh blue is students with disabilities. And then the math uh growth is uh the same. Black is all students, red is white, Hispanic, green is or I'm sorry, yellow is economically disadvantaged, and the lighter light blue is students with disabilities. Um you talked about where we were last year. So our chronic absenteeism rate, remember that was five points out of the total number of points. Um our chronic absenteeism, the the goal that we have uh that's in state it's 16 something%. Um or you can receive your five points by reducing your um the difference by 3%. So if we to meet that those five points in that goal if our chronic absenteeism rate was at 22.31% meaning 22.31% of our students missed less than
05510% for any reason excused or unexcused absence for last school year. Less than 10% of the school year. Um, we had 61 students that were between 10% and 11% of the school year. They missed between 10 and 11% of the school year last year. If eight of those 61 students missed two less days, we would be a three and a half star district right now. Um, so that's where that's not the only reason. And I go back and I say, you know, we have room to grow in achievement. Our growth is looking good. Um we're we're going to continue to work on growth, but little things whenever you go back to, you know, you asked where we're at 38.1%. >> But would you go back to that? Um but we're not doing well in the
056students with disabilities >> for for last year. Yeah. And I would have to go back and look at the the prior year what the growth looked like for those um the the prior year and that's for growth in math >> um >> as compared to the ELA. But yes, that's that is the one area that we did not meet the um expected growth in math. Talk about graduation. So um we have a fouryear and a fiveyear gradu um graduation rate. We were at two and a half stars or two stars this year. Um which I said that's an anomaly for us. um you have a four-year graduation rate. So that's um 60% of the children have a five-year graduation rate. Um going into that, if you remember that is from two years ago. So the
057graduation graduating class two years ago for the four-year graduating class in that class whenever we do dove into the data and we looked at a couple things were happening. one, we had students that um we actively tried to chase to come back. Um hey, finish. Let's see what you can do. Let's help you find a way. Um either they just wouldn't return like get back with us. They moved out of state once they turned 18. They just moved out of state. Um the other component to that is any student who may have a plan that they finish 12th grade but they have the opportunity to continue their education past 12th grade. Um those students do not count as a graduate for us. Um and that particular year we had had some of those as well.
058Um we ran into some students that they would enroll in another school district and we would get a records request. we were thinking that they're enrolling in another school district and then they never actually show up to start classes. So, we think that they've enrolled there and then they they don't end up going. So, we're we're trying to work on getting that identification early and getting some things in place to make sure that isn't happening. We already know what our graduation rate will be for our four-year graduation rate for next year's report card. Um, and I believe it was 97% is where we're at for next year's four-year um, report card. We were at to get we were at two stars. To get three stars, you have to be at least 90%. So, we were
059610 of a point away from three stars on graduation. And historically, uh, graduation has been an area that we've we've been able to perform in. Early literacy, two stars. Um, the components that go into early literacy, improving K3 literacy, third grade reading proficiency and promotion in fourth grade. Um, so you can see there's a summitative component there of how the data works together, but I wanted to point this out. Um, so this is the early literacy portion. So that is improving K3 literacy all the way at the bottom. It's 25% component. Now this is also I anticipate is going to be changing for next year because with third grade reading guarantee it was how many are promoted to fourth grade based on third grade reading guarantee and then that was a measure that not everybody
060made it. Um then everybody is able to be promoted to fourth grade. So you can see there it's fourth it's 100%. um because 100% of our students were promoted fourth grade, not necessarily because they meant third grade reading guarantee, but the options that are in place for promotion to fourth grade. But if we look at this, this shows some of the growth that's being made. So if you look kindergarten diagnostic to first grade diagnostic. So that's saying two years ago where they performed in kindergarten and were they on a reading improvement plan and then in first grade when they started the year and they took the assessment were they did they come off of a reading improvement plan at that point. So 44.4% 4% of our students who started kindergarten needing a reading improvement plan
061were able to come off of that plan by the time they entered first grade. Um again, first grade and second though of the students who started first grade two years ago, 49.2% were able to come off of that reading improvement plan at the beginning of second grade. is the like on the first one it's 44.4 is that out of the 55.6% of the students were on a reading improvement program. >> It's saying of of 100% of students that were on a reading improvement plan in kindergarten 44.4% no longer needed no longer needed the reading improvement plan in first grade. So that growth that they achieved during the kindergarten year. >> But so how what percentage of our kindergarteners needed a improvement program? Do we have a number? >> I don't have I don't have that
062>> 44% of them achieved it. But how many how what percentage of that first grade class need >> had it to begin with? >> Yeah. >> I don't I don't know that. >> I was just curious. >> No, no, it's a good that's a good question. Um and that's one thing. I just don't have that in front of me. >> I'm curious. We've had our own prek now. This fourth year. >> Yes. Fifth. >> Fifth year. It's a while that we took it under our own wing that we've had it here. Are we seeing those scores better now that we have control of that prek? And where do we see that on our scorecard? So we are seeing that benefit coming in and I think that the deficit that students are coming in with you
063can see if 44.4% 24% are coming off of that rate improvement plan in one years of one year of intervention then the deficit isn't as low as what it >> No, I'm just curious as to like how many because we should be seeing a decrease in that in kindergarten if they're coming through our preschool program and well 71 kids that covers three three four and five there. like how many of those kids who are coming into the first grade from our preschool are kindergarten ready and would need an improvement program. >> So >> that's what I'm curious about like how special didn't you guys dive into that last year? You took the number of kids in preschool versus not preschool. >> Yes. So, we did somebody else's preschool about >> No, we we looked at
064our preschool and we looked at the the students that went through our preschool versus the students that did not go through our preschool. Okay. >> And I don't remember, but it was like >> it was definitely a huge >> kids that went through our preschool. like it was it was significant because that's >> so in the last four or five years are we seeing that number better for these kindergarten kids who needed to have an improvement program is that decreasing because it should be if our prek is doing better that you say they are then those numbers should be going down. >> So this is another piece that that went goes into that is the assessment we use to measure whether track or not on track. So if you remember we added the cadence in.
065So that assessment has only been in place for two years now. >> Yes. So I remember the first time when I came in the number that for us to um reported tonight she said 50% of the kids came in at grade level for third grade and that was a big deal. When I came in here we were 27%. So that would be those kind those preschoolers getting into third grade. So that kind of made me feel a little bit better because 27% >> they implemented a curriculum finally in K2 that was a national curriculum as well and >> and that's had various components. So we you know we had we added foundations now we added wisdom. So the the components of learning to read now we have all the components covered and last year was
066the first part for the wisdom piece. >> Thank you. >> Okay. Uh the last piece is college workforce, college career workforce and military readiness. Um like Mr. Dennis had mentioned um that is we're at one star there. um that this is the first year that that has been measured. Um so looking at that, we had 53 out of 102 of those graduating 2024 four-year graduates that earned something that contributed toward uh the college career workforce readiness. So >> how can that be when they all have to have a pathway to graduation? So the the things that are have asterisks are the only things that count toward the uh the asterisk I'm sorry that count toward the college career workforce military readiness. So like an honors diploma if they receive that um if they receive an
067industry credential um and many of our students coming out of the vocational school will leave there because essentially their industry credential is their curriculum for their pathway. Um, dual enrollment, you can see ACT or SAT, uh, remediation free score. Um, qualifying scores a three or more on the AP exam. Uh, military enlistment, apprenticeship, um, pre-apprenticeship, apprenticeship, uh, that's listed three different three different times for 18 plus year olds. And then under >> Why don't we have anybody with military enlist? we have the kids' stand up at graduation. >> So that in order to count that, you have to have a certain document that most students don't receive until like they can say I'm going to I plan to go to the military. >> But until you have like the this is when I ship out
068and this is when I'm doing that, then that doesn't count towards this there. You have to have specific documentation. You can't just say like I plan to go to the military. But that's not what I mean at graduation when they have the you know whatever those cords or whatever I'm going to the Marines or whatever. >> So that they're saying I I intend to go but they haven't actually >> they haven't actually listed >> uh they still have the opportunity to back out >> um until opportunity to go to boot camp. So, well, but there's a there's a form there's a paper that is essentially the state says until it's at this point, then that's what >> do we ever ask them or I mean is it typical that they don't >> and and that's
069where I I I don't know specifically on that and that's where um you know I asked Mr. Dennis to work to come up with how we're going to make sure we are capturing all of those components. Um, so that's one piece looking at one piece. >> So we're doing well on the industry recognized credentials, right? >> Because we have all those students who could get a well credential. >> That's probably right. Right. Right. So how are our kids graduating then if they're not meeting some of these requirements? Because they have to have a pathway to graduation. Not >> really. >> Not necessarily. >> I thought they did. I thought they had to meet a certain number of pathways to graduation to graduate. Have to have a certain number of credits. No, you have to have
070you also have to have >> seals. Is that what you're >> seals? Yeah. Is a way pathways to graduation. It could be community service. >> It could be there's a five million of them. We talked about different classes we offer here now. >> Yeah. And for example, like if if community service seal is one of the seals that you use towards accumulation towards graduation, that's not something that counts in this >> in this. So it's and and another thing is like we have students that that go out and they have over the 250 hours of work workbased learning. Well, it has to be tied to a specific program and the course that's aligned that has to be tied to a specific program. So that's what it is. C again it's capturing that whenever our kids
071go out and they represent 250 hours of work within a particular area then how are we collecting that information from them and then how are we reporting that to the state because they can't like go and say well I have 50 hours from this and 40 hours from this and 100 hours from this they have to say okay all of my hour all the 250 hours are from the a business pathway and it's because I'm going out and I'm I'm working in an a related program. So again, those are the things that we're working this year to make sure that we're reporting correctly and that we're um guiding our students and you know, okay, if you're going to do work release essentially, you have to take this course because this course is what puts you
072on that pathway that we can count those workbased hours. That qualifying score on three or more AP exams. What's a qual? What counts as a qualifying score? >> Three or better? >> This would have been for last >> last year that just graduated class before that >> 24 just just graduated. Oh, 20 25. >> Oh, this is just among seniors, not >> just among seniors. Yes. >> I was going to say >> so it's just out of those 102 that were in the 2024 20 I'm sorry, it's 2024 because this year is 2026, last year's 2025. >> So it's 2024 four year graduation. So, we had 53 out of 102 that qualified for that that received something to count for that. >> Gotcha. Okay. >> So, um we went into this year thinking we would
073I thought we would get three and a half stars this year. Um I think there are two things that impact at minimum two things that impact that. Um our early literacy whenever I looked um that was five students. Um so we would have been three stars. If five students from grades K three would have come off of a rep then we would have been at three stars in early literacy as opposed to two. Um so >> approximately how many do we have that >> if you take 150 for grade level so 100 or 115 115 times four so >> 500 >> and how do we compare to like districts around us like our union home like where do they >> are >> yeah Miller repair. Miller sport was the lowest performing. We were >> Oh,
074really? >> We were the second lowest performing >> one of the what I want to call it proponents of publication that are trying to fight the boundaries put together a um >> basically a chart connecting um income >> stores. It was in Cleveland.com today. It was an article about city schools. >> It came from Bill. I think Bill Phyllis who does the voucher the thing against vouchers >> and I thought that was incredibly interesting how >> you can't overcome household income. >> Yeah. >> Household income is directly correlated with stars. >> And if you're a fivestar you have the highest household income and on down to the one stars have the lowest average household income. And it is and it literally just steps and steps and steps >> and it's the I thought was interesting
075statistically the amount between the steps is almost ident,000 $5,000 $5,000 >> which would [Music] even state average. >> So those kind of statistics tell me that it's a lot closer. >> Yeah. >> Is flawed. >> It's it's >> the way they're income. Well, it's things that >> well I saw whatever for county and it was they were sense >> but there's some things like >> I was trying to explain I said that's really funny because financial stuff is average like we our but compared to the income. So our curious kind of like >> which is why you know truly >> you know there's there's a lot newsis conversations. >> Where was that chart that you started to pull up that Robin asked for about the other schools? Yeah, it was up. But then >> these
076cakes and bakes. >> No, no, we're on budget restriction. State >> the punch is really good though. >> Um, I can hide this. I think that might get better. Yeah. Can you make it bigger? Make it bigger. >> There you go. is that the LC >> I'm impressed that a city school is a three >> actually three and a half. That's impressive. Um, this would surprise me the most truth. >> Why is this >> Why is I thought you said that we were the second like we were second. >> So your overall ratings your overall rating. >> The line at the top is just achievement which is how you perform the test. >> I think this is interesting. >> If you compare the overall rating to overall rating compared to the chronic absenteeism rate. >>
077Um it is almost one to one. >> So um the you have four and a half stars to two and a half stars and then you have chronic absenteeism rate. Now langster is an anomaly but 30.2 to 11.8% 8%. Actually, it's inverse. >> How do these other school districts get their kids to school? [Music] >> I think ours is actually pretty darn good. Like, yeah, I mean, that's kind of a rhetorical question, but how do we get them? >> How does Bloom Carol get >> absent? >> Yeah. So, one of the things we're looking at is is starting are how how are we counting absences? Um, so what what counts as an absence? What doesn't count as absence? How >> those kids who >> that didn't graduate, they must be counting against our absenteeism as
078well because they're not here. >> Well, yes. So, we have students, let's say a student um they don't come for the first four weeks of school and then their parent enrolls them in an online school. we have to take their absences for the first four weeks that they weren't here because they didn't enroll in the online school. They had full intentions of not coming the first four weeks, but they didn't get enrolled in the online school until week five. So, we have a student who their absenteeism rate is through. So, of the time they were here, they may have an absenteeism rate of 100%. Because of the time they were here, they missed everything. they never withdrew from us. >> Right. And >> so anyways, diving a little more deeply into the chronic absenteeism. Um
079there is a change in state law that um House Bill 410, you probably heard maybe heard a lot about House Bill 410 and stressing the doctor's uses and parent notes and things like that in um that's kind of out the window. um the that those definitions aren't here anymore and it is strictly chronic absenteeism. So it is are you at school or are you not at school and for any reason um and those hours add up. So if you aren't here for all day those hours you know you have a whole day because we submit how many hours our school day is. If you are here half a day then half those hours uh count in. So they measure and the the spreadsheet it's I mean you it shows that a student a student ID
080a state ID number there were this many hours that you should have been in school there are this many hours that you had absences and that this is your rate. any other questions or any other additional information that you would like. >> So even if a child comes to school with a doctor's excuse that it's still counted against the scorecard. >> Yes. >> For any reason. Now if there is a >> encourages people to come to school when they're sick. >> I mean yeah we say that all the time [Music] school I mean >> and and I think the difference is come to school like okay I I went to bed late last night and I don't feel like getting up the next morning. That's different than completely unexpected. >> I'm running a fever or
081something like that. So, kind of making that differentiation between I don't feel like going or I don't feel 100% versus I'm sick. >> I'm not a I I'm not a medical person, but >> so like the FFA trip to >> that does not count tomorrow. >> That is a so that's a school related event and that's coded. So whatever those are in, they're coded specifically as a school where they can do that. >> So like the students that just went to Boston and miss >> they do not that does not count. Okay. And and that on the back side through EMS that they sort those things out by the way we're coding them their absences. So overall um growth I think there's some good things with growth. I think there's some room for improvement on
082achievement. >> So, will the admin team then come together with the results and actually put together a list of goals like things we can affect like attendance. So, we're doing attendance incentives for the kids with different things and trying to be like, hey, if you've got that dentist appointment and you have the ability to have it after school or over break, can we, you know, those types of things? That's one thing everybody's doing. Is there something else? I mean, it's some So, you and I because from a financial perspective for me and accountability to our taxpayers, you know, we've spent millions of dollars on this curriculum and from that report, we've not grown. I know we've grown. I you can once you dig really deeper and you can see where we're definitely moving in the
083right direction, but when you break it down to one to five stars, that's such a you know, thousands of pages go into five stars, you know, um that we can to me to have something to um communicate back to, you know, our stakeholders of we are here. here's where we want to be and here's how here's the road we're going on this year to get there because there's some things that we can't change. We cannot change year 23 kids that we have. So if the child's on an IEP, that's what he was talking about. They can stay in school till they're 21. That will always count against us. We And we have more um students that this year counted against us. Were there five? >> There are five. And when you only have 100 kids
084in a class, that's 5% right there. So we at best could have got to 95%. Automatically. So, you know, that's like stuff we can easily explain out, but spending money and not moving is something Nice to