Student Achievement Committee of the Whole Meeting March 12, 2025

001e e e okay good afternoon in the absence of Treasurer Wagner I need a board member to serve as Treasurer proem is there uh of nomination and a second uh at the table as are normal I'll nominate myself uh in hopes that there is a second second thank you both I appreciate it especially Mr Craig um all in favor signify by saying I I I any opposed Mr Craig is elected congratulations once again and we appreciate it call to order good afternoon seeing a quorum of voting members I call the March 12th student achievement and District instructional performance Committee of the whole meeting to order uh Treasurer protim Craig or with the assistant Treasurer at your left please take attendance thank you thank you Mr Craig here Mr Crossett Mr Lindy here miss map here

002Mrs Weinberg vice president Bolton president president Mett thank you uh let's see sitting in today we have our Deputy superintendent Deputy superintendent would you please introduce the following presentations and thank you for being here yes I will thank you um first we have up uh John Chambers with his uh interim assistant superintendent of District performance redesign sustainability and growth he will be doing go goals um in guard rails one two and three today thank you good evening everyone good evening I will uh today be presenting on um goals one two and three next slide please um goal one just as a refresher um addresses the percent of third graders proficient in reading on the Ohio state test and we will said it will increase from 47.5% in June 23 to 61% by June of 27

003and as you um can see from the um the slide um we have um we met that goal in the fall and um we um have uh grown upon that in the um winter testing from 38.6% to 45.2% so that goal was met goal 1B IT addresses the percent of um first grade black students meeting the successful criteria on I ready and reading and their scores will increase from 18.9% in Fall of 22 to 26% in Fall of 24 and with that goal we uh met the that Target in the um the fall with 28.9% and we increased um that uh score in the winter testing to 37% which was a 88.1% um increase in the um the third grade and goal 1 c um addresses the percent of um first grade Hispanic students meeting

004the success criteria on The Benchmark on IR ready reading and we said it will increase from 14 3% in the fall of 22 to 21% in the fall of 24 um as you can see we um did not meet that Target um we had 16 um% in the um winter testing period but that was a 1.3% increase over the fall so we have um you know um identified that as a um an area that we are going to address and put um additional resources and interventions into so for um some of our key takeaways from goal one um just at a high level we need to revisit um access to high quality tier one instruction in the primary grades and we need to strengthen our systematic approach to high quality interventions and enrichment in our

005next steps um based on the fall third grade um Ela and OST data schools began to um skills based interventions with a focus on assessment and reteaching and um we're kicking off the master scheduling season which is um upon us um looking at um a guidelines to ensure that U students have access to all cor subjects um and intervention and enrichment and um we're going to revisit explicit instruction strategies within tier one um um especially in vocabulary and writing assistant superintendent and Deputy would it be okay if the board members have particular questions as we go to each goal or do you want to do them all in one we can do each goal yeah do board members have any questions or comments uh as you review goal one member Craig uh thank you again

006for this presentation and I think it's showing some successes that we were seeing I think one of the questions um that so one of the thoughts that I have and then one of the questions I have the thoughts that I have is that we're seeing this growth up closer to 50% for almost each one of the groups with again the exception of certain groups we know will be a general struggle um to get them to 50% uh but I think it's a good sign that we're moving closer and closer towards that point um as a district but the one one area is Hispanic number and I and I'm curious to see whether or not that has anything to do with also when Hispanic students are entering the district I think we've talked about in the

007past about some of the different challenges but I also think the reality is that if a student enters in the second or third grade who has very limited English proficiency or may not have had consistent uh educational resources um that it may not necessarily they may not necessarily have the tools to get to that number um in that third grade level so I was just curious as to are there any point anything things that you can point to that might be also reflected in that yeah that is um one of the key um uh you know indicators that we're looking at is when the um students enter um CPS and that you know that data hasn't been um you know totally compiled but um you know we're um definitely aware of that being a barrier

008with the Hispanic students it's it's all in um you know if they've been here um since you know kindergarten it will have um definitely have a change in their performance but we're looking at the um you know you know the Hispanic students we had um a target with them in the um first quarter so we're um still compiling the data and we'll be able to um give you something later on the spring thank you I think what you said is true when they come into the school we're also looking at the resources that we're providing for them and the alignment of what they get from um the ml coordinators the the ones that tutor them besides what they get from the reading specialist so aligning all those things I think we'll begin to see more

009and more Improvement but you're absolutely right some come in and have been to school some come in and speak absolutely no English at all and so it's just they're at different places so making sure we align all their resources to kind of move them as quickly as we can other questions or comments on goal one Mr Lindy um thanks and thanks so much for the presentation um I was hoping you could say um on the both I think for where we met the Target and for where we're behind just a little bit more about what what you all think the cost CES are of you know what what allowed those students to reach the target what got in the way of the other students reaching the Target and then my other question was um on

010the takeaways um I just wanted to hear more about I think first of all uh I I think the idea that you want to um strengthen tier one instruction seems incredibly reasonable and and makes great sense um I just want to understand more about how we do that uh as a school district across all the different schools across all the different classrooms uh and so anything you could share would be great you Mr Lindy assistant soup or de so if um board member uh Lindy the way we're doing it right now is as we go in and we do our instructional rounds or the assistance soups and our in buildings we are checking to see the use of the tier one curriculum when we don't see the use of it the way we should we

011usually we discuss with the principal is there a training issue does the teacher need training are there things that they need should we send support so we're sending supports out the coaches from curriculum instruction will go out they'll do planning days with those teachers where we get subs sit down map out the planning look at what's in the curriculum if it's a training uh some schools have brought W Whitten wisdom in and I ready in and they've done training during the day with those teachers they also do what we call a cafe where the coaches sit in the building in one section and the teachers can come down on their planning time and see what they need about tier one so systemically we're trying to make sure that everybody gets what they need when we

012get into a building and see that the curriculum is not being to use the way we think it should be used sorry that sounds great um I think um uh a couple follow questions the there was a time when I remember um you gave a great presentation you and your team on the instructional rounds and about where you I just thought of this when you mentioned this where it was being implemented completely where it was not being implemented yet where it was sort of in the middle of being implemented um do do you all still keep those records yes we do could could I I don't need this today but I would love a copy just to kind of see where that is and so I would just ask us a information request not urgent

013um and then on the things like the cafes and the PD and the trainings and all of that are those things that you all um trying to not ask this as as like a gotcha question I'm trying to are those a things that are new things you all are starting or B were they things that we've been doing all along if be it seems like although they are great they also are working in some places and not working in others if these are the data that we're seeing and so what what kinds of adjustments if any are you making does that yes so I would say to you we we we've done instructional rounds and reviews last year I think we um anticip the number of instructional rounds that we've done I think that um

014I know for sure that they're working in some places and not others because there's more work that needs to be done depending on if there's a number of long-term Subs in that building each Building looks different so the one thing that we have done differently is that we've tiered the schools right we looked at the data and we look at what schools need additional support so when you get the document from us you'll see the support that's been provided to those schools how many times the coaches have been in there what Fe what feedback the coaches are giving to us that we may give and work with the principal so I think they we have been doing them I think you're right they're working well in some places and some places it's taken us a

015little longer because it just depends on the Staffing how many long-term Subs how many is it's just a lot of things that play part in that but I believe that we are trending in the right direction in most of those places thank you other questions or comments regarding goal one member map uh yes so thank you for the presentation um I agree with um my fellow colleagues about um just areas in which there's growth as well as uh areas of concern um while I'm happy to see that there is growth I am also very concerned in terms of like the vast differences as it pertains to the data for our Hispanic students and our black students in comparison to our white students and this is uh a very St contrast when we see that the

016um data for our white students for our winter scores are 80.3% whereas our black students are at 37% and our Hispanic students are at 16% and so I'm just curious to know several questions um when we are thinking about um our tier instructions and we're thinking about interventions have we one looked at how the Imagination Library as well as uh preschool promise um in addition to um there's another targeted intervention I'm thinking of but how those interventions are helping to support our students overall have we do we look and pull specific data from those interventions or are we just implementing those interventions when you say preschool promise you mean where the kids are whether they're coming to us um ready ready for kindergarten um we I believe the schools look at that data but from

017this point of the data um board member map my take on it is when we look at the first graders and where you see a lot of growth and not all lot enough growth we systemically need to look at how we're progress monitoring our kids um how we're using our Hagerty how we're using our phonics and so those are things that when we go into buildings that we're looking at I would say to you systemically we we we're looking at next year like how do we schedule that out what does that look like what does it look like when we teach fics and how are we um progress monitoring those kids whose scores continue to be lower so they need progress monitoring more frequently than a child that only missed one or two words so

018um I I know the school looks at that data to see what kids are ready when they come from preschool to the kindergarten um we just start with where they are in kindergarten when they take that I test when they take the Cadence test so that we can know from this point on what we need to do in order to move that now in some schools we do have the rosie reader where they get to take the books home and they get to to uh read the books every night and uh we Emily and the team met with them today to see if we can spread it even more across the district because we know that when kids read or read to at a younger age it increases that fluency in their vocabulary right and

019so I think thank you for that and I think what you're speaking to in terms of like the heg does that align with the science of read that we've been all those pieces yes absolutely okay and so with that progress monitoring are we having those close conversations across the district from the teachers to the principals to the administration to ensure that there's continual growth there yes okay we're having those conversations and um and also just looking at Sometimes some of the data as you all know those barriers coming into play attendance you know um Behavior those things that we have to work around with our young people but our goal goal is to make sure that we systemically look at the work and making sure that every school is looking at how our young people

020are learning and how we're progress monitoring that that's a big piece of this work when you're at that K1 to area yeah so my other question is as it pertains to the student demographic has there been conversation as to why there is a big contrast in terms of our early um our students and their early informative years why there's that vast difference there and how we are addressing ing those barriers that's in place I think at each school we look at where the young people are and the barriers that we have and then we try to close those gaps as much as we can by ensuring that we double up sometimes right if I have the reading specialist working with those kids the teachers are doing the small groups with those kids I I would

021say to you if you look at some of the research it's depending on the vocabulary that the kids are having at home so how are they um speaking at home what's the language and how often of are they speaking or are they spending a lot of time on these things right here which is hindering some of our young people from speaking all of the time so there's a lot of research that goes with that but I think when they get to school our goal is to look at where they are and look at how we take them to that next space and sometimes it's just taking us a little longer depending on what has happened prior to them getting to school if they've even had that preschool experience or not so we we're looking at

022it as we look at every child as they sit into the data meeting and talk about what these young people thank you yes ma'am yes I have a couple of questions so sorry if I missed something and someone may have already asked the question I did get an opportunity to read the slides um board member map brought up progress monitoring and I know for me from just past experience of being in the classroom I think a concern for me or what I would like further information on is how are we um giving out this information whether it's to the students and to the families so for example with our atrisk children who are either falling below the particular points how are we discussing their progress monitoring to ensure that they are moving up that level

023instead of saying stagnant in which they're not moving and then bringing those parents in because I do know we absolutely need parental involvement to help with you know reading and getting these scores up and so how are the parents being involved besides par um parent teacher conf conferences throughout that whole progress monitoring period of 6 weeks 9 weeks whatever it may be so I would say to you that um all schools are different in how they communicate with their with their families um besides the parent conference they should be getting phone calls home I know that if a student is not on track they get what we call the rimp and the rimp tells them the reading Improvement plan tells them where their kids are struggling if it's nonsense words if it's what short vows

024wherever they fall in that and then that that determines the level of work that we do with the reading specialist and the classroom teacher but getting the parents in as you know is one of our struggles um I know schools will send out a rooc call I know parents that will do now a get on a Google meet but the communication is there and it's sent home because by law we have to send it home sing them where their young people are right absolutely and thank you for that and I do know that you all try to really go above and beyond including the parents whether it's sending that information home and we're just asking and we need our parents to really you know um get on board and really help in solving this problem

025so thank you so much for that welcome does anybody else have any additional questions or comments based upon what we've just heard let me uh if I can uh do just a couple things um again difference in the we've done some good work in gap closing I think our report card kind of shows that we're doing some good work there but to that point the differences that we see within our particular cohorts um I I I sometimes worry about the cultural bias in the assessments uh and but we can't hold on to that as as an excuse but still I think it helps explain some of it but um I'm pleased to hear you use the word vocabulary because uh having come from a Suburban District that prided itself about these particular test does or

026whatever it's all about vocabulary what do we do to help our young people um regardless of which cohort they are in to expand their vocabulary because when you talk about Acts or you talk about SATs it's all about vocabulary and that's something I don't know what we can do about it and I'd like to know what we are doing about it well um in our curriculum the big push for um vice president Bolton is around academic vocabulary and getting the kids to use the language that's within whatever content they're they're teaching we also have what we call word walls and so every classroom has a word wall um so that the kids can continue to see that vocabulary on a regular basis and part of our most a lot of our reading um is all

027around vocabulary and we had we do something called the Frayer Model where kids are learning vocabulary where they break down the word that exposes them to words that are higher than where they are so that they can um expand their very vocabulary we do some things with Latin and Roots Latin roots um so we we do quite a few things in the lower grades we have what is called a sound wall in many of the classrooms so we try to do as much as possible to develop their vocabulary while they're at school making sure they use the appropriate English at school sharing with them what those words are and how that happens so those are the things that we do pretty much thank you and one one last thing for me um you mentioned a

028couple of times about long-term Subs we're fortunate to have great many good long-term Subs yes we do we do uh I always worry though about where the long-term Subs are and what buildings are they and what buildings are they not and I think that that's something from an equity standpoint we have to look at and again we're thankful for the ones that we have but uh it it is something where the community does want and and would like to see sort of a comparison the more we do is uh president moffett's emphasized per student and per School uh Equity measures uh I I do worry about the long-term sub assignments and and we can bring that data back but a lot of times they're at those hardto feel areas and you're right we do have

029some amazing long-term Subs so when I say that I mean from the frame that we need to make sure they're trained in the curriculum so it may take us a little longer because we got to make sure they have the content and make so that they can deliver the instruction the way we need them to but we um we do have some amazing um long-term Cs and uh we can get that data but we have quite a few of them um across the district and in some of our math and and Ela classrooms so any support that we give them to to help them do what needs to be done for our young people is is what I was referring to when we do those instructional rounds and using of the tier one dat of

030the tier one curriculum thank you very much um moving on to goal two is that where we are yes yes um go two as a refresher um the current Gap in Reading proficiency between sixth grade African-American Hispanic and multiracial students and sixth grade white students on the OST will shrink um from 47.4% in June of 23 to 27% by June of 27 and um looking at this um particular data um go go 2A um we're focusing on the percent of um School uh sy23 fourth grade multi-racial students um meeting success on The Benchmark and I ready reading and the goal is to increase from 46% in Fall of 22 to 58% by fall of 24 and um as you can see in the fall of 24 we did not meet that Target we were off

031by um um a little over um over 3.9% but we did meet that Target in the winter data the winter data we were at 59.1 so although we did not meet it in the fall um the students did meet that um that Target in the winter and goal 2B looks at the percent of um um sy23 fourth grade black students meeting the sucess success um criteria um uh on I ready reading and we said it will increase from 25% in the fall of 22 to 35% in the fall of 24 um with this particular um Target again we did not meet the Target in the fall of 35% but we did meet that Target um in the winter um the winter testing period we met um that Target by reaching 35.4% uh proficient on that

032um benchmark which was a 6.4% um increase over the fall and goal 2C looks at the percent of um school year 23 fourth grade Hispanic students um on the I ready um reading and we said we will increase from 18.3% in the fall of 22 to 29% in the fall of 24 again um this target was not met um and you know we didn't reach that 29% U Mark in the uh winter as well but we did have a 2.8% increase um from fall to winter and some of our uh key takeaways as I mentioned um goals 2 and 2 A and B were not met in the fall but we did meet those Targets in the winter and um the data uh continues to underscore the need to strengthen tier one instruction um and

033we said as well as uh systemic interven itions and enrichment based on um the students needs in our next steps um we looking at based on the winter data we use a toolkit of high quality tasks and lessons to strengthen skills-based interventions uh create intentional testing environments and focus on um high expectations and analyze the spring um OST achievement data um to determine what supports our students will need any question questions on goal two remember Craig um just wanted to you know again maybe reiterate something we talked about with the first goal which is that I do think there's a challenge in where some of our Hispanic students enter educational process especially when it comes to uh some of our English proficiency numbers um but I did want to maybe ask a a a little

034bit of a question that's probably a little bit more leading into but I think one of the struggles that we've also seen is that when we get to high school where you are in sixth seventh eth puts you at a you know if you're if you're achieving and your proficiency it gives you so much more of an advantage to be able to do more within that High School realm whether that's taking CCP courses as whether that's taking AP courses that actually put you ahead of schedule right um and I think one of my concerns or guess maybe one of the questions I would have is just is there a any concern with as we're thinking about Middle School models and some of the other things that we've made changes to how much effort or how

035much attention needs to be paid more maybe in some ways to that sixth seventh eighth grade reading proficiency um in a lot of ways because there's not the same time at 9th 10th 11th 12th to catch someone up and so I mean maybe you can speak a little bit to just what the the focus might be in in paying attention to that and also what are the efforts that might be being worked through as we think about some of these newer models where we're not going to have the same folks within one building anymore yeah we've been um really intentional um especially you know in the um the the ELA um area as we're starting to look at you know the um the instructional um philosophies of the different middle schools and um you know

036so as we're choosing you know the uh the curriculum it's you know working with the curriculum department and um making sure that the the ELA and math um you know programs that we have in those buildings meet the needs of the kids in the building right it's not this is just going to be a generic thing that we're throwing out for um all of the schools um we're being really intentional about the schools um needs based on the students that are coming from the elementaries and the you know some of the kids in some cases that are will be coming from the high schools down to the middle schools just looking at that data and being really intentional about what programs that we use in those schools especially with our um some of our um

037you know elll school students we want to make sure that those students you know have those interventions and things that they need as they're coming into our schools into those middle schools thank you yes so I'll be quick with my question I just wanted to um see if you could elaborate a little bit more on for next steps I'm sorry for next steps you have creating an intentional testing environment can you just talk a little bit more about that because I would hope that we would have great intentional testing environments for every student so um if you could elaborate more on what other best practices are you referring to or if you could elaborate a little bit more onto that so when we say creating those intentional Tex testing environments we're we're talking about looking

038at every child and what they need so instead of sometimes we may just test all the kids together but I'm easily distracted right so I may need to be in a small group so they that they can put me in a small group so that I can focus um so if I'm um an inclusion student and I've been pulled out uh board member um Weinberg into math class all year then I should probably test with that math class with that teacher so really looking at what the young people need and making a test in environment that's not necessarily convenient and easy it may take us a little long longer but it's going to be about the kids so when the principles come down this week tomorrow actually we're going to be talking about their testing

039environment what does that look like um what does it sound like and feel like so that you get the best out of every student so that's what that's that's referring to thank you for saying that and yes it's always not about what is the easiest but it's for what our students need and thank you for sharing that yes Mr Lindy thank you um I just had a question and a comment um I I certainly understand why the goal the interim goal targets are set the way that they're set by focusing on these subgroups and no no push back and certainly I think administration's decision I wanted to go back to the overall goal which is about Gap reduction and so you know you could imagine that the the subgroups are getting better or they could

040even be getting worse and the the Gap might be doing any number of things like do you have any read on um I guess I could just read it off of here because you have all the sub groups on here but my my mental math is not that good um are is the gap getting better or is the gap getting worse I think is the question I'm trying to ask it's a slight Improvement but it's not like overall worse I mean uh it's it it varies between the three subgroups if you look at the gap between the um um if we're looking at the multi-racial students as a a group it's um you know it we have um closed that Gap from whereas the um the white students were um at 68% and the uh

041multi-racial students were at 46% in the fall of 22 we have uh um 77% for white students and 59% for the multi-racial students so that Gap has um closed slightly but um you know I haven't done the um data for every single um group at this that's okay like I I really don't want to I just said I couldn't do that on my feet I don't want to be asking you to do that on your feet that's not what I'm asking I just I think I just from a you know what um all of these numbers went up on paper because they stand for things that we care about and so I was trying to pull up a level of altitude and ask from the big things that we care about which is that no

042matter uh what your race background economic background what ZIP code you grow up in we want you to back access to excellent educational opportunity I was just curious what what's your what's your take on is this getting better or worse and I think what I hear you saying is that it's getting better slightly we'd like it to get better more yes that right okay that's great um and then I think um just the comment was going to be we had this conversation our last board meeting about how do we move forward around a budget given some of these um Financial gaps that we need to close and I think the the treasurer was asking you know what what are the the the sacred cows I think was the phrase I remember like what are the

043things that we can't we need to know that we can't cut and or what what is it that's really a priority to the board I think these are the priority for the board you know and so whatever budget comes through whatever the proposal is from the administration the the thing that I think makes sense is we're recommending this to you board members because we think that this will do the most for the goals that the board has adopted than any other option we can come up with here are the other options we considered and why we think this is less good than the one that we're proposing um and so I'm I'm glad we're doing this I appreciate the information and I hope that's where we can go on budget thanks other questions comments I

044would just like to Second the issue regarding intent intentional testing I mean obviously There are rules and regulations that the state imposes on us absolutely so that we have to live by those but yes usually a high achieving uh district is dedicating uh not just a significant amount of time through the year because we dedicate a tremendous amount of time in preparation for these tests during the whole year but when you're in a in a district and let's say in some of the suburbs that intentional testing piece is is is of a tremendous priority everybody knows when it is and how it's to be done and nobody needs to get in the way of that being successful so it it is almost a psychological as well as a as you say a physical yeah effort

045that we can we can make I think that's um very important glad to hear that turn go three okay uh if we're done with Goal two you have another two go for it yes um so again thank you for the information um just looking at um the data I do know that you highlighted we did not meet the goal in the fall but we met it in the winter can you speak a little to um what were some of those uh factors that prevented us from meeting the target goal by the Fall um and I do recognize that we're talking about some takeways are um increasing and improving the uh tier one instructional delivery but are there other factors that contributed to us not meeting that Benchmark uh go in the fall I'm not going

046to sit here and say I know exactly what um contributed to us not meeting that fall Target but I will say um you know looking at the um the data from the fall Benchmark allowed us to um you know have more targeted interventions for the students and it was a really uh renewed effort um you know by Dr Smith and the members of the curriculum Department to um look at the individual students data versus uh grade level data and you know Target what that individual student needed based on their performance in the fall so I think those um you know like I said I can't speak to you know how there are fault you know um scores you know um came about but I can say how the um you know the um interventions and

047things that we've put in place by you know having a renew focus on the individual student data improve those scho scores from the winner okay I and and then uh board member m when we come in for the fall remember we that pretty much is our Baseline so sometimes they come in and they have been reading all summer and it shows up and sometimes they have had a good time in the summer and we need to bring them in from the summer slide um so I think that was where they were um which to me is exciting that we we did show some increase by some of the things that we did so it just always depends on where our young people are because we take the tests um when we get back August by

048the first week of September we finish assessing those kids thank you I appreciate the focus on the uh specific student data um because my other thoughts around that was how we are um I know that there was previous discussion about the data walks and the data conversations with the students and how we are using that information to um to ensure that there is growth do we take the student feedback um when we're having those data conversations with the students to help Drive the instruction to help Drive the interventions as well I I I would I would say that when the teachers meet with the kids they have those conversations so because they're setting their next goal they look at what they did well they talk about what they need to work on to get to

049the next place so I'm sure um in a lot of the schools the kids are talking back to the teachers about what they're struggling with or they need support and so that that we can move forward with those interventions and they set those goals based on where they are and then our I kids that are using I ready you know it's it's individualized to what they need so yeah I think so I believe so I'm I'm um I have the sentiment of board member Weinberg when we're thinking about moving data it is it is from a systemic approach and so I recognize that we have our interventions but I also think that it's very important and essential for our our students to be a part of that conversation so that they know what their expectations

050are and they know what goals they are trying to strive towards and accomplish and so I know that we're doing that I just wanted to know if there is ways that we can improve that or include that excuse me from the uh systematic lens and I think we can we try to give each School some autonomy around it so if you look at the data um cards or the data sheet e School looks different because the teachers collaborate and make that sheet this is what we want in it this is what we're adding it looks different from K to 2 from 3 to 6 or 9 to 12 but I think there's always opportunity for us to think about how do we make sure that there's voice from the kids and and their data thank

051you president M so I apologize for being a little late I was coming back from the governor's address so thank you vice president Bolton for um stepping in I I appreciate that our young people are at the conversation level understanding their data but I'm going to continue to ask Administration what are we doing to bring the parents in for these conversations and I may have missed it I may have missed it so can you re reiterate that again I apologize for being late okay um we did talk about it a little bit we talked about um how each School tries to do different things um of course parent conference is always something we send things home with the kids um phone calls um meetings with parents so we try to do everything we can to

052to bring them in some principles I ain't even mentioned this last time they're out at the car rider line like hey and can you come and talk to me about your child's data I think we do as many things as we can to bring them in so that they have conversations around where their um young people are and how we can work together to make sure they have a good educational experience is there any continuity between the schools that do what whatever they deem successful job at engaging the parents around the data and the schools that don't and I don't mean to make that part competitive but I'm wondering is there any data to suggest that that parent piece makes a significant difference and the data talking with the kids I'm just trying to understand

053some schools do this really really well and some schools you know are a three star but maybe they don't do it so are we looking at some of the causal effects of the increase of the data in order to improve the outcomes I I yes so I would say yeah I know exactly what you're saying I would say you you can find research on both sides of that right um I I would say you can find some schools that are ex doing extremely well academically and have low parent involvement and then I would say you can find some schools that have a lot of uh parent involvement and have great scores and because we need the parents there but the reality of what moves um students and impact student achievement is being in front of

054an amazing teacher adjusting instruction as needed interventions are enrichments um providing kids with feedback having kids talk about their data and creating a space in the school where kids love to be um that's what impacts student achievement um yes we need the parents yes we want them but I think there's some research that will show you that either side of the coin we probably can find schools on both sides that are excelling that have very little parent involvement and some that have a lot that are excelling so I think it comes down to what's happening in that classroom okay I appreciate that and I was just I was just kind of asking to explore how can we if we see the student outcomes improving how can we replicate that across our district so that's what

055I was thinking are we collecting that data to be able to say hey this school this third grade reading level closed the Gap this much they did these things oh let's try that as a blueprint yeah it's always better when parents are involved and um parents are working a lot now so trying to get some of our parents in just thinking of ways I sign a box I know some people have done early morning because parents work in the evening I mean everything I think that you could possibly do some of the principles have thought about it but honestly at the end of the day those babies show up every day and that instruction is where it's supposed to be that tier one that tier two um celebrating the kids making sure they know their

056data having a space when I come in and people are smiling happy to see me it makes a difference in the work that we do thank you um we're ready to go on then to uh goal three okay uh goal three the percentage of firsttime Algebra 1 Test takers proficient on the end of the course exam will increase from 30% in June of 23 to 50% by June of 27 and um looking at goal 3A we look at the um percentage of school year 23 sixth graders meeting Su the success criteria on The Benchmark on I ready math will increase from 23.5% in the fall to 35% in the fall of um and if when looking at this data um I need to preface by saying as we looking at this um we're looking at

057this group as a cohort and we're looking at from where they came from in the sixth grade to um where they are in the um you know currently in eighth grade and as um the students matriculate up through um the grade level when they leave sixth grade and they go to seventh grade a lot of our students that are um accelerated those students are no longer part of that particular cohort those student in math because those students will at times go straight to Algebra 1 and in the eth grade they'll go to Geometry so while their cohort is in math 8 we may have 150 to 250 kids that are in accelerated courses in algebra one or geometry so as we look at this data it looks like it's a um a significant drop you

058know as um the years if you look as the um you know the years go from um you know from sixth grade through their um eighth grade their the scores Dro because the amount of kids in that cohort is shrinking because the kids are taking in math a lot of the kids that are accelerated are taking High School courses so I just want to preface that um but with this particular uh Target we didn't meet it um it was um 16.8% of um all of all students and the uh the target was 35% in goal 3B this um this uh goal is a percent of uh school year 23 um seventh grade students uhu meeting success criteria on The Benchmark um on map in the map testing and math will increase from 25.2% in the

059fall 22 to 30% in the fall 24 we met this target um if you look at the the um the fall um 2425 algebra um one score we were at 33% and um so we cliped that Target of 30% and we also um built upon that in the winter um going up another um 3.6% with that um particular group now I'm not sure because this this slide was updated so I want to make sure we're all looking at the same thing okay um because even mine is a little different so I gota look at the SC the screen um this particular um uh a goal was looking at the percent of school year 23 um seventh grade black male students meeting the success criteria on The Benchmark on uh the map test in math and

060we said it will increase from 13.3% in the fall of 22 to 20% in the um fall of 24 and um looking at the data we had have um uh met that goal we had 24% of our black students um meet that um particular goal in the winter and we had 20.5% of those students that met um the goal in the fall and our key takeaways um we still U need to continue to um uh strengthen um the instructional delivery in Algebra 1 um but but we also need to look at um grade seven and eight also and just taking in consideration you know how that um that cohort gets dispersed once they get to high school you know we're you know and as the the students take um more accelerated courses which is great

061you know giving them the stretch it's also weakening the cohort as the students matriculate up through the grade levels um and we also um just said that the data uh continues to underscore the need for both um grade level and um instructional interventions I mean we have to continue to provide the interventions for our students um when we see deficits in our next steps um we're going to begin um seventh and eighth grade uh professional learning collaboratives like we um have with um you know our um eth our Algebra 1 um uh math collaborative um we're um again with the master scheduling and you know we we're looking at the uh master schedule as we move forward going into um the fall making sure that schools are intentional about where they're placing particular courses where

062um particular grade levels may take um you know a particular courses it is it better to have primary early or um Ela and math courses earlier in the day versus the back end of the day so it's it's more about being intentional on what the students need versus what the adults in the building you know would prefer so um we're being really more intentional about um focusing on the um the master schedule um and um we're looking to um Implement um instructional calendars um at more on a broader level um some schools use utilize them and they're done very well um but we want to look at that as a systemic practice um of having you know um instructional calendars across the used across the district in the classrooms um and uh we looked at

063you know creating inclusive um spaces for um for activities that are aligned to our students need not just having you know some um activities in the classroom that are you know more generic but having um you know the activities that are align to what the students in that classroom need and that I'm happy to say is it any questions or comments for goal three Mr Craig I'll be really quick um so just two quick thoughts one is I appreciate you explaining you know again for the math not to me the the numerator is changing while the denominator is saying the same yes so we have fewer students in the den numerator while the denominator who makes up the cohort stays the same that means you're invariably going to have a lower percentage in some ways

064so I appreciate you giving that uh clarification I think the other quick thought is and I think this goes a little bit to again probably a little bit more focus on this than at times than uh usual but the programmatic side to what we do for math to me is so crucial when we talk about seventh and eighth grade and it's for the exact reason you gave which is some students are moving up into algebra at seventh and eth grade level and some students are not and when they then come to high school and how do we get them through their math in high school how do we get them through programmatic stuff in high school if they're coming in at different starting points right and so if you're not going to be offer if

065you're not offered algebra a school that's a problematic thing for some students who are looking to do other things or looking to get into other areas but if we're also offered algebra and you're not successful and you move forward how are we touching back so I think that's for me that' be um a good thing for us to talk about at some point with regards to looking at the different variations of how seventh and eighth grade will be provided is how we addressing students who either do not receive the opportunity or do not necessarily succeed at that opportunity in the seventh and eighth grade level who then move on to high school who may be teaching it in a you know maybe teaching a different idea different cohort of folks in that same subject matter

066so I think that's because again it's a necessary thing for you to complete to get your high school diploma so other comments or questions Mr Lindy yes thank you um again really appreciate the presentation I think I had some questions about just trying to make sure I was following the numbers the right way um could we go back to slide 13 for just a second okay um and the I wanted to make sure that I was following the point about uh the transition was it between sixth and seventh grade seventh and eth grade eth what was the year that you were focused on well the the transition is when the kids leave from sixth grade to seventh grade that's when the cohort starts to um break up because as the kids go into seventh grade

067that's when they you know they you know the kids that accelerated had opportunity to take the accelerated math courses so it would be like the in the sixth grade column everybody's in the same math class pretty much in the seventh grade column some kids are in the accelerated math class some kids are in the not accelerated math class correct and is that then the same in eth grade some would continue on and accelerated and some would not right you have um uh students that in seventh grade that may be in algebra one instead of math seven and then the next year instead of being in math eight they will be in Geometry so so they're they're they're they're constantly you know moving ahead of that cohort and you know each year as the kids from

068the um it may be even more kids that we find out that need that acceleration and instead of being from um going into math 8 they'll go into algebra one so it just that that that Co just constantly gets broken up all this feels healthy and and good and normal you know and to create different opportunities for kids who are on different you know um uh and even different interests all that sounds great I'm trying to understand how that explains a decline in the scores that's the part I wasn't totally sure I followed well if if we would have all of the kids that were in that would go to the seventh grade that would be in algebra one and some of the kids will be in algebra one if we put those is back

069into the mix with their seventh grade um you know uh cohort and they're all taking math seven that those scores would be a lot higher because you would have you know I mean it could be in a given year 200 250 kids taking taken out of that um that cohort being in put into an accelerated Math course so I think what what I'm trying to um make sure I'm asking is so in the sixth grade column where it says 23.5% there at the top everybody's taking the math class then in in the seventh grade column we start to see some kids go to Advanced and some kids stay in seven so that would be the first year where the kids scores are not counted in the where basically you're taking out the highest skilled kids

070so you'd expect the number to go down down in the seventh grade column but it goes down in the eighth grade column and so that's why I was getting confused well I I can't explain the you know I can look at the dip in eighth grade and I can tell that's where the kids are being moved they were moved from that seventh grade year and then the kids were taken out you know were moved up into accelerated courses that following year I really can't explain the um 30% in the fall of uh 24 with seven grade and I see exactly what you're talking about you would think it would you know kind of grow upon that because that's what that was that initial year of high school math I I I think I have two

071two concerns about this one is when the dip happens doesn't seem to make sense to me which is what we were just talking about then the second like new paragraph I'm also trying to get my head wrapped around the size you know like you said 200 students may go to accelerated math how many kids are there in seventh grade that I can find outk like like even if if we have 36,000 kids divided by 12 that's like about uh 3,000 per year and if you if you take uh 200 out of 3,000 kids I don't think that can make the score drop in half you know like so even just based on the magnitude of it like even even if this change were happening in eth grade and I think it's happening a year earlier

072it feels like it's much too big a drop to be explained by missing 200 kids test scores out of 3,000 unless unless I'm missing something Dr Smith oh it's 2,280 great so it's 10% of the kids you know like you take out 10% 10% of the kids scores and the score drops in half like so and I think the the reason I'm pushing on this is um I don't need an answer today like this stuff is hard um if it were easy everybody would have figured it out but like if it just were my my my hypothesis is we don't really understand yet why the score has gone down um and I think if we're going to do something to get this get the kids to learn more math we first have to understand why

073it's going down there may be a really important answer here that I'm missing I make mistakes all the time if there is please tell me um but if not I think my request would be could we get a followup about you know what what is the cause of the decline um and what what's what's the plan for it president M so thank you I I am very similar to um for member Lindy's point but I think that before looking at it that way I think that I'd like to see a longitudinal um I'd like to see the data over time because I what what I go to is that that probably that year 2023 2024 is an anomaly and that data is wrong that's what I go to I want to verify that that data

074is correct because it doesn't look to me I don't want to I don't want to see the dip and understand the dip yet until I verify that the data that being provided is actually accurate and I am not exactly sure that that data is accurate so what I'm going to ask the administration to do is to look um longitudinally from that data we we've been given presentations over some time so look back from 2022 to 2023 and actually see if those numbers are accurate and um and and kind of verify that if they are accurate then there that's one thing we can take off the list and we can definitely verify but I think there should be a way to capture the success I'm going to call it success of students that get pulled out

075in the seventh grade and the eighth grade and represent what the true cohort is doing and I don't think that the way this is written or being presented really represents that so I'm also going to ask the administration to kind of go back and um disaggregate this data a little bit better so that we can see the representation um maybe even the sample size but it makes sense to board member Craig's point if your numerator is different than know you're going to get a different number but I think that it's a success that's not really being represented that students the the sixth grade number I think makes sense but from seventh grade we need to be able to see how some students changed that number because they were in an accelerated class and then maybe

076they didn't move some of those students from the seventh grade didn't move but they moved in the eighth grade so it makes sense but I just don't know if I if I um I want to be able to verify the data from 2020 to to present and um also figure out a way to capture the success of students moving to advanced placement because that really does address the goal in addition to the number that's being retained so I would like for the administration to kind of figure out a way to represent this particular goal and really all the goals but this particular one in a more representative sample that shows the success of students that are leaving for Accelerated classes and the mixture of the cohort that exists um for grades seven and eight particularly

077and then my other part of the assignment is to verify that this data is accurate because that doesn't make sense it would be an anomaly and we would throw that out but I want to verify that that's um that's accurate thank you other questions or comments Mr Lindy um yes um I think that it's a little bit different from what I was asking for I think you're welcome to ask for anything that's helpful to you I think what I was asking for is is is less um however you'd like to figure it out I would just like to get a get a sense of of what you think is explaining the Gap and what we do about it um and and that's not at the exclusion of what any other board members interested in I

078just wanted to clarify on on my end and we can we can clarify all those questions and looking at even some of less seventh graders take algebra one than they do in the a grade so we can look at all of that and I would say to you board member Lindy um that when we see any decrease we do create a plan we look at that data look at where across the grade level we had a dip well look at sixth grade and say okay none of our kids are doing well with fractions as let's go back how do we create a plan we do the collaborations where we bring the teachers down here look at the curriculum look at the data create action plans on how we can do that work how we how

079we assess them um what are they using in their I ready so there are plans in place when we see that the kids aren't moving in the direction that we want them to move in so we can actually bring that back to you as well you're welcome number map uh yes thank you so as you were speaking about the cohort you said by sth and eth grade there are students that are going into more accelerated classes is there disaggregated data that addresses um you know what schools are we're seeing this happen in terms of I know that previously there was a discussion uh previous presentation about want to heal students being removed from the data so is there any information that is addressing um what students of what schools are particularly moving into those accelerated

080courses we can get that for you yeah we have those listed okay we can make sure you get those okay because I'm I'm wondering if that is also impacting how we're reading the data as well um because I think it's essential to know what students are matricula into those more accelerated classes and which students are not in in terms of what school because that would help to drive the plan as well to make sure that there's an improvement um the other question I have is around the uh I ready Benchmark assessment versus the map uh Benchmark assessment so we recognized that we didn't meet the I ready Benchmark but we met the map testing Can you uh explain the difference between the two assessments and how does that help us meet um our overall goal

081for the end of course exams like what alignment is there for those assessments to be successful so I already and map have um the linoln report that gives us a 85% um what what word do I want to use that shows that if if the kids score a certain score 85% of it is accurate that they will pass or be proficient on the assessment so we use those assessments because they give the greatest comparison to when we take the state test so that's why we use them I ready runs a little different and not in terms of data but you know when the kids take the I ready assessment it's it's connected to them and they get an individual plan based on how well they do the teachers also have a space in there where

082they can go in and assign lessons um to the students based on what that data is which is all about the standards So based on what the kids do on those standards that's where that falls out map is a little different they have a learning Continuum but we also use what we call zern that is a state approved uh online platform for our kids and Mathematics that they can use and we have salice for our our um 7 through 12 kids so map is just a little different we have to read it a little different make adjustments to it in instruction whereas and I already kind of lays that work all the way out for the for the teachers to do that work okay so that's where you see that correlation at that's why we

083use that projected proficiency because it comes pretty close to whether a kid would be proficient or not and when Amanda did a um a triangular study of it the kids that used that I ready the way it was supposed to the schools that did it and we saw tremendous growth in those schools that did it the way it was prescribed okay so these essentially are two um helpful assessments that can help with our benchmarking and and determining proficiency they guide the work because they assess the kids on what what we need them to know for each grade level so once we get that assessment back we can then determine what the intervention intervention or enrichment looks like in in a building and what a student needs in order to move forward and so that I

084ready for Arcada six kids they um need 40 minutes 35 to 4 minutes on it a week and then they are to pass two assessments at 70% or higher when that that is done in conjunction with tier one instruction you see students moving very rapidly okay um my next question I think I have maybe just two more questions so next question is around the tier one tier two tier three instruction how are we balancing that I recognize that we' talked about that there needs to be more intentionality around tier one and making sure that there's uniformity there but we're getting into those tier 2 tier three interventions how do we balance that to ensure that those students are getting that um kind of that individualized or small group support but they're not missing the bulk

085of tier one so that we can make sure that we're not just focusing on remediation but I always advocate for acceleration how are we doing those two things in in Balance so I would say for our K to6 buildings I'll start there first um we and for all grade levels we've created what we call the instructional framework and in that framework it Maps out how much time you should spend on a tier one how much time in tier two usually tier three kids are pulled out because that's a whole another level of almost individual work because they're not getting it at any other space um so it's it's mapped out for them they have it their days that they should do small group instruction what that looks like um the space person activities that we're

086talking about it's all mapped out and it's given to all the teachers so you don't have to worry about time you it's all there so I'm going to spend my 10 minutes my five to seven minutes on my problem of the day I'm going to then go into my whole lesson then I'm going to break out into my small groups or either I'm going to be working they're going to be working in pairs magnetic is what we use magnetic is what we use for our tier 2 in the elementary schools 7 to 12 it gets a little different right because they have 50 minute blocks so having to figure out how do I um do those interventions during that 55 minute time well we created a schedule for them as well so they have two

087days that that they can move in and out of what kids need based on what their data says they need so it's mapped out for them so if they follow it and use it and make it work for them there's plenty of time for for them to do everything they need to do for the young people all right and then my last question and is really speaking to pretty much all of the um the data that was uh shared today so again looking from a lens of systemically moving data forward um how so I recognize with tech we may assign teachers based off of um the amount of students in each building how do we look at student I mean teachers in terms of their strengths not just teachers but principles Administration how are we

088utilizing their strengths to make sure that they are positioned in um in a space that will really help to drive that data forward and I'll give an example I remember when I was teaching uh fifth grade grade and sixth grade and I wanted to stay at sixth grade because I enjoyed teaching sixth grade um but my principal said well I'm going to move you down to fourth and fifth so that you can help drive that data because we know that you'll be able to do um great work with those students on the uh on the state test are we placing our principles are we placing our teachers um in positions to help them be successful um based off their insurance and having those continual conversations about the work so that we can move that work

089forward we are having those ation um myself and assistant soups continually we do site visits weekly um to the schools we walk through with the principles um we have conversations about the work what their data looks like what support they need from us um how do we help them move the work is there a space where a teacher is struggling or a teacher is doing very well how can we get other teachers in to see what that teacher is doing so that that leadership piece we work Hands-On with them with the teacher piece as you know we follow the CB ba and if we have Tac and we have to move a teacher or put a teacher in a position um that's within her license that maybe she hasn't taught we then wrap around services

090around that teacher to make sure she has what she needs so that may be bringing the instructional coach out that may be bringing the district whyde Mentor out that may be the principle allowing that teacher time to go see other teachers doing it making sure they have additional planning time to look into and dig into that curriculum so we try to make sure that they have the support that they need so that they can be successful in that grade it doesn't feel good nobody likes Tac we're talking about that in negotiations right now so it it but that's the space that we live in so I think that we look at where people are we look at their data what their strengths are and then we provide them the support so they can do what

091they need to do for the kids that they're servicing but the leadership is handson we walking and talking with them we're doing walkthroughs we're talking about what we see in their data especially when it's data comes out we're sitting down and having data conversations talk to me about what's happening in third grade they really blew it out the water what is that what happened in fifth grade they dropped some how do we support and there are different barriers that happen to data so we want to not make assumptions but sit down and dig into that data and talk about where we are and where do we go next creating a plan with that principle on how we're going to move that work thank you any other questions Dr Smith would you introduce the final presentation

092then thank you yes my book is is all messed up now we have Emily Campbell and her team coming to do the tier 2 reading intervention adoption recommendation to the board good evening we are excited to um join you to share our recommendations for a tier 2 reading intervention um curriculum which is just the um it's really great to follow follow the um goals and guard rails around our goal one our goal two which are directly related to literacy um this is a solvable problem research shares that 95% of our students can learn to read if we follow an approach that is aligned to the science of reading um and this team that I have brought we have Pam cochan in trim Ela manager we have Emily steepen our our Ela curriculum Council chair we

093have April Thompson our um K3 Council chair and we have Adam bezler our instructional materials manager have done phenomenal work this year piloting analyzing piloting some more um intervention materials that are aligned to the science of reading so just as a um General reminder about what it takes to learn to read language oral language is something that's that children just learn naturally our brains are wired to learn it naturally learning to read is something different where we have to actually remap the brain and so repetitions matter and we need to increase repe repetitions for students who are struggling so that is what this team is here to recommend thank you um we recruited um and created our adoption Committee in collaboration with all of our um curriculum councils and as you can see from the

094list on these couple of slides um our participants we had representation from all grade levels as well as classroom teachers reading Specialists ESL Specialists intervention Specialists and paraprofessionals on our committee uh this was important to us to make sure we were representing all of the um stakeholders that are in our classroom supporting our students um if you can go to the next thank you and the next one this work began because um in 2023 Ohio Governor Mike dwine launched his read Ohio initiative which is a Statewide effort to raise literacy achievement under um Ohio Revised Code the Ohio Department of Education and Workforce was responsible for establishing a list of evidence-based reading intervention programs that are aligned to the science of reading and strategies for Effective literacy instruction beginning no later than this Academic Year

095each School District must use evidence-based reading interventions programs only from the list that the state has established uh it also further states that we are required to select purchase and begin training teachers on these intervention programs um and so that is really why we launched this adoption process in the fall next slide please because the state had already vetted um this these programs they had had a process to vet the programs that were aligned with the science of reading and were evidence-based um our team was tasked with creating a list of musthaves to help determine which of these programs would be the best fit for the students of Cincinnati public the mus haves that we agreed on were a program that included systematic explicit instruction provided access for all students across the district and within

096buildings provided a clear scope in sequence that builds from easiest to most difficult skills programs that were financially sustainable year after year programs that had an ease of implementation with training and that required little preparation with minimal materials on this slide you can see the pro the programs um I'm sorry the criteria listed on the left as well as which programs the kid committee chose to Pilot that met those criteria on the right one of the most important parts of this work was engaging the various stakeholders to ensure the products we adopt for our students uh families and staff we requested this feedback in multiple ways which are kind of summarized here um some of these ways were exploring the different intervention programs through curriculum fairs piloting preferred materials in classrooms reviewing feedback and recommendations

097from teachers during the adoption committee meetings sharing this feedback and providing space for our curriculum councils to ask questions and provide their own comments we um hosted a community event we presented our findings at several LSD MC's and we've been displaying our materials both at the Ed Center and on our CPS website for the last month next slide please the next few slides outline the recommendations at each grade band at K2 the pilot committee overwhelmingly recommends youly foundations they found this program to be highly engaging with consistent routines that led to Student Success next slide please uh for grades three plus we have recommended that we continue to use phonics for reading and magnetic reading teachers in our district are familiar with these programs but have requested additional training to support increased implementation with Integrity

098next slide please for grade 7even and up the committee recommends success maker for classroom teachers this program offers a personalized digital component as well as small group lessons for explicit instruction it provides uh intervention in both foundational skills as well as reading comprehension classroom teachers will need additional training and implementation support with this program in addition our reading Specialists and intervention Specialists have requested rewards for their small group instruction to provide additional support in multisyllabic word reading next slide please the recommendations of this committee allow for comprehensive literacy interventions from grades K to 12 the program programs selected meet all of the must hav criteria established by the committee members it ensures that all students will have access to highquality instructional materials that align to the science of reading in accordance with Ohio Revised Code

099it provides for multiple intervention programs to better align to student needs across the district and within our buildings and they will be implemented and supported through various teacher training opportunities curriculum alignment tools and ongoing support from the ELA Department we are excited to recommend for board adoption ufly foundations magnetic and phonics for reading success maker and rewards and are happy to answer any questions thank you Mr um well first off let me say thank you for bringing this to us I know you brought it um earlier just the thought of how we were going to address the issue of legislation that was passed and so it's now good to see the results of that coming to um the Forefront and I appreciate the logic and reasoning behind all of it so I I'm a very

100system systematic person so if you bring me something that makes sense and flows pretty easily I'm I I'm pretty easy to to please in that sense I think one thing that may be helpful for me to kind of also document why we do this work and what the benefits we expect to see I is just to give it a little bit of an idea of what we we adopt this we go through and what should we then see as a result right what what does our end result look like as a result of all this so I don't want to um just stop at the simple answer but we're going to see more kids reading um but uh at that primary level less and less students are going to be moving from grade level to

101grade level needing that intervention um and so at the primary you're going to see that students with access to a strong tier one and then getting the 40 to sometimes 240 repetitions that they need to remap their brains they will learn to read like this is the problem that we know can be solved um at that intermediate level um they're going to the it gets harder and harder to catch students up the more the whether they matriculate in um k12 and so that's why there are the two resources at that intermediate level to both teach students how to read and to fill in the gaps with comprehension and vocabulary which was named earlier as a need and I know the large part of that focus with regards to that K through three and teaching kids

102early how to read has been about getting them out of teaching them how to how to read as opposed to teaching them what they're reading right so like to move them away from just simply looking at a picture or an image but getting them into that training their mind to think yes um and that prepares them to think later when words are new when things are new to them um I I wanted to say the other quick thought I had in my head with all this because I was not one of those kids who loved reading I kind of did it because I had to uh and then I went to law school you have to do it even more yeah um but we you you get used to seeing words you get used to

103understanding words you get used to experiencing words you get more familiar for those students who have for instance learning disabilities and other things the more comfortable they are with something they're doing the less that potential uh potential disability might affect their ability to do it and I think that's the other part of this that I expect we would see some yes great results in is is some of our students who are requiring more needs as we've talked about with recover our budget and trying to figure out how we're going to address our students who come in who may have more challenges in front of them or may walk in with less prior experience or l communication outside the school the more they're familiar with it the more they're comfortable with it the more we're exposing

104them to it the less those challenges will imped their ability to keep going so I appreciate the hard work you all did other questions comments uh member Mt so just a uh comment initially I will say that I had an opportunity to uh witness the implementation of youly at uh Rockdale Academy uh with principal Watson and I can't remember the second grade teacher's name um but it was such a rewarding experience to see the students truly engaged in that and they actually led the work it wasn't the teacher they were excited to um really showcase what they have been learning um and so they were leaders in the work and so I just want you to know that uh I had an opportunity to experience that firsthand and it seems to be a very great

105um you know use of curriculum and um I I enjoyed seeing the blending board and how they were a able to you know determine words and also go through just that whole phic process of blending words together so I was grateful to experience that I have not experienced the other ones but I do look forward to possibly um having an opportunity um to maybe we can see that work in action um I do have a question though as it pertains to the curriculum is there an opportunity for each level uh or each curriculum that's being discussed is there an opportunity for students to not only understand how to do the work but understand like the why and how to strategically apply what they're learning based off the curriculum that's being uh recommended do you want

106to talk about how that yeah um I I do think that that is kind of part of those um programs is just the understanding of how to apply it ju so just for example with youly when the students begin learning new sounds then they learn to blend those sounds and then they are giving a passage to read that immediately includes those new sounds so they're already um like the day that they're learning it they're starting to apply those skills and most of these programs have um are cyclical so they're going to go back and they're going to review something they've learned before they move on to the next thing so they'll see how it's applying as they're going through okay perfect and does it offer opportunity for it to be cyclical in nature with writing

107as well as speaking uh yeah yeah actually many of them do include um some aspects of writing as well because um especially again I'm going to talk about youly just because that is that K2 where we are learning to read there is also a learning to spell that's an aspect of that um as well so in that intervention they won't just be learning to read The Sounds they'll be learning to spell words using those sounds okay thank you Mr can I can I just add one comment about handwriting too is that that is also a piece of learning to read the physical formation of the letters and so those are our skills within there as well thank you thank you Mr Lindy uh thank you very much I think this is all great uh and

108there's no butt after this so thank you I'm excited about this I think it's great work um a couple very short questions my understanding of of of CPS is we we have been at least in my time here pretty good on adopting high quality curriculum um and so I I I think I got this from the slides but most of this is um we've actually already done some of the things the states now requiring all states to do how how much of this was new that we had to do that's a great question um kudos to our team because much of what we have been doing is align the science of reading um the biggest difference between what we are trying to do by by purchasing an intervention program that is consistent across the district

109is to have an Intervention Program that is cons consistent across the district so we have like Spire in some places sound Partners in some places some of those were not on the approved list for various reasons they didn't meet the high quality um um standard or the vendor didn't apply or whatnot um and so and then some of the things that we have are outdated and no and don't meet all the requirements for high quality interventions and so what we're trying to do is level the plane field and make sure that all kids who are not yet reading have access to high quality that's great um and I think it this ties back to the other question we were talking about Dr Smith about the the way you all track implementation my sense of us

110as CPS is that the the bigger issue we should we're going to need to figure out is how to make sure everyone is using and using well the curriculum that we have adopted not and that that's only possible because of the hard work you all do but but like the big you know um next Frontier I think is is how to make sure that it's getting used correctly yes is that accurate okay yes um and then the other piece this was just quick um I I don't know that this would change anything or it might uh I'm certainly not suggesting that we try to cut corners on any of this but we do ultimately have to pay for whatever curriculum we adopt one thing I didn't see in the in the review was looking at

111the cost of these various programs like is that something that you You all take into consideration can you talk about the cost piece just a little bit yes yes we took it into consideration especially this year because we have we we are not going into this blind um we understand that there are budget concerns the committee was made that a musthave like what is the most financially sustainable program that still meets the needs of the requirements kids need to have the so this year um we are requesting that upon a board vote that this is our approved um Intervention Program that we purchase approximately $190,000 this year um that incorporates youly because some schools have it but very few magnetic and um phonics for reading we purchased at the beginning of the year and so

112um I think that's only about $6,000 of the 190,000 just to make sure that we're F filling um an inventory need and then um success maker we've already had and um rewards we already had I forget something and and Miss Kim I apologize you all did have this in a slide and I just missed it so I should just said thank you uh I appreciate the attention to the finances okay and PD yes it also includes PD yeah that's that is one aspect I think for Implement sorry for implementation is just making sure that we can increase the PD for teachers so that they feel more comfortable with the programs to help to increase that implementation I actually was going to ask about the financial um implementation and how much it would cost I did

113not see it in the slide so thank you so much for asking that but I just wanted to quickly say thank you so much to everyone here who bought all of this information to us I get so excited when it comes to curriculum adoption and um I just want to say thank you thank you thank you thank you president m so I I shared I just got back from the governor's address and he talked about the science of reading again and making it a mandate before I think it was a nice gentle recommendation and now it's kind of a mandate that districts use this and I felt very proud because I was sitting with with superintendent Murphy and we already do that in true CPS fashion we are Innovative and creative and we are already

114on it so thank you to the team for all the work that you all are doing to justify it um I was thinking around and I with with mandates that come from the state they don't always come with money so I was thinking around financially how can you how can what can we do to ensure that if we make a significant investment mandated or not that the staff are using it because I'm I I believe reading is fundamental if we improve our reading if everyone can read their math is going to be better their science is going to be better all of that but I just don't want to throw good money after bad and that we need to ensure with a stronger nudge than a nudge that we're investing in this and it gets

115to be something that's done so can you all have you have you thought of let me not put you on the spot have you thought of ways to enforce usage of this wonderful curriculum enforce so maybe I'll go first and you add on is that or do you want to just go let's do that let's do that Emily okay all right so I believe in my heart and hearts that people don't show up to a job with intentionality to do it wrong so I think it's about support support support um I we our team is more than just managers we have instructional coaches as well but making contextualizing what implementation looks like helping people see what good implementation looks like um people cannot do what they can't Envision and so those are are huge just

116strategies to help with that and also providing bite size try this next and then this next with followup and support and how can I help you um are critical and then I'll just um send it over to our Deputy to um keep speak we've been we've been talking about all of this even with um what board member ly say like making sure people use it so as I talked to superintendent M Murphy and we meet we're talking about how we're systemically going to support people put systems and structures in place on what does that look like so here we are in the month of September what does that look like at a school and as we go in to do our walkthroughs and our instructional rounds we are looking for that work to be happening

117and then having conversations I also um we're going to sit down with Julie and Kendra and talk to the union and say okay this is where we are how do we all work together collaboratively to make sure that everybody on the same page so that we're doing the things that we need to do to ensure that the kids get what they need and I think that comes from that collaborative conversation about these are the schools that have to have these are this is what the intervention looks like and when we look at our data we know that there's some places where it'll be intervention heavy and some places where it'll be enrichment heavy so we don't want to forget about any of the kids those who need to close the gap but those who need

118extend extension of their learning but it's going to come from us coming together and creating a systemwide approach that has structures in place that provide support but also accountability and my last question is around data so I was a perfect segue like we just great mind think like is there a way for us to use the data that we currently have without full implementation as a foundation a Baseline and then demonstrate how if the curriculum once it's implemented we're seeing this level of success or we're seeing this change um that's kind of what not to justify it cuz the the governor is mandating it but to to show and demonstrate Improvement not only in reading but then look at that in math look at that in science from that particular cohort because at some level

119if we adopt this everyone's going to be getting some semblance of the science of reading right some some some enrichment or implementation so we should be able to see over time the data Improv on all levels so just wanted to know if you all had thought about that um from a longitudinal way yeah yes and that's how we look at all the work that's why when we look at the winter data we're like wait what did what didn't they do or what did they do oh my that's that that group of kids really grew and so then we go and we're having those conversations when the principes have their data meeting to talk about what strategies what's going on in that school I think it'll be great for us when we take this fall data

120um to look at where those kids are then begin to implement these programs across the district then and we'll be progress monitoring so we'll have sets of data that we'll be able to see where kids are growing or not growing to see what supports needed what barriers might be in their place in place that we need to help move out of the way so that we can get those things so yes and we'll be able to tell you guys how that worked what that looked like what we did differently and you should see growth cuz as Emily said kids when they learn to read confidence go up um they want to be at school so you'll see changes in so many different places once we put this program into place I'm thinking about it even

121from like a financial return on on investment conversation you know we invest this much money we're seeing this much improvement before it was a at a turn thank you any last questions or comments member map uh so yes my question and comment was very similar to yours uh Dr maet in regards to financially we've already made Investments with several of our teachers um doing the uh professional development or training around uh the science of reading and so just curious to know have we already begun to track the um I guess that data with those teachers that may have already gone through um just having that additional support and how the the students are progressing for those teachers that have gone through training we haven't we haven't started to track that yet mm- okay because we

122have I don't know how many teachers we have that have completed it we have about 40% at this point so okay thank you any other last comments or questions thank you all very much great presentation it's good to see some faces associated with the names appreciate you bringing the whole team uh I believe at this time we have completed and the chair will entertain a uh motion to adjourn unless Dr Smith you have something to add I think do we have to vote on the recommendation or well I'm not sure we don't have a vote scheduled and it's uh this is we don't but I was thinking the presentation was today we'll vote on it on okay perfect Monday and it I my understanding is it would appear in the uh superintendent or treasur yes

123thank you no I just didn't want to do the the presentation and everything today so you guys are good Monday this is best place to do it CU have a great chance to ask questions yes yep good selection entertaining motion so moved a second second