Oberlin City Schools Board of Education Meeting - 03/04/2025

001okay do I need it no I call to order this uh work session meeting of the oin City School Board of Education please call the role Miss Gatson here miss stagel here missa here I will entertain a motion to adopt the agenda so moved second it's been properly moved and seconded any there there's no changes or discussion so please call the rooll Miss Gatson yes Miss stagel yes Miss yes Dr [Laughter] Hall okay tonight we have our teachers and our administrative staff here to provide a presentation on and updates on academics for the district and I'm going to turn over to our curriculum director um this is Misha Faker got to turn it on you got your glasses right there good afternoon hello all righty the radio voice came out so good afternoon um today

002we are going to give a little glimpse into uh academics um we'll give some Glimpse and if you have questions ask the questions and at a later date if we need to present something different you know we'll we'll play with that uh we originally had um uh almost 65 slides for you um and then we recognize that uh people probably want to go home tonight just just maybe a little bit just a little bit so here we go maybe possibly uh oh there we go um tonight we're going to talk a little bit about growth versus Proficiency in reference to our assessment data we're going to talk um our our teams of teachers and coaches are going to talk about uh tbts and BLTs and how they work with data in their buildings um we're

003going to have michila Felix talk about Mt mtss special education and then they going to be some conversations about some of the programs that we have in the district promote uh mostly at the high school and then if time permits will talk about grading policies which is probably about a three minute conversation so that is the plan um first and foremost we talk about growth and proficiency a lot of people don't understand with our assessments our assessments give depending on the assessment one may measure growth one may measure proficiency and some can measure all of the above at different times example I ready is uh assessment that we have kindergarten through 8th grade and it predominantly works with growth how much is you know when we look at academically are our students growing um as

004a district your goal is always you know to have at least a minimum of one year's growth and so that's what we use that information to say hey are we making our typical growth or not um it is able to give us some predictions however it's based on I Ready's data when we look at the state assessment it's mostly about proficiency did you make the standard we are able to get a little bit information on growth and I shouldn't let a little bit a lot of information on growth but that typically happens they give us those reports in October so by that time we've already started the school year and we're able to use our our um I ready growth data um doesn't mean we don't use the state information we do and you'll hear

005that conversation today but just to keep in mind there's a difference between growth and proficiency and Al some although each assessment will give you a tiny bit of glimpse into both there are some that are more um our I ready is more so growth and the state is more so proficiency because of that standard who am I why am I here click um our board members you you have the information in front of you just because we weren't sure if we were going to have uh the internet access so you know bear with us if you can't see the numbers you should have that in front of you you could be be able to see them so when we look at I ready I ready is an assessment that we give from kindergarten to 8th

006grade um I ready is one of the approved vendor assessments from the state of Ohio the state of Ohio has a list of assessments that you have to give us a diagnostic for your Kinder through third grade and once we realize that we are able to track our students growth from kinder to eth grade it was a positive for us so when we look at the I ready Ela K through 8 um the Blue Line bear with me I think I'm going to dance a little bit with the microphone um and I know the camera kind of wants to follow me a little bit so when we looking at the blue line here progress to annual typical growth we're literally talk about what does typical growth look like and how many of our students are

007making typical growth so there's about 86% median typical growth then we look at current placement distribution and this is you know I think it's important to really be able to break down and understand this particular chart when our started when our students in K through 8 Ela began the school year and they took the I ready assessment 17% of our students were three or more grade levels below it's important a no we're talking K through 8 177% when they took it again mid year it had moved to 11% wor three um three grade levels below we were able to moove 6% of those students same thing here with the solid red that represents 12% of our students who were two grade levels below that has moved to 8% when we look at one grade level

008or below which is our yellow 33% of our students at the beginning of the school year were one grade level below now it's 26% mid year is that grade level at where they should be at the beginning of the year or that's grade level where they should be at the end of that school year and and thank you um early on grade level solid green 177% at the beginning of the school year mid2 and then um Mid or above grade level 21% and has now moved to 35% so obviously the goal is to see that grow um but if you you know you recognize if we we have that that is the gamut of what we have up to three grade levels or more below all the way up to above grade level we're talking

009about academically and then at the bottom what you'll see is uh broken down by building links in the middle linkston and Overland elementary school and once again it's talking about annual typical growth you go well hey what's going on with 134 what it's saying is with the median there are 54% of the students made the typical growth but with that 54% some of them made more than their typical growth and that's why you will see that it's over a 100 um 39% Elementary School have met their typical growth for the year and that's pretty good so then we talk about stretch growth stretch growth is that growth where you say hey you've made typical but we want you to stretch right we want you to go beyond what that standard says you can for some

010students that stretch growth may be to try to catch up for some of them it may be moving them to advance or enrich right questions there what are those percentages here students with improved placement so 49% of the students annual stretch grow the annual stretch go 4% 46% same thing 46% of the uh there was 40% stretch so 24 of the students met their stretch growth and they've stretched about 46% so some of them have gone beyond their stretch whereas some of them probably just barely met a stretch percentage um and then 49% of the students improv placement and 58% of the students improv placement Midway through the year so that's Ela um and then then we have math same information and you will see that with math very similar information allow you to take

011a moment to take a look at that good okay and you know I'm sure you probably have a little bit more questions we you know this training to understand some of these reports we're in these trainings for sometimes two days to get every aspect of it um it's a lot it's a lot so here I ready will also give us a projection it'll say hey even though we're I ready thank you for sharing your state standards with us and we're going to say to you based on your state standards this is what we project will happen to your students when they take your state test and we took a look at the 3 through eight for ELA they said if your students you know don't have any extra growth this is just basic right now

012no additional growth 56% of them will be proficient on your state test for ELA if they meet if they all meet their typical growth 64% of them will be proficient with no stretch and if you see we've already had students making stretch and then if all of the students make and achieve their stretch growth we're looking at about 72% being proficient and then the same thing happens with math we're looking at 47 with no additional anything happening and then typical growth if they Meed 59% and then if we stretch them 66 and you go 66 and that's part of the conversation we're having today because at the beginning of the year we identified when we look at last year's test results that our math is in dire need of intervention and support speaking of which

013so when we look at I ready we've talked about there's growth the top half of this chart is about growth beginning of the year till mid year this is by grade level for Langston and then that same projection information just for Langston so that you can where it's projected for ELA 62666 does it mean that that is what exactly going to happen it could or it could be higher depending on the stretch growth but that's saying that that should be kind of like your minimum what you should see same thing for 6 through eight math growth comparison beginning of the year to midy year and then your typical growth and what it would look like for a proficiency projection hey Misha yes for seventh and eth I know some of our seventh graders take algebra

014one and some of our eth graders take geometry so is that they're in here so I already does will test them I thought it only went up to eth grade math it didn't go beyond that for well it will test them they'll have a couple questions it's not going to be all a all geometry and what whatever else I know that's people's concern why am I taking it why do I have to take I ready I don't want to it's not going to give me that but we'll be able to still see that growth it'll still give us a number that kind of says hey they're going to need some additional enrichment um so it does it's not going to give every algebra every geometry strand in there it's not going to give it all

015it won't so the prediction will be a little off from there yeah did you all want to add anything to that no okay all righty um and then I ready math for grades 3 through 5 very similar beginning middle of the Year grade level placement in terms of growth and then proficiency projections and once again if you look at math you go oh my goodness we say the same thing we know that that's what we've been working on this school year um and you go well I don't know that you have well yeah you can see that there's progression happening and if you remember from the beginning of the year how many students we had three or more or two or more great love s um behind so it's a lot of work and as

016we show you you'll see that you know we are overing and we want to be different we want to have more growth than anyone else and we want to make sure that we're supporting our students but we're having a nationwide problem with math we're having a state problem with math and we're trying to figure out how to overcome all of that and it's just you know it's it's a big project come on so once again 6 through eight Ela you know you're like they go a little backwards but yeah I know if you heard a lot about math that's one of our Focus areas we talked to the board about as well and eventually you have this um the principles getting up there to try to provide some different support systems um that we're providing

017for our students in those areas yeah they're going to give you a little bit more glimpse into what's happening at their building with that with the data so when we talk about it um when it was brought to me it was let's talk a little bit about I ready versus the state and if there is a correlation are there correlations so when we look at the 3D through fifth projection I can look and I can see I'm I'm going to ignore third grade for a reason I already can give us third grade projections based on the students taking I ready Kinder first and second however the state this is the first year they've ever takeen the state so the state does not give you a projection for third graders so if you take a look

018at our fourth grade students um with Ela 49% projected proficiency fifth grade 72% projected proficiency right right right so I'm going to skip over here to fifth grade when I look at um the state of Ohio has a site that's called Evas and about October is what happens is the state of Ohio sends all of our test data to Evas and says hey here's all your all of our test data and then that comany company as uh Mrs Hicks told us at the last board meeting has a special formula that they C calculate what growth should look like for each student based on every state assessment that they've taken no matter what the subject matter so they kind of track a pattern of assessment for each child and that's how they're able to come up

019with the projections what happens is they give us um a lot of options to pull the projections one is looking at the proficiency rate then we can also pull a report that says these are the students have a high probability or a low probability of Advance these are the students who have a high or low probability of basic but for today we're going to live in proficient just because otherwise we'd be here for 5 days trying to go through every single report um and when I take a look at fifth grade's projections they're saying there's a 90% or higher chance that 37% of those students will be proficient then it says between 50 to 90% of those students will um be proficient 22% so someone will go well I don't see that correlating to 72

020in actuality if I was to select this number which I'm not going to do that because it gives students names I would see um a chart that looks like this and have students names on it it's going to tell me their gender their race enroll grade um it's going to tell me if um their economic disadvantage e gifted migrant students with disabilities and then it's also going to give me their percentage of probability so when I take a look at fifth grade there are actually about uh think it's like 20 wait a minute how many student I have to look at that the exact number brain is gone freezing I apologize it'll tell me exactly how many students fell within a certain range and when I take a look at it here we go when

021I take a look at it um for what the fifth grade you'll see that even though it's a 72% projected while OST is based on third I got all that I apologize um 90% we talked about that 15 students between 50 to 90% of those students who are in here between 50 to 90% those 15 students nine of them are between 70 to 89.5% so you know that's when it gets a little quicker a little closer you go wait a minute of them nine of these 15 are between 70 to 89% so in reality I would like to think that that's a lot more closer to 60% than it is to the 30 that you see and that's how we're able to break it down and to take look at that information to say hey

022which students fall into this category and our principles have been trained and our coaches work with it to go in there and pull those students out to say hey these are the students that are close to proficiency these are the ones that are not and they'll use part of this data with all the other data they work with to determine interventions I know that was a lot okay who am I why am I here so then we go to and that's how we can look at those projections and see if they correlate um 6 through eight same thing for ELA I can do the same correlation look to see where I ready says that they project and then look to see where the state says that they project and like I said you know when

023you look at these at first you go it doesn't correlate but you've got to dig deeper into that 50 to 90 to see how many of those students are 70 or higher or 75 or higher and then I'll give you a a different Glimpse in a minute and so same thing for Math and if you want me to actually let you see those a little closer we can but I don't know um and then we have you know why just math Misha because math as you see is a is an issue for us and so when we look at the end of course of exams project Pro projections for our current high school students if we look at our current ninth graders it's projecting how many that will be proficient in algebra now here's the

024the conundra we already have 22 students who have already taken that test and they have already showed 20 proficiency so keep that in mind it would be this information you know with with those who've already taken it in terms of our algebra students who are on track and so for geometry that 22 was the students who took it when they were at Lon because they that class there yes and same thing with geometry it's a cal It's a um our number of students who've already taken it and you look and you go oh my goodness only 3% 90% chance and even if you had all of 18 and three that's not very high um and then you calculate your 18% in there it's still concerning that's the work we have and Misha geometry is still

025required for graduation is that correct yes you don't have to pass the test but you have to require it's the course okay it's the course um and we saw this at the beginning of the school year this chart we talked about where we needed to spend our time and provide a lot of intervention to our students and support and it talked a little bit about when you see the darker bluish gray area significant evidence that the district exceeded student growth Expectations by a large magnitude so you know that would be your Ela mostly for all grades it would be your seventh and eighth grade and fifth grade ELA um your fifth grade math your fifth grade science when we had that right fifth grade science and then fifth grade all test they working great and

026then American government when we look at the light blue significant evidence that the district exceeded student growth expectations all grades all tests they're just taking an average and saying oh okay all righty and then green like green eviden that the district met student growth expectations so we met them and that's the light green and you can you can see what items are light green and then the red sign significant evidence that the district fell short of student growth Expectations by a large magnitude and those would be your red it's your fourth grade math your seventh grade math um your eighth grade science and with fourth grade is kind of saying you need to spend some time with fourth grade to figure out what's happening is our curriculum aligned to instructional practice what supports do we

027need to get our give our students and our staff in fourth grade and then you know algebra and geometry which we've already said our issues need a little love questions does the seventh grade take into account algebra or just the students who took the seventh grade just the seventh grade test so then when we could talk a little bit about growth and proficiency when we look at uh Ela across the district so this is all of 3rd through 12th grade English language arts test and when you look at the line there the red line represents that is your standard growth that is your standard growth so anything on the left a little bit less the standard growth but you may be growing and on the right is a lot more um and when you see

028you see for the ELA purposes we have two sub groups um of our demographics who we need to look at our Hispanic population and our students with disabilities and then when you look at remember grow growth means we were growing everybody they're growing we're growing in ela but when we look at are you proficient even though you're growing and we notice that we have some populations of students who are proficient um we have pop more growth than proficiency so if you take a look at our we I guess we could take a look still at our students with disabilities about 50.9% of our students are proficient and show and have that achievement and we already know that there's some growth issues right so we know guess what we have to spend some time however if

029we take a look at our multi-racial students 80.4 the goal is always 100 right but 80.4% in terms of achievement pretty good right but look we're right there with growth we're making growth but we can go across that line at any moment so we need some work biting the clicker all right same thing with math shocked but not shocked growth where's the red line you don't see it because it would be way over here it's just the reality of you know this is what we've been saying all year this is why when we talk about the math intervention times and the math support that we have to put in there and trying to get tutors into the buildings and some after school sessions or whatever because our students aren't growing in math it's negative even

030though we have some students who are achieving achieving I can be proficient and not grow and that's one of the big lessons that we're working with you know the with our staff and our families is you can be proficient and not have growth it's not enough to just be proficient so this is a little harder to see because I know we like to talk a little bit about comparison with other districts and other people um what I did I can you know this chart can compare a multitude of things but since we're talking about growth and achievement took a look at fourth grade the dark dark dark purple dot is where our fourth fourth grade is in respect to all the districts in Ohio same thing with our fifth grade is here in respect to

031all the districts in Ohio in terms of above that index for growth and above that 50% for achievement um we take a look at our sixth grade and our seventh grade same thing it's the dark purple in reference to all of the districts in Ohio and then you can see the same thing for 8th grade geometry and algebra we obviously want to be above the growth index and closer to that 700 for achievement so then well thank you for sharing that Baker but let's talk about that correlation a little bit more so we talked about all the data you've seen except for the last one with this with the Scatter Plots has been about our students this year and how we have to move this year so we talk about is I already you know

032why are we giving it you know is it correlating with the state test let's take a look at last year's last year Langston and and I pulled Langston just because I think there's a little you know their glimpse into it if I pulled all of the Langston students Ela prediction is said to me that there would be 65% of the students who would be proficient on the state test when you take a look if you add it actually say 64 but they put 65 because of the rounding so that's why you see that there but when you take a look at what happened between Sixth and 7 eth grade ELA last year it was 65% of the students who were proficient strong correlation doesn't mean every single year is going to be perfect and right

033on the number no but it's going to be very close so there is a correlation math you're going to see a little different let's just be obvious about it right let's put it out there why is it so different and it goes back to the question that you asked our students who took geometry and algebra will not be in this number so whereas for Langston the prediction was 47% and it's a lot less for OST because those students who would be your geometry and algebra students who some of them are your honors some of them are your gifted students are not calculated into that OST data question about that okay that was state test I know like breather is like so then we talk about act a little bit here um act you will see

034there's some Trend data from 23 24 all the way to 1920 um 2019 2020 I don't want to say 1920 makes it sound like 1920 I know right so TW 2023 2024 school year all the way down to the 2019 2020 school year um there's National numbers our number of students when you look at the chart and then we try to do some um a little bit of trend data and comparison data with national average State average and orland's average uh as much as we could for the subjects was a little bit more difficult to get some of that state data because state of Ohio doesn't which is interesting because they always want yours but they don't necessarily always publish theirs that way um so you get a chance to see you know we are

035below the national average um but you'll get a chance to see that and then broke it down into demographics so that you can see within our student population what population of students um have the highest scores or are need a little bit more supporta these are the seniors who took this at the beginning these this is act last spring this is last Spring's ACT scores so this year's have not been 100% released yet even though when you log in it might be like a little floater of one kid but we don't have all of those so this was last spring um those students who were uh yeah Juniors who are now seniors y and there was a little chart that didn't come up but that's okay um that's a lot it's a lot and there's

036a little bit more about IB data as we go a little bit further but I want to take a break and give this opportunity to the building teams to talk a little bit about you know the part of the data that we've talked about or whatever data they're getting that they can talk to you about what happens with um their teachers how do their teachers get this data how do they have time to analyze it who's doing it with them and what's the goal of that and we can start with the high school couple things first that was awesome Misha I think what how she explained everything was really really well done um there's so much information that are available you know in all the portals that it's almost impossible to capture it all and

037one of the other things I want to mention before Kristen and I talk a little bit about what we're doing with the data we not only have that but there's this item analysis where we have historical data based on how how our students have performed or and or our staff in regards to very specific items in the content standards and so at our TBT and um meetings we we take the time especially early on in the year to look at data over time to see are we seeing a trend do we continue to have students who struggle or or maybe not just only students um but a staff member who continues to maybe fall Below in that item and then how do we address that item um but Kristen come on up I want to

038talk a little bit about tbts and kind of how we use the data in our TBT meetings and Kristen Miller will help us with that real yeah so we have a calendar of data that we go through in our TBT cycle every year we start out the year with reflection on last year and how things went and um My Philosophy this year has been kind of teaching the teachers how to fish uh there is something called the CRS the central reporting system that teachers can go to and get a lot of this data so we've been working this year on getting the teachers comfortable with accessing this data and learning how to find it learning how to go back to it because in the past it's been us providing the data to the teachers which

039is helpful and which is fine you know we put it in a Google Drive and it's a good place for them to find it but it's even more meaningful when they can go in themselves and do queries in the central reporting system so we've been working through using that there's also something called the assessment authoring system that allows teachers to author assessments within the states portal system that gives them and of course questions so throughout the year they can also create their own data of how their students are doing through this state assessment system uh we start out the year with the like I said the data from the past year and then we also do benchmarks at the beginning of the year that give us data to analyze to see how kids are doing

040the state provides something called checkpoints for us as well and we set up a schedule for the teachers to do those checkpoints throughout the year and then we hit that data again with the teachers the checkpoints are mimicking the end of course assessments but just tiny portions of them broken down by standard so that allows the teachers to see how their kids are performing on specific standards to see what they need to go back and address then uh we oh my gosh there's so many pieces of data that we go over um oh yeah one of the things that I was thinking of as Kristen was talking at the beginning of the year the state gives us projections and we have we've identified especially at the high school that if a the state gives a

041projection that a student is in the 65% or so range they're going to make it good first instruction gets them there we've determined that that if it's below 65% and 65% is an is right there in that range that it's going to take something extra and I can use this Winter's uh projections for our government everybody who has projected made it but two and the two who didn't make it if you look into those two students they have a story and sometime it's that story of hardship that that happens in students households or or in their families and so we have found when we talk about uh spending time in our tbts and looking at our projections the teachers pull in their previous year scores lay them next to the projections and then like if

042you're Becky leetta the minute she gets the scores from the current year She lays that side by side too and then she can actually look at potential Trends over time to to reflect on her own teaching so a little bit on the projections and how can you say again what TBT stands for teacher-based teams thanks yep um and let's see what else oh so this year uh something new that we've done at the high school too is we've started to incorporate more uh focus on the ACT into our tbts too so we actually with all of the teacher-based teams whether they taught Ela or math or science or history we analyzed our act data and we took a look at the ACT standards and some typical act questions so that teachers could help students more

043with that so we're hoping that that will pay off in the long run and especially with our English and math we really have focused in on analyzing them to kind of give the kids a leg up in that respect to I'm getting off track here uh so in mid year we do another round of benchmarking which tells us where we are and where we need to go and in our teacher-based teams then we do intervention based off of that and what we find from that and then in March and April we really make our final push toward the eoc's so in our teacher-based teams we're doing a really fine grain analysis of how our students are doing on those final checkpoints how they're doing on those final teacher created assessments that mimic the end of

044course tests and then in may we get to see how it all panned out and then we start the year again what am I missing teacher-based teams are they um I know just for the community also for the board as well they're build into the teacher schedule to meet during time period yes so we have time built in every week for every department so at the high school they get to meet with their department for a period and then we set the agenda for you know what we're going to discuss what data we're going to discuss that time um it could even be what new methods we've learned about that we want to introduce that teachers have learned about that they've found success with their class so they want to share with everybody else in

045their subject area so we have principles and coaches both sometimes involved in the teacher based teams as well so teachers principles coaches all of them as a team effort to go over to data and review it with them yes thanks we uh we spend a lot of time in trying to build our master schedule so that allows for that so there's a lot of uh contributing factors to the master schedule but at the high school we obviously the IB drives the schedule we make sure every student can get to their DP if they need to but then the very next thing is making sure we have common planning time for our departments so that we can have these professional conversations and then one more thing I'll mention and I don't want to steal from Sheila

046when she gets up to speak um but in special education when I first got to the high school we had as many as 15 students receiving first instruction in a small group setting with an intervention specialist who was highly qualified I think we're down to three students now where we are pushing them out first instruction with our content experts and our intervention Specialists going with them to support them in that setting and while you may not see it in achievement if you look at some Gap closing and GAP closing is about all of our subgroups you'll see growth in regards to Gap closing for our subgroups mostly in our special education because they are being exposed to those high expectations and that content out in the in the gened setting so a little bit information

047on that quick question again so I have to say these acronyms are getting me stuck and I'm missing the good information that you give after the acronym cuz I'm like well do I know that one I've been here for a little while so what's DP uh the diploma program the IB diploma program thank you and I was going to add our intervention Specialists also attend our subject level teacher based teams as well so they get more content area information that way you've been doing something very interesting with ib2 as well far as analyzing the test data from near and I don't know if you want to speak on that too it has been phenomenal yeah so oh or is that later um I'll talk about it when we hit the IB slide I think that

048that's okay and then I was going to ask about what intervention looks like at the high school but I don't know if that's also later or that's no that's now yeah sure so we have I have a whole sheet of uh what intervention looks like and we're moving toward something new even this year because we have realized that we need to build in additional supports as well um so one of our Frontline interventions is we have teachers who push into study halls as one of their duties and they have access to all of this data for the kids who are in the study halls so they are able to take that time and sit down with the kids and say Brent I noticed that we're having some struggles in math here can I help you

049along with that so that is one of our Frontline interventions we also have specific math intervention that we uh class that we have created now where we place kids in that Algebra 1 dealing specifically with that um do you want yeah a couple other things we don't do as much skill-based um and we're working towards that next year we've made a proposal and I've been talking about it since November to have a period that's called seminar it's uh been called a lot of different things here I think at one time it was Phoenix time or or rise up time or but yeah he very much focused next year on on performance and so very for skills because we don't have that at the high school in the high school schedule um I also want to

050make sure I mentioned that um uh Danny zillich our director of Athletics and Kristen combined really do work we have an after school initiative where we are identifying students who are at risk regarding performance in the classroom and we are not asking them we're sort of we're mandating that they attend and get the support that they need uh that's different than we've had in in years past and we've had the support of of the staff who are willing to help us with that want to give a little plug for uh branching minds too we have a program called branching Minds now where we can track our interventions and so part of teachers duties every week is logging how the interventions are going with the students that we have identified need that and it makes beautiful

051little graphs and everything so you can actually see a kid's progress visually which I think is a great indicator for the teachers of how things are going so that's been another really wonderful tool and the teacher just goes in and logs every week how the interventions are going with that specific student quick question so the special time that's now mandated you said it was the athletic director and another individual is that because it's focusing on the student athletes or is that where it came from why is that it originally actually was not the student athletes we just added the student athletes to it so we had students that we had identified and the teachers had identified as needing extra support and so we built in the after school time we got a teacher who can

052do English and a teacher who can do math and a teacher who can do science who regularly man that so kind of all of our bases are covered as far as the kids needing help and then we strongly suggest that they attend slash mandate for certain students and I know for the athletes I think it's mandated that they attend last we we had schar last week we had we had one of the sessions we actually had four nine scholar tutors show up so not only did we have our two certified staff we had an additional four and now we're talking about really getting work done uh to to to promote student growth here we go right all right hello hi um data analyzing data uh begins with the building leadership team The BLT and that

053is we look at all of the data that that Misha shared and a little bit more and that's where the larger building level decisions are made like made such as we need um a literacy intervention period which we started a few years ago and then uh realizing that we needed a math intervention period and starting that that we um need a time for not only grade level teams to meet but we also need time for vertical alignment so that all of the ELA teachers can meet and all of the Math teachers can meet um and so again analyzing data starts at at the building level with the BLT The Bu building leadership team where a lot of those decisions are made and um it trickles down into the teacher-based teams so um at linkston teachers

054have five planning periods that are undisturbed each week one a day and they have two additional duty periods that are often planning periods if we don't need teachers to um support in another area then they have those two additional periods each week for planning um then they have three periods each week that are for their teacher based teams and so one of those meetings they might analyze data with their uh NP middle years's program where they meet with Christa Miller our nyp coordinator to go over things and that's they meet with Kristen Miller twice a month and then the other two times they meet as a grade level team um to do whatever they want to talk about whatever they feel like the needs are on the team um another one of those meeting days

055of the three is where they're analyzing data they're meeting with tiara um primarily with tiara sometimes I I join if I'm able and they're meeting as a grade level team and she'll talk more about what they do specifically with that um and then the third meeting each week is RTI response to intervention so obviously there's lots of intervention happening in the classroom outside the classroom and that's a Time dedicated to look at that data to see how well the interventions are working and make some new decisions based on that um another one of those BLT decisions building leadership team decisions that was made a few years ago again is for that vertical alignment for teachers to be able to meet um and we had to build that time in by that's that's how we have

056the library time that we have now students didn't always have time in the library they would schedule it to meet um you know the teachers would take them but we created this time so it's an additional time for teachers to meet but it doesn't take away from their designated planning period or their three U meetings that they have each week that are part of the contract and so their vertical team time and again I'll let Tia speak more on that is where they get to meet per grade level at a time um and we had to build that in because it wasn't something that teachers had in the past questions about that all right thank you for telling us all the acronyms you're welcome I started with that I heard that thank you um so

057I'll just talk a little bit about what our teacher-based teams are the tbts and again um like Mrs Hicks shared one of those tbts is a grade level meeting and so I meet with the sixth grade team the seventh grade team the eighth grade team and largely those meetings have looked um for the past couple of years more like a professional development cycle um some schools call them plc's or professional learning communities and so largely when I meet with the grade level teams it's often about a an evidence-based practice that we have already received training on so um as you all know we have had the literacy Grant um for you know last year was our last year of having that for K8 and so a lot of the science of reading training that I'm

058sure you've heard about from the state of oh was delivered during those grade level team meetings um we had a platform that we bought with our with our grant money to facilitate that professional development learning for literacy um so the last three four years there was a lot of focus on literacy and those evidence-based literacy strategies during that grade level TBT um this year we've asked teachers to give us feedback on those topics that they want to learn about so we've done a session or a module on differentiation on offering student voice and choice that's what we're currently focused on we've also done modules on discussion protocols different ways that they can engage students in discussion because we know that Stu when students are talking they're learning and so we need you know teachers really

059needed um discussion protocols to facilitate in that classroom so those are just some examples of topics we've covered in the past vocabulary strategies my goodness we have a lot of those um comprehension strategies writing strategies um so we've we've covered a lot of topics in those grade level meetings um and as Mrs hi shared we also have that vertical team time that department level time where um the math the Math teachers meet social studies teachers meet science teachers meet ELA teachers meet and we also have a vertical time for our intervention Specialists to meet and they really greatly need that time and specials as well um with the I'm sorry I I forgot to mention the specials during the other grade level tbts um and so um with those vertical Department teams that's where a

060lot of data analysis comes from because you're with your content area that you're specializing in what you know and so um I'll just give you an example um for the math department for example I asked all the math teachers to give a preassessment it like Kristen Miller shared it could be a CH a checkpoint that was offered through the state of Ohio it could be unit preest that they off you know offer in their curriculum um but they had to give a pre-assessment and then we go through something called the five-step process which is the Ohio improvement process which starts with your pre-assessment data step one you have to have that and you have to chart it out measure who's proficient who's not you look at subgroup data and then step two is all about

061analyzing that data what is the data showing us are there any current trends do we see any areas of strength what areas of growth are we seeing in that data step three then is all about those evidence-based instructional strategies and that's where we really get into the nitty-gritty of like what are we actually going to do in our classrooms to make significant gains with our students um I think that is the piece that um teachers really get to share their expertise like Kristen said too um this is where teachers get to shine and say oh I heard about this at a conference like here's the the data to support this and I want to show you guys how to do this in your class um step four then would be me scheduling with the teachers

062when can I come in to see you doing these practices and give you feedback on them or if a if a if a team isn't feeling strong about a certain strategy that's when I can come in to model or to co- to C- te with those teachers so that's step four you schedule that time and then step five after a couple of weeks of implementing this then we schedule a post assessment and we analyze the data did our evidence-based instructional strategy have an impact on classroom performance for students so that's just a a very broad overview of what we do with our tbts again those teacher-based teams and the grade level teams are all right now are focused on that professional learning and our vertical tbts are more so focused on that data analysis from

063a variety of different assessments that we can give students did I miss anything okay um so that was the answer to the first two questions a few examples about our current interventions I know Mrs hick shared um at the last board meeting great math interventions that we have um but we have a range of ela interventions say that again it's okay um we have students um again our our literacy Grant really helped close the gap for the students who are struggling with those basic decoding skills so prior to the Grant I mean we were seeing a lot of kids coming up who could not read the words on a page and now that number is very very few of students who cannot pick up words off the off the the page um and so they

064have a specific program for that then we have students who may really need help with vocabulary we have a specific intervention for that um and so we we have a lot of great things going I could give more details I can give names of programs but um we have those interventions during that Ela rise time and that math rise Time same thing for the enrichment all right thank you thank you thank you thanks thanks Mrs Hicks well good evening um we're here for OAS um this is Joy Harrison she's one of our academic coaches here she's going to help me go through these questions so we mirror a lot of what's happening at OS and LMS um when we think about um teachers looking at assessments and progress monitoring data it's all the time um

065we really start with backwards design so we actually start with our assessment calendar that Miss Baker helps us develop um and then everything is kind of built around that because we want to make sure we know when those Milestones are throughout the school year like the third graders taking the fall OST when I ready Diagnostics are going to be done um and that's used to develop our BLT calendar um our BLT calendar is we meet bi-weekly um so about every two weeks um if you're ever interested we meet at 700 a.m. here at OES um if you're an early riser um and we do we do a lot of building wide data discussions like trends that we see over years but also patterns we see across grade levels we look at I ready data OS

066data um attendance discipline lots of different aspects um of what's happening in the building then that trickles down to our tbts so our teacher based teams BLT is building leadership team thank you I caught it um so our tbts teacher-based teams and our RTI which is response to intervention um those two meetings are kind of bridged off of The BLT and it flows both ways so information from the tbts and the RTI come up to BLT each grade level here has a representative on The BLT um and they bring things from their team that needs to come to the entire the building leadership team and then they also disseminate information that happens at our um bi-weekly meetings um when we think about progress monitoring we also use branching mines that's been awesome um I am

067the spreadsheet Queen my staff laughs that I have a spreadsheet for everything and branching Minds has made that a lot easier for me um which is great but I still like to create them um but um teachers can go in and it can be any teacher who's assigned to that student so one of the benefits is if I am a teacher and I have I share a student with joy for some academic area I can go in and see what Joy's doing with that student in math and TR how it transfers over to my class um specials teachers have access that's been great this year so they have a better awareness of accommodations that a student might need for a writing assignment a reading assignment math that they're going to do in the specials areas

068um and our intervention Specialists of course have access also um so the progress monitoring happens consistently um definitely supported by our Title One department for Title One Reading and some Title One math um I'm going to let joy talk a little bit more about what happens at our teacher-based team meetings um so we have all established that math is a great area of need and we are working Tire tirelessly to make sure we address that need so um Mrs Baker introduced you to I I ready is a magnificent resource so what I ready diagnostic does for us as Educators as teachers is it creates something called a prerequisite report and because we're using I ready 2024 because we are now using that as our curriculum what the diagnostic does is it uh creates a report

069unit by unit for each grade level and in that report it's a prerequisite planning report each grade level team at the beginning of a unit gets to see each individual student on priority prerequisite skills who has mastered those prerequisite skills who who needs additional support in those skills and who needs in-depth review so the New Movement around intervention says in mathematics we need to address areas of need within a a unit of study not just a general overall need and the reason is so that within a unit of study whether you are on an IEP or whether you're a struggling student you will be able to receive just that support that helps you um uh reach for the grade level curriculum so with an outstanding teacher and that's what we have outstanding teachers and the

070work of an interventionist you have a double dose of support around a child within their unit of study and that Gap is closing it will take us a few years because it's just our second year in a new curriculum but the architecture of the curriculum is brilliant and the resources for teachers to be able to address student needs is granular so it's very helpful so during tbts if we're looking at the data in a prerequisite report already we have teacher moves and um interventionist moves for each individual child so um we look at the data unit by unit in tbts and in a teacher-based team meeting we look at tier one we know all of our students and where they stand on every criteria within that unit and then we can plan for scaffolds within

071tier one during the teacher based teams and then during RTI or response to intervention meetings we can say what happens during that intervention time and I want to say um thank you uh Felicia Felicia thank you for creating a schedule which has intervention time embedded for every grade level but not at the same time so interventionists can pull out um students without interfering with any tier one instruction so my hope is that we're on a five-year Arc this year we'll see some improvements next year perhaps double the Improvement and then following that year we'll all be caught up year five year five 100% proficient 100% I was just going to share Joy really heads up our math um interventions and math department for um title um we do have an ademic coach for ELA um

072English language arts and it mirrors the same we're using a lot of data points from acadians which measures things like nonsense word fluency regular fluency ability to retell um letter sounds um and I ready and osts um for our Ela programming when we think about current interventions something that our BLT looked at is as we looked at those patterns and Trends across grade levels we chose a few key skills that would Bridge all units to make longer Cycles so for ELA we've been really focused on writing I'm really proud of our kindergarteners especially right now because I had some papers delivered to my office where they're writing sentences and working on spacing and capitals and does the Picture Match what they wrote so if you ask them of what cop stands for hopefully our kindergarteners

073know which is capitals organizations punctuation and spelling I had to think about it but they know it much quicker um all the way up to our fifth grade who's working on elaboration um and for math we've been working a lot on um modeling and reasoning getting kids to show their thinking from the concrete manipulative to the abstract and application um so that's just been a kind of a broad brush of what we've been doing um I'll I'll give us a 30- second version um Joy also helps us with math for enrichment so we have a little more flexibility in how we utilize the title math because there are so many constraints tied to the tgrg third grade reading guarantee about who we're servicing for literacy we don't have the same mandates and constraints for math

074so Joy's also been working with some of our students who on I ready um would be um working on enrichment so they were scoring in the 99th 95th percentile and pushing them a little bit further um and that is K through three all right any questions for us can you just say what DT stands for district leadership team thank you all right thanks all righty just a little update and then we're going to move over to um Sheila Felix who's going to talk to you a little bit about the world of people Services special education um and then we'll come back to the high school to talk a little bit more about IB and some of their programming um TBT as they said teacher based team building leadership team District leadership team and then she's

075going to talk to us about um mtss the mult tier system of support so um one of the things in understanding TBT DT and BLT is as they said it goes up and down right we've tried a couple things with our district leadership team and this year we we just wanted to get our feet wet to learn what truly should a district leadership team do once upon a time we thought was just sitting in a room and just making all the decisions for the district but it really was let's actually share out what we're doing and this year we got an opportunity for each building to hear from each other and to discuss what some of the strategies were that they were using because what we were learning is we want to build systems we

076want to be consistent and that's what our district leadership team really wanted to build this year is listen to what the community wanted us to you know listen to the community listen to the staff and also talk about consistent systems that we need to put in place or that we were putting in place um wanted to hit you a little bit with uh hit you a little bit with with benchmark assessments that came up a couple times and I want to EXP explain what that is couple years ago the state of Ohio said hey you know Co when Co hit us we were taking the Ohio state test OST and they said well let's give you some supports to work with so we're going to create what's called a benchmark assessments and the benchmark assessments

077are um online state test it's the same time frame same amount of questions same amount of writing but it's now in their portal that will give you real time results that was a couple years ago it was just out there they taught us how to do it and then they said guess what we're going to teach you how to author your own you get to pick and choose from the ones we have here to kind of develop your own and we were kind of all over the place with do we use it don't we use it who's using it what does it help us with um and then within the last year the state said well two years they said we're going to also give you checkpoints which is a smaller version that should only

078have about eight questions um that are on one specific standard not the whole test that you can use to kind of say heyy did they really understand this concept when I taught it but once again they introduce it they put it out there they give you a little PD on it and then you log in and you say this is not what they said so there was some refinement this year they actually refined it to the point where they have developed what we call pre-assessments and post assessments um we're already giving the state test so who's giving all of those tests we kind of talked about why don't we start off throughout the District 3 through uh 12 and say let's give that Benchmark at the beginning of the year so someone would say well

079why wouldn't we just use the state test from the spring we can however if I am a geometry teacher looking at last year's geometry doesn't really help me with this group of students I could look at the algebra students but I really want to know for geometry so now I can give that Benchmark assessment straight up on Geometry right there on the geometry standards and that can help me guide my instruction throughout the year and that's what our great coaches and principles have also used as a tool so you say well why didn't you show me that data this is the first year where there's a little bit more guidance from the state in terms of um pre poost authoring they've given us a little bit here and there but it's a little it's been

080um a lot more consistent and systematic as we've talked about so we this was our experimental year as a district to be able to discuss the data see what do we need to take out what do we need to include because we don't want to overb burden our students with a lot of test so coming into next year we'll have a little bit more structure to be able to explain what did we learn from that um when we did last talk we did see growth in our math which is a positive um but we need to see a lot more growth and I'm now going to turn it over to Sheila Felix good evening um I wanted to talk a little bit about mtss which is multi-tiered systems of support and as I was sitting

081here thinking I was like oh gosh I wish I would have included this graphic but I'm going to try to describe it for you so mtss we can think of as being like the umbrella and the components of RTI response to intervention and PBIS positive behavior interventions and support live under that umbrella um and provide us sort of a framework for analyzing student data and making decisions based on that data um I did want to include this graphic because um at the end of January I believe it was I was in a strategic planning committee meeting and um Miss MAA was trying to explain mtss to that committee um and I felt like this graphic would have really helped Hammer the point home I was trying to make but um we we think of um

082our instruction as being in different tiers so at tier one um that's the instruction that everyone receives it's the core academic content and we would expect about 80 to 90% of students to respond to that tier one instruction um for those students that we have identified through through our benchmark assessments um that maybe are lagging behind their peers um we would look at providing them some tier 2 interventions um we would expect about 5 to 15% of students to need intervention in tier two um and in a couple slides I have some examples of what tier 2 and three interventions look like um it's so let's say we have a student that is in need of tier 2 um we offer them some small group instruction two days a week for 30 minutes um if

083they are then participating in this instruction for a period of several weeks and we're progress monitoring and seeing that you know what they're really not making the growth that we would expect to see then we would consider moving them to tier three which is essentially the same interventions but intensified so we might look at increasing the amount of time instead of 2 days maybe they would get 3 to 4 days of that additional instruction we might have a small group of three or four students receiving the same uh tier 2 instruction but if we have a student that needs tier three we might decrease that group size to a one: one or two: one type setting um I did include some data from branching minds and I will give two disclaimers on the data here

084so um first one is branching Minds is a new system for me I am still learning the ins and outs um second disclaimer is this is only as good as the data that branching Minds is ingesting so what this is reflective of is um our I ready data for the elementary and the middle school also aadance data um based on levels that we have determined originally I had sent this report to that committee and um at the time what I thought I was looking at was the number or percentage of students in those tiered plans but that's that is not reflective of the students that have those tiered plans and branching Minds this is reflective of um the data from I ready and aadience for the high school um we had some issues with personal

085student identifiers being able to load into the system so their data is a little bit older it's not current OST data um but just to kind of give you a general overview um this is a tier level report report in Reading um and you know one thing that I can glean from looking at that is we look at the district overall the top bar uh which reflects all the buildings um we're we have 60.9% of students responding to tier one or or at tier one um so you know some of the things that we can put in place um our whole group interventions um as well as some individualized interventions for those students that we've identified um so this is reading and this is math um and some examples of tier two and three interventions

086that we have I I know the buildings kind of gave a a good overview of some things that they're doing but title one uh small group tutoring study tables at the high school um the elementary school is doing something called the be their buddy program which is an attendance intervention um where we're looking to um hopefully by next year offer a check and connect which is another intervention for attendance um we have some social emotional skills groups uh that meet with the social workers we have counseling available through Januzzi counseling and Applewood um ABA Therapy Services um support students both in tier 2 tier three and in special education with uh either informal recommendations or comprehensive functional Behavior assessments and behavior intervention plans um and being new to the district this year I really came

087in wanting to spend a lot of time listening and observing and understanding what the needs are um but we have done done some work this year around our mtss practices like at at the beginning of the year the high school building leadership team participated in some additional training with branching mins I've been meeting with the RTI coordinators academic coaches to make revisions to the existing mtss handbook um there are weekly grade level RTI meetings and um I I've been working on creating some guidance documents with the coaches um just to unify our practices across the district provide some consistency um and just give people some steps to follow if they're not sure what to do quick question what you have phone script there what's that for so we talked actually yesterday I got to attend

088both the OES and linkston staff meetings and we talked about parent involvement in that RT process and when we have a student who's identified as receiving tier 2 supports um we want the teacher to make contact with the family at that time so I I did I was able to find a pre-filled phone script through branching Minds I kind of tweaked it to fit our needs put it on our letter head um and uploaded it into branching Minds for staff to use if they need help getting started with the conversation um just just some tips on what to say how to frame the conversation to be you know the most collaborative and positive as possible any other questions and well I uh looking at those numbers because when I got that report I was like

089this is nice I have no idea what this really says and so I had the presence of mine to ask and now that I see those numbers and you're saying well they might not be exactly right are we going to be able to get the more accurate numbers or are or are those right the elementary and middle school should reflect our current data it was the issue with we were relying on the high school OST scores to feed into branching mines but it wasn't it I don't want to put Steve on the spot but you could probably explain it much better yeah the OST scores do actually ingest into branch and Minds properly what the issue is uh the benchmarks that you got has du throughout the course of the year there's no local student

090number so there's no way to map that data to the students in branch and mines right okay thank you and Steve has been a tremendous help uh in helping me navigate this system as I learn and then one other quick note regarding how it inj just those scores if a student uh for example received a$ 699 score on their biology missed the achievement by that one point but is doing great at our school it identifies them as an atrisk learner and it puts them in that category and they they continue to reside there so we're trying to sort through that with branching Minds because we're not concerned about that student that student is progressing with the curriculum just fine so we're working with branching Minds to sort out some of those data glitches well yeah

091I guess that's what my question is because looking at so that diagram that you gave us that graphic was awesome to kind of give you a sense of what you know uh mtss is about well the RTI with the different are about and the percentage that you should expect our percentages are bigger right our tier three and tier like one of those data yeah for the middle school that's 39.5% is in tier three yeah so I'm like when you started explaining what it was I'm like ah so yeah what what does what are we doing and I have seen um this the tears that when we say we expect 880 to 90% um that's you know General averages um I have seen in other districts where it's more flipped and you only have 10 to

09215% of students responding at tier one and then needs to intervene higher um percentages of students needing tier 2 and tier three instruction and um what it says to me is we could really look at our tier one practices and and you know if there if it's additional training on the curriculum to deliver that instruction with Fidelity and uh maybe the programs that we're using so it is you know something that we we recognize we're not where we would expect to be but there is a lot of good work being done to address that in in the buildings through the RTI and the the tbts yeah that um RT diag graphic too is like an ideal scenario this is what you're trying to achieve and it's it's very unlikely that schools actually fit into that

093model and so you know we've in many of our trainings they always present this and obviously the goal is to have that tier one instruction be as strong as possible but that's like ideal scenario you miss no school because of snow days you have no disruptions during all of your classes for 180 days of school and so it's a really nice graph to try to go for for but it's very rarely achieved in reality thank you um I I have a question sure so I'm looking at the numbers that are sort of grade out it says that so the 560 number are what ranked as tiers and then there's a another number that says total enrollment period am I looking at the fact that there are some kids that are not on tier one to

094tier two or tier three at all yes there are a small percentage um that don't have a tier identified and that could be uh a number of reasons it could be they didn't take the diagnostic assessment at some point um they might have moved in from another district and we don't have that data from earlier in the year um I can definitely do some more digging on that okay like you looking at the high school numbers is not the number in a high school so you are missing some students in those counts yes right that's why I was like there's numbers missing on all grades and I was like is that because the kids aren't yes and and thank you as as you know right we grow with branching Minds when we were looking at

095the I ready data as well you will notice that it would say 340 out of 359 right there are students who move in in and move out they didn't take the one assessment or they didn't take both assessments or someone may have taken I ready but didn't take the Acadian assessment so they don't they were not tiered or your JVS students at the high school or someone who hasn't taken you know whatever assessment when you see that those students were teared because there's not enough data points or they weren't here to place them because the system automatically places them in a tier there wasn't enough data points to place them in a tier okay thank you um any other questions on mtss um I would like to Pivot a little bit and talk about some

096things in special education um if I can get the click or two Advance here we maybe need a new battery okay there we go um so I kind of broke this down into some findings that were based on a special education audit that was done by Kathy pero I believe uh the 2223 school year um so that was given to me when I first started and contained a lot of really good information to help inform my plans and um you know help me make sense of what's been happening in the district um so one of the findings in that audit was that there is a significant lack of compliance across ETR uh which is the evaluation team report IEP individ Iz education program pr1 which is a prior written notice it's a a notice that

097we send to families anytime we have a team meeting make a decision about special education um and then corresponding progress reports and um some of the things that we have done to address this finding is we've created an internal monitoring team um we are reviewing IEP documents and I am giving feedback and coaching to to the intervention Specialists um I I am fortunate to work with a a really great team of intervention Specialists who has been very receptive to receiving feedback and really wanting to make changes and improve their practice um I'm especially fortunate to work with Miss Lasser who's an elementary intervention specialist as well as a member of the internal monitoring team and I asked her if she could just give a little testimonial as to the work that been done on that

098team so I'll turn it over to so over the past few months we have been collaborating with the ESC the Educational Service Center for rang County um and five other districts to focus um to refine our IEP writing process um we've had our people Services director student and family support coordinator school psychologist related service providers and intervention specialist from each of our buildings to be a part of this team we started the process um by looking at what's working well what are our needs and what type of support do we need to become compliant with our IEPs um we've engaged in meticulous reviews of the IEP through these training sessions we have gone through all the details of each section of the individualized education plan the IEPs um and we are learning all of us

099in special education know that that the expectations for this document changes every year um there are changes made at the state level um there are times when we get recommendations from attorneys so there's always a change the way you did it last year may not be the way you do it this year and it's not going to how you're going to do it next year so we are working very hard at trying to align our IEPs so that they are compliant with the state so that they reflect best practices so that they are legally sound and so that they are consistent both within our building our district and amongst other districts and the state um this helps give our students the services they need um with consistency when they move from grade to grade this

100also helps when they move from District to District to make sure that that IEPs are compliant and that all of the areas of the IEP are being covered in the same way um and as she said she has done a phenomenal job she has um given us a rubric with a sample of an IEP that we can follow as we're working on our IEPs to make sure everything is consistent she has also taken the time to review all of our drafts so anytime we have a new IEP coming up we submit our draft and she has given us incredible feedback so that we're able to be compliant this team this internal monitoring team then has taken what we've learned from the ESC in these trainings and we've come back to the district and we've met

101together and um Miss Felix has pulled IEPs from our district and we as a team go through meticulously item by item and say okay is this compliant if not what would need to change to make this particular section this sentence this area compliant so we're getting that done and then this can trickle down into um training and support for all of our intervention Specialists and our school psychologists related service providers so that we are all consistent across the district and have compliant IEPs miss anything app that um this is a tool to help us identify any systemic issues that we might be having and um to address those like Miss ler said through professional development um so we you know as we've been getting up and running this year and and have spent some time

102getting training uh the plan is next year to have quarterly meetings with the team for about a half day and then the months in between an after school meeting for the purpose of reviewing documents and um planning for professional development um oh and this just explains everything that we already kind of explained um and I did include um links to some of the documents that we're using there's one that was here we go uh the IEP draft feedback form would you mind clicking on that link Dr Hall just so we can kind of see this is the form that I use when I'm reviewing an IEP um I haven't talked to the internal monitoring team yet but I'm I'm thinking of ways that I can improve my process for next year and I'm thinking about

103using this um to review the first three drafts from each intervention specialist and based on the the amount of feedback that I'm giving giving them then a tiered rating of green yellow or red green being you're good you don't have to keep submitting drafts to me yellow maybe I'd like to see a few more and red I you know maybe need to provide some more individualized uh attention to that particular teacher so this breaks it down by each section of the IEP key on the left hand side it shows what we're looking for and it goes beyond just compliance with the state it really focuses on best practice so we can develop robust plans for our students um and then the column on the right is just where I add any notes or feedback that

104I then share with the teachers so where Miss Lasser said that a rubric was created for them this is what and you created that yeah it it was created in collaboration with colleagues of mine from a previous district and I adopted it for Oberlin based on uh some practices it's as Educators we like to steal from the best and borrow the rest and had something that was working so um there are two other documents linked there and the record review tally form and the record review guide are documents from the state that guide us when we're reviewing those this tally form allows us to input section by section with the records that we're reviewing did we find that compliant or not and then we can go to the tally page and get a percentage of

105for example section six which is the measurable annual goals um we might have found 75% to be non-compliant that would tell me that's an area that we need to focus on in some PD um any questions on internal monitoring um another Finding from the audit was the number of AIDS or pair professionals employed by the district was found to be high based on student need that was identified in IEPs um so way that we are ways that we are working to address that are um you know trying to be really intentional about um how we're scheduling students um so that we're not stretching our staff really thin and and have a lot of people in a lot of different places that have similar support needs um I have also if would you mind clicking to

106advance because this is thank you um I've also provided the intervention specialist with a guidance document that is also linked on the next slide I believe um it helps them to make a determination of when to add par professional support there is um it's basically a manual it talks about supervision fading uh using par professional support and then in the back of that manual there is a rubric that has four different areas um we look at a student's Behavior their ability to participate in instruction um any health needs um any includ inclusion needs and um then there's also a school day analysis which prompts the intervention specialist to really take a look at the day-to-day activities where the student needs support um so in order to reduce the amount of par professional support added to

107student IEPs we are just looking really critically at what the need is based on those parameters um so if you would mind clicking on that link we can just take a quick peek um so first couple pages are are about um background and information why we would use par professional support um how we work with and train our PA professionals and if you keep scrolling towards the end there are some appendices that are um yeah so that's the school day and analysis and then the page right before that is uh the rubric oh y the last form is uh plan for support So if this rubric were filled out and the school day analysis and the team said yes this student absolutely needs that level of support then appendix C is where you would use

108it to guide that plan for okay do we need them all day do we need them just in specials just in academics just with transitions um just to really drill down to what's needed would you mind going back to the slideshow gotta thank you um just to give you an idea of what our staffing looks like with our PA professionals we did have two PA professional resignations at the beginning of the year um we we were trying to see if we could get by without filling those but um we ended up having student needs that mandated that we have those pair of professionals so um overin Elementary has the most they have 11 two of those are dedicated to the preschool full-time they're used in uh ratio there so they're they're firmly planted there um

109at the prek um and then we have nine that support grades K through five uh Langston has four the high school has four and then we also employ one pair professional that we send to Murray Ridge for one of our students who attends there um and then the last finding I will talk about is there is a need for all buildings to clearly articulate their service model in their buildings and this kind of speaks to the Continuum of services I will admit this is an area of challenge um especially in a small District they um the way that I'm working to address that is by collaborating with the building principles around student schedules um I I met with Miss Weber yesterday I have meetings on the calendar to meet with each of the principles and

110discuss um scheduling needs making sure that our students with disabilities have the appropriate amount of support built into their day um but I did include a graphic on the next slide um to kind of illustrate the Continuum what I'm talking about so we always want students to be educated in their least restrictive environment and um the general education classroom with supports would be the starting point um as students as student needs demonstrate a need for a more restrictive environment we would move through the Continuum um from left to right and maybe look at a special education classroom um currently at the elementary school we have a self-contained K through2 room we have a resource room that serves students in grades three through five um the that's more push in pull out um as opposed to

111being self-contained so those students in third fourth and fifth grade might be getting some of their core instruction from an intervention specialist but are still participating in the general education classroom for a lot of their day um if you know a special education classroom is not working for a student then we look at separate facility placements um and then further down the Continuum we would be looking at like a student who might be homebound or um need a residential facility for their services um just to give you an idea of some of the outof district placements that we have we're currently partnering with um these facilities we have three students at Murray Ridge two at Spectrum one at the achievement Center five at education Alternatives and one at Pep um and I will say it

112it hurts my heart to think about sending our kids away and I want to work with these facilities to bring our students back as they show Readiness um I I've worked really closely with EA this year um they've recommended a couple students that they think might be ready to transition back to public school so we'll come up with we're in the process of coming up with a plan of support to make it a smooth transition we don't want to pull them from an EA and put them in a general education classroom because at some point they needed that more restrictive environment so we'll look at partial day transitions to start where they maybe spend a couple of hours with us and still maintain that outof District placement should things not should they not be ready

113we still have that support for them and that was all I had on I have one question I know you said our number of AIDS is high and I'm wondering if the number of AIDS is what helps us keep kids in general education classrooms I think where the audit was coming from was based on the students who have identified par professional support in their IEP but that is a really good point you know one thing that we would look at before moving a student to a more restrictive setting is what other supports can we put in place in the setting that they're currently at additional adult support is one um I I will be honest I I am a believer that as we get older we don't want to have our students relying on that

114adult support we want to Foster their independence so we've been starting to have some more conversation about what it looks like to fade some of that paraprofessional support um how to gradually release some of that responsibility back onto the student so um that they don't become overly reliant on an additional adult I don't know did I even answer your question I'm sorry yeah yeah a little bit I I I guess it's I'm curious if like if that's helping then is it actually too many you know if if having those extra pair of professionals because we also know that in a general education classroom that pair of professional is not always just helping the student that they are there for but helping some of the other students that might need additional help as well and I'd

115be curious what the teachers opinion is on the number of PA Prof professionals yeah oh and I I can tell you our PA professionals work incredibly hard and um there's always something for them to do I think from the context of the audit she was looking specifically at the correlation to support listed and IEPs and the Staffing that we have and making recommendations for how we could um better align our resources it was based on a numbers that we have support um like State whatever if you have this many is's you probably have this many pair of Pros but certainly it varies a school you go to right and with our high number of tier three instruction are our pair of professionals providing some of that as well and that's where a PD come in

116at You' been working with them and also identifying their areas um they've been attend a lot of professional development which is great because you've been um providing for them most I've seen in the last couple years they um I started a par professional forum for each of the buildings and um this year I as I said I I wanted to do a lot of listening and observing and my intention was to provide a forum for them to come and vent seek advice share stories collaborate um I think moving into next year I'll be more intentional about um creating some like bite-size PD during those times that they can walk away with oh you know I I learned something valuable um but it is not a mandatory meeting so you know just making sure that the

117information is disseminated to everyone even those people that choose not to attend is uh something that I'm trying to think through thank you thank you thank you I'm GNA hand it back over to Miss Baker we've been here for a while here right and so we're wrapping it up I know listen so imagine if we have the full thing right there's no way there's just no way we could do it in this amount of time frame so um we're down to our last couple of topics here um one of them being the IB exam and then uh uh Mr bets is going to talk a little bit about some of the programs quickly and then um looks like we're about done after that how about that so I'm going to have uh Mrs Miller come

118up and talk to you a little bit about the IB information what you see up there is raw information um so good luck with it I'll try to make sense of it for you and I will try not to use acronym if I can if you use them just tell us so the thing that I want you to keep in mind as you're looking at this too especially when you see the world average there I was Googling feverishly trying to find the percentage for you but all I could come up with is a majority a majority of IB schools in the world are private or magnet meaning they select who gets to take these exams and we take the opposite philosophy where we welcome kids to take the exams and to take these courses and

119to improve on their learning so as you look at that world average versus our average kind of keep that in the back of your head so we have the IB scores here just kind of um over the past couple of years so last year we had nine who were full diploma candidates meaning they took the six IB courses required by IB and they did the extra essay and they did the extra community service and action and the philosophy class that went along with it so we had nine kids who did that this year we have six it fluctuates from year to year I think next year we have 12 we have 12 Juniors right now so it's kind of a roller coaster of who chooses to participate in that full diploma program however we had

12036 students last year take an IB exam of those 36 kids there were 83 exams that they took in all and you can see the breakdown there um if you take a look at your sheet here it gives you average score I don't know about your familiarity with IB scores but that goes from 7 to one I would consider a seven to be oh my gosh that kid is brilliant um it is not an A+ a seven is an A+ plus so when you see that we had a kid get a seven in math that's amazing um and I would be perfectly happy if my kid got a three on an IB exam I feel like a three is is decent four is good five is great six is wow seven is holy cow so

121that kind of gives you uh the scale and the kids who achieve that and you can kind of see our demographic breakdown there any I know that's that's a lot on one page I asked about uh in particular how many African-American students are encouraged to or you know suggested to them to actually do full IB I got that question from a Community member I had a child that attended the schools nobody talked to him about doing IB I mean he's about to graduate college so but I just what are can I get an answer to that question what to encourage black kids to of our diploma candidates this year three out of the six are africanamerican African-American okay and we're encouraging them how how'd that come about in eth grade um actually about 8th grade

122there is an opportunity night where parents are introduced to the IB information and then each year the high school even has information nights for parents and they'll send stuff home um if there are personal do we do one-on-one personal invitations I don't know that we do that as much as we possibly could right um we found I I had a parent last year who said I didn't even know my student could take IB courses then found out their student was in IB courses so that's one of the things that we've talked about is doing a better job at explaining what that actually is because a lot of our community they don't understand what IB is they think that you know it's this foreign language only no it's AP courses we're taking those advanced placement courses

123that are called IB International baloran courses with the de hom program so we could do a better job of uh really going out to our community and explaining what those options are and our families well do we have a staff that are kind of like identifying students that would be ideal and then suggest because I know when I was in school a long time ago people noted oh you would probably be good at this and would pull me to the side and go hey here sit down take this test you might be gifted or something like are we doing that yeah so we have Mrs leetta who is our IB coordinator and that is part of her job she actually has release time to work with kids and encourage kids she visits classes she works

124hand inand with our school counselor to kind of talk kids through the selection process and it it is more recruiting I think for our and like some schools with their AP they try to exclude where we do the opposite where we say you know your English teacher noted that you're why don't you try this IB class and see how you do I think we try to be much more inclusive but yeah we Mrs leetta does work to recruit with the counselor but we could do more thank you and I think that's where it's that personal invitation right send out flyers we have the meeting I didn't know you were talking to me right we get a lot of that um and we've talked about how do we alter our communication how do we edit it

125how do we work with it so that people do understand yes I am talking to you so that's something we need to work on um you know do they go to every single house or call every single student's home oneon-one to say we have these IB courses no do they go to classrooms to talk to students about it yes do they um do we host parent information nights yes and we start as early as 8th grade hosting those parent information nights um you know doesn't answer your question but do ask a question so did we go probably to that student personally one-on-one someone probably did not but was the information distributed to families and opportunities yes so we need to just kind of refine why is it that our families are not realizing that we

126are talking to them um and you see you had a chance I think thank you for skipping through there um you had a chance to see some of those exams and when you looked at some of those exams you will see that math it's math still it's math still even for our students who are taking the advanced courses we have here it is still math that we're supporting um we have looked into some resources yes IB you know says please use some of these curriculum that we're suggesting but we recognize the curriculum is only good as the curriculum is right we train our teachers we work with them but we recognize that we may need some additional resources to kind of say hey it's great that you have this textbook it's great you have this

127inquiry lesson but are we asking them the questions in a manner that makes them think deeper inquire are we mirroring some of these questions are they familiar with what they're asking and so we've been looking into a couple of sites and one is um what is it in in thinking in thinking which will allow the teachers to be able to go through students don't have necessar log in there so it's not another student thing that they have to do but it gives our teachers a resource to say this is the type type of question they're asking and it gives them strategies on how to teach those Concepts so you know we've got we received that for was it three of our teachers have that and we had a conversation with the IB coordinators and what

128does that look like if all of our teachers who teach those DP courses had access so that's what we have there um this next slide just took it gives you the the look in 23 and 24 um in terms of national highest diploma points was 30 uh. 24 out of 45 total points for the nation in 2023 and our highest student candidate earned 34 um the average of our students was 29 and then same thing for 2024 I just thought that that was good information that if the highest diploma average for nation is 3032 as an average out of 45 um and then our highest student uh was 37 and our average again was 29 um just to give some information why six out of nine that's been the question that comes up all the

129time is like why didn't all nine of them get it how didn't we didn't have 100% of our students earn that IB diploma well they didn't earn the 24 total points and that's through the tests through the test exams so with IB it's not enough that you just pass the class you have to um earn 24 points on your total scores and we have students who didn't if you saw um the previous slide we had some of our IB candidate students who might have earned a two in math or a two in in ela and when you're earning those twos it makes it very difficult to add up to 24 points you need to have that three or higher to get those um numbers in so you say well how are we helping them and

130that's what we talked about that inthink and giving our teachers some more support I know um one of the students who was one of the three who did not make it was a student who had not really been in honors courses and their friends were in IB courses they wanted to be in IB courses and I'm glad that they did and I'm glad they're in college and they're making great uh great of it great you know working hard with it but some of those you know higher level activities and projects they weren't necessarily something that they did all the time and um you want to talk about what you all are doing with the tbts with the writing aspect for IB real quick do we have students that go for the IB diploma like the

131ones that are coming out of their junior year that then just don't finish it and are they in that number yes they are um we have a lot of students who not a lot actually but we have students who get accepted into college their senior year and then they're like do I really want to challenge myself this much right right so that's that's typically where we see the fallof or they tried IB their junior year and then they tried CCP and they said you know what I want to go the full CC CCP route instead of the IB route so that's that's generally where that fallof comes from so but when we have why the six of the nine so the nine that is counted there they all took tests but did not get the

132scores or did one or two of them just not take the test and said never mind right the three who did not earn took the test but just did not score for various reasons yeah yeah and then in our tbts uh this teacher based teams this year just real quick we've put a focus on helping students succeed in those IB exams so we've done more analysis of the structure of the IB exams and we're working with all of our teachers on making questions that look more like the IB exams uh We've also done an analysis of the IB writing rubric that they use to grade those exams and we are working all the way from n9th grade up now to build writing into our curriculum that looks a lot more like what the IB exams

133look like and what will help kids in college too not just focused on that exam but focused on really doing higher level writing and that goes into Middle School one of the great things is that writing is actually moved over its way to the middle school so we can start working with the students on what does that rubric look like um uh Miss Miller did a great job of working with the teams and looking at what is the state writing rubric look like and what does the IB writing rubric look like with that literacy team and merging it and saying hey we can work on this all together starting with middle school students an example of one of the ELA task for uh IB exam is the students have to do a writing piece based

134off of a piece of literature that that they have read that they cannot have in front of them so they've got to be able to summarize have a lot of facts details about a p a book that they are not even able to have in front of them while they take the exam that they have to do from recall um so our teams have done a great job of selecting texts that mirror each other based on the themes and we've even had conversations of what does that look like for our middle school students and can we start introducing them to some of those passages if not the full novel when they're in in in middle school to become more familiar because on the state tests they read the passages and they have the passages while

135they're right yep yep yep and this is kicking it up a notch all right um I'm done and I will add had Steve not shut down the internet today uh we were due to schedule our sophomores and our sophomores we do make recommendations about signing up for history of Americas as they're heading into their junior year and it's time to look at IB bio and IB Physics and recommendations from our science department all of our all of our uh uh Juniors and seniors in English take IB English you know so every student there so we we do recommend and our math department has filled out a grid in recommending students to get into IB math um so that is had Steve not shut us down today we would have scheduled our sophomores in so and

136okay so um there's a lot to these last two slides but Miss Baker said quickly so I'm going to try to go through a couple of the from the top part where we talk about our programming up there where it says ASL this year we went to an online as uh I guess it's not online it's live we have live streaming with the teacher for ASL and it's going really well um we were fortunate enough this year to have a student who transitioned in from another school who had an in-person instructor for ASL and she said the rigor of the uh the streaming is a lot more difficult than she even is used to within person so um lots of positive comments about our ASL next year in scheduling from the Middle School we have

13733 eighth graders who are interested in taking ASL next year we'll have for that would be ASL one we haven't scheduled with our so current uh freshman or sophomores yet so asl2 numbers we don't know those yet um I talk a little bit about the JVS um I am working closer this year with the JVS than any year before um and that has to do with another a whole another topic that might be another meeting that I come to it's our each out on track we were picked to be part of a cohart where we are tracking every single student and whether they are on track for graduation um which relates to the next slide that doc will show in a minute here but um we are working with these JVS students who have had

138an interest in pursuing a trade at the JVS but have uh struggled academically out there so I am bringing back a significant number of students um to try to make them uh on track for gradu ation so the JVS will take them back at the start of the next school year I think I brought one student back full-time and I have four other students who are coming back into our school uh for our last period of the day to try to earn the credits that they they missed out on first semester so the JVS will let them return um so we I'm working closer with the team at the JVS than ever before uh to be honest and and uh the struggling students is so I'm spending Mr are those students across grade levels or

139is there a specific grade level that seems to struggle more at the JVS academically yeah they are they um our freshmen and sophomores don't do well out there uh the JVS is a trade school but unfortunately the students do have to take the core they're responsible for the core they have to pass the test just like the students at back at our home school here and and uh I I am the proud father of a a JVS graduate who's doing really well um he did not go to the JVS for the core um he he went for the trade and and so our students have gone out there and struggled and um you know Dr Hall and I have talked about it and um I've even encouraged our parents to potentially wait till their sophomore

140year or uh maybe even in some cases their junior year to go to let's get the strong Foundation academically then go out there and pursue our trade I thought that used to be the rule that you couldn't go to JVS until at least sophomore year it is about I'm gonna say four years ago prior to that you each home school got about Four Freshmen to go and they were really students who potentially had some transition needs where we knew that they were going to pursue a trade we knew for sure um the JVS opened those doors um and they allowed all students as many students from each school to go uh we had I had a super awesome meeting out there just over a week ago uh the Lorraine County conference League met with their

141principal and we had a great meeting about how we could improve uh the academic opportunities for these underclassmen this is not just an Oberlin thing so it's we have had a great year uh relationship working with them and they have been on board trying to support our students one of the things they have work with us on is um we do they have open air gates to letting freshman and sophomores go over there we work with them too as well of um trying to encourage our kids to stay um Dr Faircloth has um informed the parents that due to our unique IV program that he would try to allow the students to mostly stay if they wish but um and that kind of helped encourage some of our students to stay back um he said

142some other schools he want the Freshman out there he want them for four years out there so we have been working with them we just had a meeting a couple days ago with um Dr Fair cloth his team and um discussed um intervention sharing grades um also trying to provide when our kids do come back provide those interventions with them but he was very uh and his team was very open to a lot of suggestions that he we've offered but they've been very Cooperative lately with um with our team yeah they're honest about the things they can do and the things they can't do and I really appreciate that that that Clarity helps us intervene does the schedule at the high school still allow the students to take their academic classes at our high school

143and do their trade work at the JBS it's growing increasingly more difficult um this year we are accommodating freshman sophomores Juniors and seniors who want to do partial and it is almost impossible just to making sure that courses align at the Times opposite of their Labs out there and and um I my recommendation for the upcoming school year will be that uh Oberland students should wait till their sophomore year um to experiment with um the trades at the JVS just for this very reason the difficulty in scheduling the last slide which again is a a whole meeting in itself talks about the the report card component that's going to come out next year regarding college career Workforce and Military Readiness um it is a focal point for us at the high school um it is

144one of the the driving factors we have components of credentialing that are tied to their diploma a few years ago I talked to the board about competency that we have to pass Ela to and we have to pass algebra if we don't we have to get those students credentialed in some very unique ways very much tied to this and so there is a component of this that's tied to the diploma but uh starting next year we will have a report card grade regarding these students Readiness for Life the day after their diploma and I do want to say that the each child on track data the cohort that we are part of has been really U uh eye openening for me in regards to our students and their Readiness for whatever path they choose really

145good data coming out of those meetings well I just want to say thank you to everyone here and those who had to go uh thank you to your families for staying to give us this information I have to tell you that I for one am very appreciative because although we've done these kind of deep Dives before in the past as you kind of get away from that information and you get questions you feel less secure in your answers and you also don't have the updated information and then not that you all don't share data you do but you share it with people who you know do things other than teach so it's great to have the numbers but I don't know what they mean so thank you for taking the time to explain all of

146this and just do a deep deep dive I I really appreciate it and I'm sure the community does too and I'm going to point them to this work session when I get questions so I'll answer them and then I'll tell them you can find the detail from our staff and our administrators on March 4th 2025 so thank you yeah I also just want to say thank you I feel like this is my favorite board meeting that we've had even though it's been really long but there's just so much wonderful information that I've just been curious about or I thought I knew that is different than I knew it and this is and I'm so glad to bring my packet home um yeah thank you for so much wonderful information okay so future meetings March 18

1472025 is a regular meeting and tour at 5:30 at the lorine County JVS 1518 State R 58 in Oberlin and then the next one's April 22nd 2025 it's a regular meeting 6 pm. at the o elementary school right here where we are I will entertain a motion to adjourn so move it's been properly moved and seconded please call the role Miss gson yes Miss we're adjourned thank you again everyone