001Uh good right. >> Yes. >> Starter here. Austin finance. >> Need a motion to approve the certificated personnel resignations retirements. I'm sorry. We need a motion to approve the consent agenda for the superintendent. >> So moved. >> All right. Thank you guys. uh just uh going ahead with personnel since we had a decent amount of things on here. Uh that uh we will have personnel again next week. I'm sure it'll just be a little bit smaller. Um so just some notes here. Um you know, two uh retirements of teachers that have given us a lot of years. I mean, Mrs. Mangus has literally had over 40 years at Worester City Schools, uh which is pretty amazing. So for Karen and Laura, we we wish them best in their retirement. Uh Jessica Cardinal uh resigned after
00217 years in Littlest General Preschool. We appreciate her time as well. Um Tracy Ice and and Kelly Stuckle are on and Gabrielle Greenfeller will be um short-term leaves, longer than a couple weeks, but uh not too long of leaves for um some different situations for them. On the certified employment side, we have some temporary substitutes and substitutes. the difference. The temporaries are the ones that use the non-bachelor license. Um, and then the regular substitutes are those that go through the tri county and use that. No difference in terms of pay or anything. And they're both vetted for that. We we obviously with the sub shortages, we're happy to have uh both options. Um Beth Young, a retired teacher of ours, is subbing for Miss and uh has done that in the past and we thank
003Beth Young for doing that. And Trent Schlay is a long-term substitute for um Ely Mason who will be off for a period of time. She's our choir teacher. Um on classified two resignations there, well, one resignation and one leave. Emily Trust and Writers leave. Elaine uh Bateson uh is our uh payroll person there at central office. Uh great person and she will be retiring at the end of January. We actually have already posted that position hoping possibly to get a little crossover time and um make that a seamless transition as um payroll is a pretty important position that happens every two weeks. Um on the classified hiring side, we have several as this, you know, we that kind of continues throughout the year. TL Lamar as a RBT, some substitute pair professionals, uh Kimberly Clingman,
004Monica Dlesandro, uh also both being specialized paras. Uh some drama supplementals and substitute cooks. Um Alexandria Rogers is a new par professional as well there at Cornerstone. Um we have um some people moving Mike Belchick is not a new employee but is moving into insurance and so that's why that would be on there. Um some other substitutes and then lastly the library tech or um the li basically the librarian for cornerstone is Janessa Stell. So um good group of new classified employees um that have kind of started in the last few weeks is obviously we retro that um those employments questions. >> Okay. Kleinhens, >> yes. >> Kusma, >> yes. >> Starcher, yes. Good. Right. >> Yes. >> Okay. >> Mr. Tutor, you want to introduce your >> Yes. So very excited tonight uh to
005have kind of the other ma main reason here we're having uh the meeting tonight is for the district report card and comprehensive literacy grant presentation. So they'll tell you a little bit more about what that literacy grant is. We're really excited about that and honestly we're very excited about our report card as well. So we have our uh curriculum team um Mrs. Richard and Mrs. Shenevie here uh to say a little bit about um our report card and this and so um I can just tell you even before they start very fortunate to have them two leading the helm in that department. Some really great things are happening there and so we'll turn it over to you guys. >> Thank you. Yes, we are very excited to share tonight. Um so we'll start with just
006kind of a quick overview. We kind of went in detail last year uh how what makes up the components of the report card. Just as a reminder, this year the college, career, workforce, and military readiness component does count. So you'll see you might notice there's a change in the percentages that go into the component. Um the things that you have are included this link here and then um our slideshow. So this is big news. We are uh overall rating this year is a four. Um, and that does uh goes with a lot of hard work from our staff members, our our teachers, our intervention specialists, pair pros, counselors, um, Lori Nero and the EMIS department. There's a lot of people that go that play part in all of the um different reasons why we are
007now a four. So, we're very excited about that. And again, if you notice, um, they call counted college, career, workforce, and military readiness this year. So here's the overall report card and we're going to touch on each of those components briefly. Um so some of the things that we're going to highlight are truly that we're extremely proud of the gap closing. So we are now fivestar and and that um I know for both of us and a lot of people that we work with is a very important component of the report card. The first one we'll discuss is the achievement component. So we are um our performance index score is at 86.2 to and um just as a reminder this is how students performed on the state's test given in the year it was taken.
008Um so uh we have gone up in um ever since 2020 is what we kind of have a score for. So we started at 70.9 as our performance index and we've increased every year since then. Last year just for reference we were at 85. So we've gone up um to 86.2 and our overall performance index percentage has also gone up. Um so we are excited about this. >> The next Yep. The next component is the progress component which is actually what we have learned is the most important component of the whole report card because it drastically affects the achievement component and the gap closing component. So the progress um you can see we have four stars and this component it actually um is the component that is measuring the student growth. So that's important because
009we need to know okay our achievement can be great but are we growing each set of students are you know on the last slide you saw you know the per the group of students that are scoring limited basic proficient advanced and accelerated. we need to look at where the growth is in each one of those groups. So this is the component that does that. So you can see on the chart in color um that we have each student growth there and what's expected and then you can see which grade level we have some work to do as far as getting that grade level group to grow. And then you can see how many grade levels we actually are doing really really well growing all students within that grade level. What what's the top circle? What
010color is that? >> The top circle is the darker gray. So that would be our sixth and seventh grade English language English language arts. The math and fifth, sixth and seventh science and all grades, fifth grade science. Um and then the all test for six and seven. So that's that really dark gray color. And then biology and American government. >> That's what I thought. I just it was hard to see on >> it is kind of hard to see. Um especially we yeah we don't have a print a color printer at the ranch. So >> it's okay you didn't print in color. This is cheaper. >> So the next section is the gap closing which I said we're extremely proud of. It's a big celebration for us. So we're at five stars for this. And
011the gap closing measures how well students are performing in subgroups based upon their expected achievement. So if you're looking on that, that little dot um on each bar graph represents this subgroup's expected performance and then it shows how we actually performed. Um so we we do have some areas of that we are celebrating and then some areas that we continue to work on. So we'll still continue to work on our students with disabilities. Um we're not quite that's the only one we're not quite meeting yet. Um but we have implemented some um data days for our intervention specialists and um you know we're also looking at some different intervention resources and training that'll be a part of our literacy grant. Um this also takes in there's a lot of components that go into this and
012a part of it is the gifted identifying gifted students and that's where you know this is the secret um EIS coordinator Lori Nero has a lot of things that she does for us that it's just the way that we report things. Um so she continues to work on that. It is a it is one of the hardest indicators to meet. Um you have to be near perfect to in order to the to get that indicator. But um she is continuing to find little areas throughout the report card where we can report differently and and and it turns out it's great. >> So the next area on the report card is early literacy. So this component is measuring the reading improvement and the proficiency for students in kindergarten through third grade. So you can see that
013this measure is um it's broke up into three categories. So 25% is the early literacy score. The next portion is 40% and that's how many students are proficient um on the third grade Ohio State test. And then the last one is how many third graders are promoted to fourth grade. So last year and this year we have 100% of our third graders promoted to fourth grade. Um this year you can see that we have 68% of our students that were proficient or above on the third grade state test and then 44.4% was our percentage this year for improving K to3 literacy. So, just so you know, last year when we spoke to you, we had identified that um our kindergarten readiness assessment, we were kind of we had as a team kind of realized, you
014know what, we feel like the timing of when we're giving this assessment is negatively impacting the student scores. So, as a team, we met and we made a change. Instead of giving that assessment on the first day of school, which the students had no rapport with their teacher, they had no relationship built. They were scared to death and it was just it was not a fair and true accurate assessment. We felt we actually waited because you have a 20-day window. We actually waited and gave it on the week of September 15th through 17th. So, we've already pulled data. Last year, 56.5% of our kindergarteners were on a ramp, a reading improvement plan. This year, because of that change, we had 31% of our kindergarteners on a ramp. So, just by adjusting the time frame when
015we give that assessment, we've already drastically reduced our number of rimps, which we had felt last year, we are this isn't right. So many of the students on a rimp didn't belong on a rimp. They ended up reading above grade level, you know, and we knew that would happen. So I think over time, you know, you start to identify things like that, you can make an adjustment, which is allowable, and you can see, okay, well, that that was a really good change, you know, that we made. So overall though, um 73.3% is our overall early literacy score. And then our graduation graduation rate um we continue to focus on attendance and that's made a big difference. We also have worked really closely with our counselors um and we are at a fourstar and after um
016it was released today and so um next year we should be five stars because our four-year rate will be 97.8 and our fiveyear will be 95.8. So that would give us move us bump us up. That's the projected um score. >> What what she's talking about there is all the other scores are from last year's students. Graduation is a year in the rear. >> So it's a >> So we already know. >> So we know that score from this coming year. >> Yes. >> Yeah. Just pretty exciting. I know our high school has worked really hard and um the new counseling team is working together um and and really working with each of those students to make sure that we we do the right thing for them. you know these this has you know we
017use rise up um there's different credentiing pathways that we have um just different options that have helped but also just you know as I said that focus on making connections and on attendance has helped as well >> so so for that four-year rate does that mean um nine and a half out of every 10 students is graduating on time Yeah, >> it's a 95%. >> Yes. >> So that's what >> So next year and yes, next year be 97.8. >> So that's 60% of that number goes into the final component rating and then for the fiveyear it's 40%. So yes, I know it's a lot of pressure on Margaret, Mrs. Davis to to continue to keep that rate up there. >> Wow. Very good. So this is the newer component that was this is the
018first year that it was rated last year. They gave us a number without a rating. Um so college, career, workforce, and military readiness. So um last year we were at 58.6 and this year we're at 66.3. So there are different ways to meet to meet these com this component that you needed to. So you either get an honors diploma, industry recognized credential, a dual enrollment, so CCP remediation free ACT score. Um, so that's a 20 on the ELA on math. Uh, 18 on ELA and 20 on math and an AP score of three or above. So you can't just take an AP class. You actually have to score on the test. Military enlistment, um, CTE assessments, they're proficient on those. And this changed a little bit this year. So Ohio means jobs graduation seal and
019250 hours of of work study. So it's not one or the other, but you have to have both. And that's something that we're we're leaning in on the counselors to kind of help us with and making sure that we have both of those for the students. >> So if a student has any one of these, >> any one of those, >> then they're considered ready. >> They're ready. >> Okay. >> They could have four. Yes. They could they could have multiple, but they just need one. and this this being the newer component um we're still learning um you know all the different things to make sure that we report accurately but also like you know so we don't miss opportunities right so Mrs. This is where Mrs. Nero is real strong as she does a
020lot of research on this Our our score won't go up. >> Thank Oh, I'm sorry. Nope. >> So, students that go to the career center or Yeah. Um do did the homechools get credit for that or Okay. >> Both do. >> They both do. Okay. Okay. >> And then um for next year, what they're reporting is an increase again. So, we will be at seven. We should be at 78.1. So that's an 11.8 point increase. Um that should be get us to four stars for next year. >> Awesome. >> Yeah, that's why I said this is an exciting day to present. >> I didn't even know that yet. >> Yeah. >> Did you have a question? >> I'm going back a couple for what exactly? So that's this number of students that are on the
021one measure to September or >> it's all grade levels. >> Thank you. >> Yeah. K through three. >> I appreciate that. That's what >> Yeah. And you know, I think it's important to note that our our teachers are working really hard and I know that they're closing the gap for our students. Um they're they're they're growing by a year, you know, so we want every student to to grow by one year's worth. So, but if you come in behind or you come from another school or um you know, maybe you haven't gone to Little General's preschool. Um so, there are some ways that they're still a little bit behind, but I know that the the exciting part is they are continuing to close gaps and we can watch that through our day-to-days. Um we're we're
022really working hard to watch those scores and the gaps and then really being able to dig down into what do they need to continue to grow. So, finding that resource or that um that intervention that works best for them. >> So, for example or conversely >> I think this is awesome >> like just changing to the new curriculum >> I'm just interested >> you know I don't know that we don't know quite yet what the gaps will cause um but I will tell you that um some of the staff members that were piloting it last year had had great success on the um and their students score proficient on the Ohio State test. So that's you know that's yeah >> and then I would say another thing to keep in mind is the reading diagnostic
023um the state changes what reading diagnostic is used and actually for next school year they are changing the law again. Um, so you know, we also have to bend, >> you know, >> Yeah. and our staff has been super flexible and and really responsive to the ch I mean, I know they don't like the changes either, but they're doing a great job. >> Yeah. The only thing I would just say on the report card is um, you know, we always try to it's a balance, right? We don't try to take it as the endall of definition of success, but it is a great measure uh, for us to determine. And you know instruction is such an important thing and so we are really excited about it but we also want we try to keep that
024in in perspective. Um you know the gap closing I think was a real exciting piece is that's really your subgroups and how you're moving that forward. And so we really we really love that. Early literacy was probably um statewide the hardest measure to do really well in as very few schools got five stars in that. So that's something we're looking into and so is everybody else in interpreting how we can continue to improve in that area. But great job. >> So um the opportunities and next steps, there's a lot of really really good momentum on this slide. I just want to highlight a few things on each section. So you talked about the new curriculum. Um so yes um K to 5 we are in full implementation of ELA and math and I think it's
025really important to highlight that our focus has been on instructional integrity. So we have done a really really really good job of our scope and sequence teams meeting revising the work that they did over the summer. we've already met with multiple multiple teams have already met to revise what they've already taught because now that they've taught it, okay, we have to reflect and change. Um so teams are meeting next week that haven't met yet. So that that is a really good um thing that we have in place that there's reflection and change happening. That's how we're going to make it the best. We also have had um professional development sessions. We've had multiple already and that's what is going to build staff capacity. I mean we have teachers that have coachly licenses which is like
026a personal coach from HMH which is our ELA curriculum that they have access to at any time. So they can meet with the team, they can meet oneonone that's available to them. So those have been really really great things that have been happening just this fall with the implementations. And then we have our literacy coaches and math coaches who have been in classrooms and modeling and walking alongside teachers when teachers are saying this is hard curriculum is hard and our coaches have been great at saying well I'm here too and we're going to figure this out together so that's been great um with our TBTs that's kind of the next section there um K to2 we had kind of analyzed some of our survey data and said wow we need to build teacher efficacy we
027need to utilize our TVs to enhance student growth. And in the KTO to five um world, we have been working really hard at getting the right professional development materials in the hands of principles so they can train their BLTs and their BLTs can train their PBTs. So, it's five-step process, but we've all been doing a five-step process for a long time. How do we reinvigorate that process for teachers and especially teachers that they've been doing CBT for 20 years? What's new, you know? So, it's it's that process and how do you keep it new and how do you get everyone engaged? So, that has been something that we've been focused on because we know that there's a high effect size when teachers come together and collaborate. Um, so that's the next one. And then I
028think to add on to that, EVOS, we talked about value added. EVOS is just another way that teachers and principles have been trying to gain more knowledge and learn how do you analyze tests and reports and look at the value added which shows us the growth. Um, this has been a big push from Molly and a lot of support there. We started and are going to continue district-wide book studies. um talking about all kinds of different um teacher based and student based needs. There's a ton of diverse selections we're going to be working on this year as staff. Um and I'd say the last one, we've been focused on ongoing professional growth, not just with our curriculums, but just practical strategies for teaching, learning, and student wellbeing. So that's been another another really great initiative
029and I think teachers have felt supported with all of these different next steps and opportunities that they have. >> The last thing we're going to touch on today is um that we I know you know this but we um received the comprehensive literacy state development subgrant and the amount is it's a large amount that we will be able to budget over the next four years. We've been working on that budget. um we were able to share it with Gabe this morning. So um generally what that means for us uh we have a certain amount that we can use each year um and it's separated by elementary and then or K through five and then sixth and seventh grade. So we're we have five sites that we'll be working with and for the elementary schools we're
030really working on continuing training for IMSC which is our morphology Norton Gillingham training. That's an approved intervention for our students but also we use it in tier one as well um in certain grades. So just to continue that training for our new staff and moving that up because as we've talked to you before, I think that rimps continue to move up every year. So they're in sixth grade this year, seventh grade, so they follow a student until they score proficient on an Ohio State test or end of course exam. So we need to help our teachers have the training to provide those interventions and it's very specific what they can do um and very expensive. So this this will help us train the teachers. It also pays for us to have um scope and sequence
031days or to um to have days where we can work with them and provide PD so we can use time we can pay for time cards with the grant. Um instructional materials um our big especially at Edgewood we'll use quite a bit because we have um we have Amber uh Yakapra there now um as a full-time reading teacher so that she needs some additional support there. Um and also it's a part of the grant is to really have some community engagement. So because we already had partnerships with um and to do read under the lights and also our read and play, we we work really closely with the library um and the United Way. So that would provide some funding for those as well. And then this year is a big year for reading under
032lights because it's our 10-year anniversary. Um and then at Edgewood, it's all the same except for it also is going to pay for 50% of Amber's salary. Um so I think that's that's a helpful piece for us. >> Yeah, this was a just, you know, to congratulate them. This was a competitive grant. Not everyone in Ohio received this. It really just supplements and supports some of the things that we're doing. Uh and also we'll have some personnel um decrease cost on a position that we added. So uh we were thrilled to get this and it's was one of those where it is a blessing, but it's also a lot of work then to make sure that you get to utilize it correctly and uh submit all the forms. And so I'm sure there's moments where
033they have to remember that because this this is a lot of work. >> A lot of work. It also provides um a lot of training for our coaches and administrators. So there are a lot of times that we have to meet um that I that really keeps us all on the same page. So I think that is it's a good thing. It's a lot of it's time but it's um but it is a good thing to keep us all together. >> Who does most of the work for the grant the grant writing? Do you the two of you did it? Yeah. Yeah. Probably pretty extensive. ever since we got him. >> Yeah, >> maybe they'll take it back. Well, congratulations. >> Thank you. >> Yeah. >> It's great for the district for sure and the
034kids. >> Yeah. >> So, thank you for listening to us. Do you have any other additional questions or anything? >> Yeah. So, for that um you said you get the KR 15 days in. So, do we have data? Is there data um I'm sure you'd looked at it, but is there data to show um how the kids who attended a real preschool do versus the ones who have none. >> Yeah, we do have that score significantly higher. >> Yeah, usually that not only on the K but on screening and we have that data as well. kids that come to screening. We have that baseline data and then we can compare that to students who did not come to screen who then typically did not go to school and then typically do poorly on the correlates.
035>> Do do we know what percentage kids um attend a real preschool? >> Percent >> not talking about daycarees. I'm talking about kids who attend. >> I know what you mean. Like Little's generals versus a daycare. Um, >> you could probably get that. Sorry. >> We probably could find it for you, but we would have to look back. I think they have to they can enter in there where they attended um into the final forms, but I don't they don't all enter that, >> right? >> Okay. It'd be interesting to see that. >> We can get close. >> I mean, no big deal. I mean, what percentage of our kids actually attend It's not as high as you would like. >> We have a big investment here in the district. So, I mean, generous stuff.
036>> All right. Very good. You guys are knocking it out of the park here. >> Yeah, they're good things happening. Well, I appreciate it, guys. Thank you so much. >> Thank you very much. Nice work. And just so you guys know, we'll put like we'll we'll cut that presentation and then we'll put that, you know, on our website and Grace will, you know, promote it and things like that as well so that, you know, obviously more and more people can learn about it. >> Great. >> Okay. Uh I don't think we have any for the regular agenda. Uh we need to um we need a motion to adjourn into executive session. So moved. >> Second. >> Yes. And uh two reasons there uh personnel and uh um buying and selling of land or property. >>
037Good. Right. >> Do we expect We don't expect >> No, there'll be no action. No. >> Okay. No action. >> Yes. >> Starter. Yes. Koozma. Yes. >> Kindle hands. Okay. >> Well, thank you guys. Appreciate you guys coming. Thank you.