001for the Tiger Talton School Board. I will call this work session to order at 5:30 p.m. and we will start by talking about the um semester 1 education outcomes and graduation rates with director fields and team in just a hot minute. Hello everyone and welcome to the midyear data review. Is my mic on? Okay. All right. So, we'll just get started. um tip tonight. Can you hear me now? Give a thumbs up. We're good to go. Okay. Okay. Great. Thanks. All right. Coming up. Oh, yes. Mine's working now. Oh, here we go. All right. Um, we're excited tonight to share with you the midyear data report. Um, we have Paul Vstrate with us, Carol Kinch of Amberfields, um, Dr. Un, and myself. And we will dive right in. So, our overarching goals, oh, next slide,
002please. Our overarching goals are based on these key indicators that are critical uh for student success at these pivotal stages in their academic career. And they are all tied to school graduation outcomes. Next slide, please. And here are the goal focus areas. We have third grade, fifth grade, and eighth grade reading. We have fifth grade and eighth grade math, kinder, 6th and 9th grade attendance, 9th grade on track, 10th through 12th grade credit attainment, 6th, 8th and 11th grade trusted adult. This is from our survey, our climate survey, and then office discipline referrals and exclusion. Next slide, please. Third grade reading is the first one and um it's it's a really important one because before this time students are learning to read. So this is where all our foundational skills come in uh where students
003are articulating sounds and learning um the sound letter correspondence and starting to sound out words. So if they are proficient by third grade at uh third grade level reading standards then they are much more likely to graduate from high school. Then fifth grade reading is the next one. By the end of fifth grade students should demonstrate a strong reading proficiency because this sets them up really well for success in middle school which then leads to success in high school. And we do intervene in elementary in fourth and fifth um to get them ready for middle school. And then eighth grade of course is very important as a key indicator because this is where we um have this milestone showing that they are ready for high school and much higher chance of graduating from high school.
004And now I turn it over to Paul. All right. I think mine is working. Is it sounds like it? Um, all right. So, just looking at the data for our uh reading scores. Um, reading in third, uh, fifth and eighth grade is about how we're sending our kids on to the next level. Third grade, how they're moving from, uh, learning to read to reading to learn and fifth grade in middle school and eighth grade moving on to high school. Um when it looks at the when we're looking at the data uh for the fall and the winter um we are seeing that there is a a small downward trend in the third grade and a relatively stable trend in the fifth grade as well as an upward trend in the eighth grade. Uh this is
005a combined score of uh being reading proficient in either English or Spanish. So being proficient in at least one. We have many many students that are proficient in both. But uh for our goal for reading uh the goal is to be proficient in at least one. And we have three years worth of data for our Spanish Ready combined with our English I Ready assessments. Um moving on to the next slide, slide number six. Um breaking this down by our uh different demographic groups by race and ethnicity. Uh the data shows that uh similar to what we saw when we used to break this data down overall for the entire uh population of students taking the I Ready assessment, we see the same um students that are identified as underserved for our schools overall also being
006those students that are identified for our individual grade levels. So that means our students that are American Indian, Alaskan Native, Black, African-American, Hispanic, Native Hawaiian, Pacific Islander. These are the official designations from the state. And so we do see that over the past three years the trend except for those where we have a small number where the the number uh the percentage uh you know shifts a bit uh more um we'd see that that trend is relatively stable over the past three years. Uh moving on to the next slide. Um uh the fifth and eighth grade is similar to the the reading for uh for the different grade levels. It's how well we are sending them on to the next level for that next level's content. Moving on to the next slide. Um uh for
007our uh math scores, we continue to see lower math scores um for our students versus our reading scores. That has not changed. Breaking it down by grade level. Um we do see a relatively upward trend in our fifth grade uh math scores for uh the most recent assessment here in the winter. Uh we did have a slight decrease uh from last year uh from this time last year. Um but it is still you know a little bit of a seessaw always when we look at our data but it is still up from when we um first started measuring math five years ago. Uh for the winter um for I'm sorry for eighth grade we are seeing um a slight downward trend but again an upward um um uh from this time last year for eighth
008grade. So again, the most recent one um may shift a little bit from the previous year, but the overall trend uh for eighth grade is slightly down. Um moving on to the next um slide. Uh same as reading uh when looking at our data, I don't have anything for uh uh for fifth grade American Indian Alaskan Native because the population is too small to be able to report. Uh so wherever you see a 0% that's not 0% that's um I didn't report it. So, I do apologize for that being a little bit confusing up there. Um, but when it comes to the data, we see the same trend uh that we saw when we looked at data overall for our district. Uh, we see the same populations uh around the same amount. Um, yeah. So,
009then moving on to the next slide, that gets us to our attendance. Moving away from achievement data like reading and math scores and moving on to attendance and behavior and course performance. This gets us into how well we are receiving students into the new level, which is why we're looking at kindergarten, sixth, and ninth grade. Because how well are we receiving students into kindergarten for being in school for the first time? How well are we receiving them into middle school, receiving them into nth grade? And attendance is a good indicator of that. Uh moving on to the next slide. Um what we see is that um uh for uh quarter one we are seeing an upward trend in our kindergarten and sixth grade which is wonderful to see considering that we reached the trough of
010our attendance data post pandemic. So that's wonderful to see. Our ninth grade continues to have a slight downward trend in quarter 1. In quarter two it that first bar for the 20 2021 school year does make it seem like a lot of those are showing downward trends. it kind of gives you a a false sense that it's down. Whereas, if you do kind of see the a you know, the up and down of that seessaw, it does kind of uh flatten out. So, we are seeing on average uh relatively similar attendance for quarter one for quarter two over these past several years. breaking that down uh a little bit on the next slide. I do want to focus on our sixth grade because our sixth grade is seen um uh where we see that uh
011for all students we see that relatively flat. But when we look at our students that are identified as underserved races and ethnicities, we see that going up both quarter 1 and quarter 2, which is a wonderful thing because while we are seeing that um our overall population is remaining steady, those students that need to increase their attendance the most for when it comes to uh academic achievement, we are increasing their attendance and that is a wonderful thing to be able to see. Uh moving on to the next uh slide. Uh this is where we're talking about um this the behaviors and the safety and welcoming uh behaviors in our school. Uh the one data point uh want to focus on we're going to start is going to be our behavior referrals. So moving on to
012slide 14. Um this is as we've see reported many times. This is not broken down by grade level. This is broken down uh by type of behavior and we are reporting this as part of the policy ACC um that you all have asked for. Um and so what we are seeing here is that over time um we have seen a sharp increase in um major uh behavior referrals over since the pandemic um as I've reported previously. However, we did see that increase slow down the 23 24 school year. And so in the upper left, not only is it slowing down, but we are al we for this year we are slightly less than where we were last year. So it's indicative of a plateau which is another great thing to see. Uh moving on to
013the next two which is bullying harass. Oh sorry if you go back up I meant the next two graphs. Sorry about that. Uh bullying, harassment as well as bias incident and hate speech. We are seeing a a continued growth of those. So that is those particular behaviors are not plateauing. they are continuing to increase. Um, and then finally, acts of aggression and violence. Uh, this is one for the past couple years, it has remained relatively steady, but slightly less. It is not like a major downturn, which is what we all would hope to see, but um, it is slightly less year-over-year these past couple years, which is good to see. Uh, moving on to the next one, we are going to focus on this year's, uh, behavior referrals. Uh, the next slide, actually. Thank you,
014Thor. Um uh this is one where we're breaking down this year's behavior referrals. Um and so looking at where we were overall for these behavior referrals this year by school level disagregated by student population, we see how many referrals are given on average for every 100 students. So it's an average by population. Um pretty much how the graph is sorry in the upper right hand corner of the previous slide is broken down. That's kind of what I'm showing you right now is that graph in the upper uh lefthand corner of the previous slide, how that's broken down by individual populations. Um, and so what we see is that uh this also includes students with multiple referrals. So what we're talking about is adding up all of the behaviors and dividing it by the number of
015students for each population and multiplying by 100. It's a great way to be able to make up for the fact that different populations of students are different sizes. And so we can see on the same uh plane on the same level uh students uh for populations of maybe only 40 or 50 as compared to several thousand. And so that this is a great way to be able to see how that compares across these different populations. Um and so what we are looking at is we are seeing that um uh regardless of the student population, we are seeing many more behavioral referrals in middle school. So that middle column straight down the line is higher than the other two columns. Middle school is where we have most of our behavior referrals. Um when we're looking at
016individual populations, the same thing that I've been saying for our academics is holds true for our behaviors. Our underserved race and ethnicities um there are there is reporting of behavior for students uh in these populations higher than other populations. Uh moving on to the next graph, I would like to talk about the exclusionary data because uh referral data is um is one where it's a bit conflated because you want to be able to have a good uh reporting system and so that tends to increase the number of referrals, but the goal is of course to kind of have fewer incidents that result in referrals. So a lot of times they kind of work against each other. However, with exclusion, it's much more clean in that we are just simply trying to reduce the number of
017referrals overall. Uh, sorry, the number of of um exclusionary uh referrals overall, which is the number of suspensions and expulsions. Can you guys hear me? I don't know if I need to wait as we have the slide not showing up at the I think um vice chair has a question. Can you guys hear me? Can you hear me? No. Yes, I can hear you. Oh, sorry. I didn't know if you guys could hear me. No, it's all right. I think I was the only one with a with an open mic, so I didn't say anything, so you didn't hear everyone else saying yes, we can hear you. Oh, oh my gosh, I'm so sorry. Um, no worries. On the on the previous slide that you had where it was behavioral referral data per 100 Yes.
018Um, is that an error or did black African-American go from 82.1 to 9.1 at the high school? Like is that um I would need to check on that. That does uh seem like it would be an error. I will uh as we move on to the next part, I will go back and look at that data to make sure. I believe it is accurate, but I can't say for sure now that I'm looking at it. Uh, coach or vice chair Himemes, I've actually seen that data be consistent um across other districts. Uh, what you tend to see is um a high frequency, a disproportionality of black and African-American students being disciplined for low-level um incidents in classrooms. And then for one reason or another, sometimes it's op opting out or sometimes it's just the structure
019of the school um in in uh high school you see a significant decline. Huh. Interesting. Okay. Dr. Do you have anything to add? That tracks. Thank you. We agree. We agree over here. All right. And I also want to point out that I'm not reporting again for American Indian Alaskan Native because the total number of students within that data set is quite small. Um and so yes uh uh I totally forgot where I was. Let me go back to the slide that I was on which is exclusionary data. So we're talking about uh the number of suspensions and expulsions in which it is much uh more of a clean line in which we are very much trying to reduce those numbers overall. Uh we do see the exact same trend in exclusionary behavior that we
020see uh for um uh for uh referrals in general where we see middle school having more suspensions and expulsions and we see um our students that are identified as underserved race ethnicities having more uh suspensions and expulsions uh overall. Moving on to the next slide. Uh there is a question that is asked of our students which is do you have an adult in which you are able to talk to about your problems. Uh this broken down by level um this is data that is collected within our student services department. I don't know if there is anything else beyond that you want me to mention at this point. Excellent. It is the PBIS survey. Thank you so much. Uh moving on to the next slide. Um we are going to start talking about our credit attainment
021as well as our graduation rates. Uh we have uh the state reported on graduation uh approximately a month and a half ago. This is the first board meeting in which we are presenting this uh on behalf of our districts. Uh but before that we want to get into the credit attainment part which is the next slide because uh graduation is all about credits. Moving on. Yep. Uh is all about earning enough of the right credits to be able to walk across that stage. Um and so when it comes to uh credit attainment, one of the uh the grade level we look at uh first is that ninth grade to see whether or not you have made uh what's called on track by the middle of the year, which is three credits. Because if you earn
022three credits every semester up until the last semester of your senior year, you have enough to earn at the very least the Oregon diploma, if not the TTSD diploma. And so we look at the number of students uh that earn at least three credits halfway through the year as well as the number of students that earn at least six credits by the end of each year. And so looking at the ninth grade um uh let me get back to where I was in my notes. Approximately the same number of students that earned at least three credits the first semester this year has earned the same number of credits the past couple of years. So it has remained relatively steady these past couple of years. We are seeing a slightly upward trend for students in uh
023EL services and students who are identified as multi-racial. We are seeing slightly downward trends for our students in special education as well as our students identified as Asian. All other student populations are not showing an overarching trend for semester 1 these past couple of years. Uh moving on to the next slide. Um these are our four-year uh graduation rates which means those students who entered in uh high school in 9th grade graduated four years later which is the traditional pathway for students to exit high school. Um overall we are seeing um our graduation rates holding steady uh since the uh pandemic since the the graduation year of of 2020. um which means that we are uh if you look at it we are.1% below our prepandemic high. So pretty much we are at our prepandemic
024high so we have made up that lost ground which is lovely to see. Um moving on to the next slide. Um at the same time as we are holding our own for our overall um levels um we are seeing that gap close. Specifically, I want to point out that for our students, our underserved students of color, it is at the lowest gap between our that population and our overall population since we started measuring this more than a decade ago. Um, I'm just going to pause there and and just be very happy that I see that. Uh, moving on to the next slide. We also want to be able to talk about those students that uh leave our schools uh maybe a little bit late as well as with an alternative certificate. So, it doesn't have
025to be the four-year diploma. It could be a GED. And so, we are seeing that that uh rate is holding steady again just like our uh graduation rate since the pandemic since we started measuring it also uh many years ago. Specifically, I want for this one I want to point out uh students uh with disabilities. We have seen the trend where it started up high and then went down and then got back up high again and went down or low. Sorry, the gap is is increasing. Um and that uh gap uh took a a a big hit with the pandemic and uh it is very much dramatically going down since then. And so it is something that our schools are seeing for our five-year completer rates. And then I believe that gets us on to
026the next slide which is where I stop talking. Thank you Paul. Um and for the next part of our uh conversation is um our instructional core uh directors as we have presented earlier in the year have talked about how we're going to be more concerted in our efforts and the way in which we take a look at how we move forward in continuing to um close those uh opportunity and uh academic gaps. So, we're big believers that to do that, we need to interrupt business as usual. And as part of that, we the way that we talk frames our thinking and guides our actions and our outcomes. And we've been um the four of us um and specifically um I know Laura, myself, and um uh Director Kinch has uh been doing a lot of
027work around our disproportionality work. Can we go to the next slide, please? I don't know. Next slide, please. Um Laura is going to talk a little bit about um how we are using what we've learned there as a way for all four of us to work through uh a concerted way um to be able to address tier one instruction, our various programs of services and our systems of support across our departments. Thank you Dr. N. So this uh slide is one of my very favorite ones to talk about. Uh two years ago we had um the disproportionality committee and we what we did was we looked across elementary because there was a disproportionate number of Latin students who were identified for a specific disabil learning disability in special education. So there were certain classrooms however
028whose data was really strong. So, their Latin students were outperforming uh their white students or at least commensurate with their white students in uh learning to read and being proficient at reading. So, what we discovered um after observations in these classrooms and interviews with the teachers um and interviews with the teams is four main things stood out. So number one, evidencebased teaching strategies that we know are effective through research and also um what we see in our own data like opportunities to learn like a strong viable uh curriculum like intervening when students are um starting to struggle and first starting to show that they are needing that extra support. So that that's where our MTSS comes in. Also in GenEd classrooms, there was a quick pace, positive uh rapport between teachers and students and a
029strong classroom community. Like these teachers like they wasted no time. They used their full 90-minute reading block with uh teaching students to read. Students were reading, responding, talking the entire time. Uh then family engagement. So in this um in these classes it was um the teachers asked the families how do you want to be communicated with about your child's reading and whatever the parents said is what the teacher did. So if the parents said that they would like to have communication over um over a seessaw then that's how they they got photos of their children reading. They got messages over Seesaw. If the parent said, "I just want to check in with you every day when I pick up my child." Then that is what the teachers did. They would um just do a quick
030check-in every day and then of course um longer conferences as needed. And then the last thing that all of the teachers said that were really successful is that they had a really strong team. So, their literacy specialist, their principal was really involved, and then their grade level team, whether they were kindergarten teachers or um second grade teachers or first grade teachers or fourth and fifth grade teachers, but they felt like they had a really strong team. And so how we're using that work is to align across equity and inclusion, student services, secondary and elementary to um ensure that we are um aligning our efforts toward making sure that our students are successful based on what we have learned through this and then through other committee results. So, we wanted to share that because that's kind
031of an example of what we're trying to do across the system both in elementary and secondary and what we mean by when we're say we're trying to integrate and align the work because it requires all of these things to be in alignment in order for outcomes to change. It's not just the one teacher move or the one equity move and all these things in silo. It's the integration of all those existing in the classroom. So, we want to just give that example is what we're working on across the system. Um, and then it was supposed to be 15 minutes worth of your questions but we're down to four. So, we apologize. Um, so we'll turn it over to you all for any questions. I'm processing. Um, so, so I'll just process for a minute and
032I won't waste time. So, anyone else has a question or thought because this is a lot of like really important data that you guys all put together and I really appreciate it and I just want to think about what I think about it. So, I don't have any questions but I as chair said I I appreciate the data hugely. I'm cautiously optimistic by what I'm seeing in the data. There's some places when we it feels like we've been working on this for a long time and then the pandemic send us way back and it feels like we're we're finally getting to the point where we've clawed our way back and now maybe maybe if we get funding maybe um we could actually take off from the starting blocks again and and really start doing great
033work again for kids. I mean, not that we're not doing great work now, but accelerate it. So, um, and I love the the graphs about the the closing of the gap were probably my very favorite graphs of the entire thing because I'm looking at that going, "Is that really saying what I think it's saying?" Oh my gosh, it really is. Um, and I think everybody who's done this hard work over the last, it's been more than 10 years should really congratulate themselves because this is this is hard work and it makes a huge difference for all kiddos. So, thank you. Okay. I did synthesize my brain into one question at least which is I feel like and I think we've had conversations in the past where we have all these incredible leaders um and principles
034and teachers and and all these really great ideas. And so I think probably coming out of COVID and even a little before it was a little bit of like a scattershot to see like what amazing idea is going to work but we didn't really know and so I think part so I'm trying to sort of put my head around I think what I'm seeing based on what you all have said and sort of the a little bit of the the turnaround in some of the data even though there are large areas where I think there's still some kind of grave concern is we are honing that into here are the things that we are across the board across the levels going to be doing. So we really understand when we look at that AOI and
035all those pieces that this is what is it like moving the needle and we don't have to wonder if it's one of seven great ideas. We just don't know which one it is. Is is that sort of where sort of where trending starting kind of last year this year? Who's gonna talk? I'm gonna talk. Um, I mean, I think in education it's always hard to pinpoint the one thing that makes a difference, but I think director Kin said it really well. Like when a student is in front in a classroom with a community of kids that all care about each other, there's the SEAL. It doesn't have to be a separate time. It can be embedded into their math. They have great instruction that starts the minute the kids walk in the door. the teachers
036are embedding language in that and they're looking at their data to see the impact that they have on the students achievement, then you get kids learning. I mean, I I sometimes we make things more complicated than they really are. Um, when we teach kids, they typically learn if they're there and can attend and feel cared for. Um, and so that those four things really highlight that. Uh, and then I'm I'm thinking in my head like those teachers probably had some pretty strong critical consciousness and they were looking at all their kids and have making sure that each kid was making progress. Um, so yes, I am hopeful and like you said, there are places where I think we should still we still need to put some efforts in. And that brings me to really our
037four of us. And then I'm going to add Paul as our we're trying to wrap him into our into our fold of like making sure that we're consistent. So we narrowed down those indicators to something that we thought made if all of our third graders got to read in fifth grade these key points. And I love that you highlighted the gap. Like I'm thinking, oh maybe Paul can do that for some of the behavior data. and so we can have consistent ways that we're all looking at the data um and it makes sense to all of us. Um, so we've committed to like really saying what are the systems in place. So we have a quarterly review for PBIS data and you get you all get the reports and we'll do that for reading and
038math. And one of the things that we've been noting as we do more reviews is we get the some of the same trends, right? But we want to now know what did you do in response to the data that you saw and then how did you evaluate the impact? So that's a move that we've changed. um within that PBIS structure is okay, we don't want to keep seeing the same data. What did you do and what did you notice happened? So hopefully we'll get some more more intricate data for you. And I just was wanting to add I think along the lines of that um we have been studying a lot of like you said there's a scatter plot of things right but in that scatter plot you also start um honing in on kind
039of like what director kins talked about these are the four things if we were to vet it against all of our different um you know uh change ideas and moves these are the things that actually come up on multiple times around different settings and so um our job um as we think about the holders of the instructional system is what are the systems that actually mirror and support these components within our district and then let's really hone in on those pieces and be very clear about what we're looking for because ultimately we're looking for continuity of experience no matter what level we want to be mindful of time and also make sure if there's questions now we get them answered. So one last I'm looking. I'm looking. All right. Thank you so much. That was
040a really wonderful presentation. That got loud. Um, and giving us a lot to think about. And I will adjourn