001Webinar is live by the way and our YouTube stream is also live. Mr. McBain, the meeting is yours. Thank you so much, Mr. Gilmer. Welcome, my friends, to the May 12th ECI Committee meeting. I'd like to call the meeting to order and begin with the Pledge of Allegiance. I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right, there we go. Thank you very much, folks. And, Mr. Gilmer, that is a lovely background, I must say. Our first item, then, is the approval of the minutes. Can I have a motion to approve the minutes, please? So moved. Seconded. Thank you, Mrs. Coin and Dr. Teal. All in favor, please say I. I. Any
002opposed? I. Excellent, thank you very much. Uh I believe Mr. McBain, you muted. You hit your mic. How about that? I believe we have some uh student travel to approve first off in our items for uh recommendation, please. Yes, okay. Good uh good evening, everyone. I almost said good afternoon. Good evening, um happy Tuesday. Um so, the uh student travel uh item that we have tonight is that we are recommending ratification approval for five uh Northwood High School Future Business Leaders who attended the uh competition in their Future Business Leaders National competition in San Antonio, Texas. Um okay, they will be attending. I'm sorry. June 28th to July 3rd. And the cost to the district is about $1,100 and the remained remaining costs are going to be paid uh from their account. And students who
003experience hardship um will be given assistance. Sounds wonderful. Thank you again for your work to uh help our students get to these places they can show off what they can do. Uh do I have a motion and a second, please? So moved. Seconded. Thank you. >> to have Christine just do all the original motions and I'm just going to come in as just her second on all those. So, that's the strategy for tonight. >> We never figured out in the previous ECI committee, either. So, whatever works, you know. [laughter] Good stuff. Any comments or questions on our student travel this evening? All right. Hearing none. Uh may I please have a vote? Uh raise your hand or say I. I. >> I. Any opposed? Thank you very much. That's much appreciated. Good luck to our
004students. The FBLA is no joke and the fact that they can uh earn that spot is really wonderful. Uh and I know we have some informational items tonight. Really looking forward to it. Our administrative team has been working very hard to get a lot of different items ready for us. So, we have a an all-star team with us this this evening and I'm excited to hear from. So, uh Dr. Waters, what should we talk about first tonight? Um we can talk about Shield first, if that's okay. I'll do a very quick update and then we can move into the presentation. All right. So, at this point um on Friday uh everyone received a letter or should have received a letter from Dr. Bauer. And um one of the things that's in that letter is that
005as much as we were looking forward to expand our shield program uh to all 13 elementary schools, we're going to pause that for now and hope to be able to do that in the following school year since we're not adding staff at this time. So, I just wanted to make sure in case you didn't read that information that um I stated that here publicly as well. Um so, if you have any questions, um but I know everyone I think is aware because the communication was pretty detailed, so. And thank you for bringing that level of detail to the community communication. That's appreciated. No problem. All right. So, the next item, this is the uh big item for the night. You're right, we definitely have a dream team with us this evening. And so, I am
006uh happy to introduce to you uh Mrs. Rachel Early, our director of curriculum, Dr. Dennis Williams, our director of secondary, and also Dr. Taylor, our principal from Pennbrook, and Mr. Hassler, our Northmont High School principal. They are going to be giving you an overview of some secondary student data. Um we take a lot of assessments here in our school district. Um some of those standardized tests, PSSAs, keystones, things of that nature. Um we'll touch on some of that, but we also wanted to make sure that you got a glimpse into what some of those other uh data points are and some of those things that maybe are not forward-facing it in future-ready if you've been on that website. And so, tonight again, you're going to get a little bit of an overview of secondary student
007data, and then we'll get some information that's more specific to our high school, and we'd also um plan to end with just a glimpse into some of the strategies that are used um in our secondary schools to help our students uh make progress. We are going to come back to you next month and do a presentation focused on elementary. And we're also going to talk about social emotional learning in June as well. So without further ado, I think I'm going to be starting with Mrs. Rachel Early. Thank you, Dr. Waters. Good evening, everyone. I'm excited to talk about secondary student data and we figured it would be great to start the presentation with just a little bit of a timeline of how we viewed our data this year. So way back in June, usually around
008mid-June, our PSSA data, our achievement data is released and then July, our Keystone data and advanced placement data is released. And we are fortunate enough here to receive that data in multiple easily accessible forms and from that we review it at the district level and then the building level as well. And that's when our school and district goals are written. It also coincides a few of our schools at secondary and elementary are Title 1 schools. So those Title 1 goals are done and plans are written as well. And Dr. Williams will be talking a little bit later about how those school goals are formulated. So stay tuned. And then in the fall, we have kind of our next wave of data. So we receive our PVAAS data and we're going to talk a little bit
009and that's our growth data and we're going to talk a little bit about what that means in the next upcoming slides. Also, after our students enter our schools, meet their teachers, get used to their setting in math and ELA in our elementary and middle schools, we do collect baseline benchmark data. And it's really important that we collect that data and analyze it in that fall time frame. And that is where those school and district goal plans are finalized. Um and then to revisit in the winter, we collect our mid-year benchmark data and at the secondary setting our midterms are given. Um and then it's really important that we take a look at all of that data as a district team. And this year we were fortunate enough to have meetings by school to take a
010look at all of that data. So we're kind of condensing all of those presentations for you tonight to give you a nice overview. And it's really important that we check in on those goals and monitor where we at, how are we doing. Um and then just to layer in one of the things that has been at the forefront of our professional development and in our comprehensive plan is our professional learning communities or PLC meetings where grade level teams, content teams at secondary are able to drill down to the individual student, which is really really important. And then lastly, we've been fortunate enough to have four different sessions early dismissal time where the focus has been data to impact. And they were strategically placed throughout the year in October, January, March and May. We have our
011last session coming up next week on May 19th. And so that building and those are facilitated at the building level again to continually to discuss data and check in on goals. Okay, so that's going to set the stage for us and that you can move to the next slide. And we're just going to talk a little bit about the types of data we're going to be looking at tonight. Primarily two types, achievement and growth. And I'm sure most of us know what that is, but I'm just going to highlight some key areas to help us differentiate. So achievement is the final result of an academic experience. Sometimes that can be correlated with demographic factors, so we definitely want to acknowledge that. Factors outside of school, and it's definitely measures student performance at a single point
012in time. And they are important. It's important for, you know, post-secondary opportunities as well. But it's really important that we look at achievement in tandem with growth. And growth data is what we're going to be talking about with PII Voss today. And that is our value-added system. It can have little to no correlation with demographic um factors, which is really important. And we are seeing students progress in time and year. So we definitely want to measure how our students are growing while they're in their particular cohort. So that's what we'll be diving into a little bit more. You can move to the next slide. And just to provide some additional context, this is, you know, a pretty long analogy, but I won't read all of it. But it illustrates with teams and how team really
013it tells the story of two different teams, and it's really important that the teams' relative performance in the league has improved, declined, or stayed the same. So not just where where they're achieving, but how they are in comparison to their peers over time. So just another example using sports sports reference, which we like here. So if you want to go to the next next slide, I'll talk a little bit about the colors that you will be seeing momentarily with our own district data. So dark blue and light blue, um this measures that there is moderate or significant evidence that the group of students exceed the growth standard. So, you know, dark blue is definitely what you want to see. Um and it's, you know, really, really important that we utilize these categories to really check
014in on how our students are growing. Maybe they are high-achieving, they're reaching that threshold, but if they're not growing, um that's something we would want to know and make sure that we're knowing about our organization. And it is, you know, our high achieving students can grow. That's something that we will be talking about tonight as well. We can move on to green. Green in terms of PVAAS illustrates that the student group the student group has met the growth standard so that they have maintained growth throughout the school year. So again, not as preferable as light blue or dark blue, but it does illustrate that students are maintaining. And then lastly, we have a image of red but there are actually two other color coding indicators in PVAAS, red and yellow, which is illustrating that our
015students could be falling behind in terms of growth. And it is possible for students to meet that proficiency standard on PSSA or Keystones and also, you know, be falling behind in terms of growth. That is something that can occur. So we definitely want to make sure we look at both data points when analyzing where our students are at. Okay, so I'm going to turn it over to my colleagues to talk a little bit about our PVAAS data at for Algebra 1. That's a course that's taught in all four of our secondary schools and then we'll be talking about PVAAS data, AP data and PSAT data at the high school and then we'll be talking about our benchmarking data at middle schools. All right. So ladies and gentlemen, again, thank you so much. We appreciate the
016opportunity anytime we can get together on the front of the board and talk about some of the successes that are occurring at the secondary level. As you heard Miss Early mentioned previously, this data also plays a significant role in kind of how we monitor and strategically adjust to create our district and building level goals. So to to to kick things off and to begin, Mr. Hassler and I are going to walk you through the first series of slides which again will focus on some PVAAS growth data. I'll provide some commentary with that as well in our three key tested areas, and then we're going to move to AP data, and then ultimately our PSAT data. And then we'll turn it over to Dr. Nick Taylor, who can talk us through some of the things that
017are happening at Pembroke, share some more data around our IXL and start ELA data. Um which is actually really, really positive, and I think you will enjoy that. If there are any questions or anything that pops up, and I know we're going to share a lot of information with you, please don't hesitate to let us know. And without any further ado, Mr. Hassler, how about how about you kick us off with that PVAAS growth data? Sounds good. Thank you, Dr. Williams. Um so I get to go over a lot of the data and a lot of numbers. So um as this screen is as is shown on the screen, um our Algebra 1 growth. So again, this is for our Keystone data. So the Algebra 1 Keystone is given at all three middle schools, and
018then there are a few students, probably about 200, that actually take it at the the high school. So as you can see, um dark blue across the board. As we mentioned, that's that's significant evidence of growth. Um Pembroke up there at the top, but then all of the schools were coming in with significant growth across the board there. So we can go to the next slide. Um next slide is going to show biology and literature. So of course, the Keystone exams are are given in Algebra 1, biology, and literature. Biology and literature are both 10th grade courses, so they are given at the high school. Uh we do have some ninth grade students who come up for biology, uh but they would be reflected in these scores here. So those are students that are year
019advanced in science. So as you can see here, uh the high school was dark blue in both, showing um significant growth. And when we look across the board for the last 3 years, uh both actually algebra, biology, and literature have been showing an increase in growth each of the last 3 years. So, again, they come in as significant at 17 179 [clears throat] on the growth index and then 10.26. So, the next slide here will show we're going to break down what it looks like for our high school students. So, this here is algebra one. So, you can see the total student count. So, where I was talking where we're closer to a little over 200 students. Again, these are students that are taking algebra one a year or two later than some of their
020other students that that took it at the middle school or they are students that are retesting who had tested first and had not scored proficient are retesting. So, when we're looking at that smaller number, but you can see here across the top where it's lowest, low mid, middle, mid high, and highest. That's a breakdown of where students score in their classes. You see the lowest is the lowest achieving or the highest is the highest achieving and then it goes across the board. So, in this for our students that actually qualify for the highest achieving, because this is is mostly students retaking, we didn't have any students in that fifth segment here. So, there's no score there, but you can see that there was growth really across the board with the growth index there and the
021average. Significant growth growth in 1 2 3 and then for our mid to high, we saw them maintaining with a little bit of growth there. So, you'll see that kind of in our next slide, but what that shows is with our students that are struggling, some of the things that we put in place, second chance learning, authentic assessment, some of those things are starting to show that our students are definitely growing as they they test for a second time. The next slide is the same breakdown and this one is for biology. So, again, biology you can see is dark blue across all. Um here we see really nice growth with all five of the segments. The highest coming with our highest achieving. So, as you look at our students that are achieving the highest, they
022are continuing to grow um with a with a really significantly high score there of a 26.3. But, it's also nice to see here across all of our students are showing significant growth in the double digits there for the biology Keystone. Mr. Hassler, can I interrupt just for a second? It's real quick. Uh Mr. Gilmore, can you go back a slide? I just want to point out here, Mr. Hassler did a great job, but just kind of predicting a question or a comment we get during public comment. So, if you look at student count here on Algebra 1, as Mr. Hassler said, students who are taking the Algebra 1 Keystone at North Penn High School, that's in 10th or 11th grade. So, those are students who are a year or two behind some of their peers
023who took the test in middle school. So, if you look at that student count, it's much lower than if you go next slide, Bob. For biology, your average 10th grader takes biology, right? So, that's that count right there is much, much higher. So, these bands that you're seeing at the top, lowest, low mid, middle, mid high, and highest, you'll notice in the purple square at the top or rectangle, says predictive. These are students who, compared to their peers with a similar testing profile, are predicted to score in the lowest, low mid, middle, mid high, or highest band. So, one more to drive this point home, Bob, if you go back one more slide again. Notice there's no one in the highest. That's because students who are a year or two behind their peers are not
024predicted to score in the highest band. So, these are kids who are predicted to be, let's say, in the lowest group or low mid group, they are outperforming their peers across the state who were predicted to score similarly. So we didn't have any students at North Penn High School in 10th grade or 11th grade who were predicted to be in the highest group. Now if you look at data from back in 2015, let's say, like 10 year 10 11 years ago, kids at North Penn High School or at Hatboro High School or Souderton High School were taking the Algebra I Keystone because it was new. So everyone was taking it. So your scores at North Penn High School in 2015 or 16 would have been off the charts because every kid took it. Well now
025it's just students who are either like Mr. Hassler said, who are retesting or a couple years behind their the average math student on the program of study. That's not to say they're not smart. That's it's just maybe they prioritized English or social studies or maybe um, you know, they just they had a bad week the year that they took algebra then they move on, they're in geometry and now they're taking a test about algebra while they're in geometry. So again, I think it's really important to like the context and the history of the Keystone's and kids no longer need to retake the test. They used to have to to graduate. Now some kids are like, "No, I don't need to take it because you know what? I go to North Montco and that can count.
026That's an alternate pathway for me to graduate." Or I'm taking a dual enrollment class, that's an alternate pathway. But five, six, eight years ago, kids had to pass this test so they kept trying. But they don't have to pass the test anymore, so other kids choose alternative routes. So sorry to interrupt, I'm just trying to anticipate some questions. Um, you're doing a great job. Thank you. Right. Uh, thank you Dr. Bauer. So um, as we said on the biology, you see again across the board there like Dr. Bauer explained all five. Um, if you go to the next slide, it shows our literature. So again, this is 10th grade so you see there in the student count, it is all of our 10th graders that take this. So it is uh, at the end of
027their 10th grade literature course. Again, you see blue mostly across, especially there in the middle. So, when we see this, we look we see that our lowest or predicted lowest achieving students are showing significant growth. Our middle students are showing an even more significant growth. But, what we see here is for the first time we see a a group that is not experiencing significant growth growth here. So, that is where we look at the data. We look to say, "Okay, when we're looking at our students are predicted to score higher, our honor student, our AP students, what do we need to change to make sure and ensure that that growth is is showing up there in that category as well?" So, we look at some things like, "What are we doing in the classroom with
028authentic assessment?" We also look at all at enrichment. So, a lot of what we talk about and focus when we're looking at some of the others is kind of re-teaching and making sure that that students understand what we're seeing there in that highest group group is that we really want to work on what we're doing to enrich those students who are getting it and are doing well to make sure that they continue to grow um grow with their peers. Thank you, Mr. Hassler. And these next few slides and we'll we'll go through these really just kind of show you how the data compares to some of our surrounding schools, right? Um and their average growth index, that AGI score. And again, you you heard uh Mr. Early kind of kind of mentioned kind of explained
029to you what that looks like and what that means. It The whole idea behind that that average growth index is really kind of to level the playing field so you can actually legitimately can compare um schools of varying sizes and do so fairly. So, anything less than zero shows students grew less than expected. Um a score of zero slightly above means they actually grew. And then anything greater than that um is student growth that met and even exceeded expectations. So, when you look at this particular slide, this math, what this shows you is that you can see North Penn middle schools claimed three of the top five spots among 13 local middle schools from 11 districts. That exceeded standard designation across all of these schools really does indicate that they're effectively moving students beyond the
030predicted levels of achievement in mathematics. If you can go to the next slide, you'll see the same thing at the high school. You know, you see with the their growth index being just behind one other high school on this list of 11 surrounding districts. If you can go to the next slide, you see the same thing in biology for North Penn. 17.79, number one amongst those schools. We'll go to the next one. Same thing in literature. So, when we think about the things that Mr. Hassler mentioned that are being put in place, there's always work to be done, right? We're going to continue to do that work. We're going to continue to analyze to see what we can do better, right? How can we take some of our students and move them to that next
031level? But overall, what you see from those comparisons and from the data that was shared is that our secondary level is really, really doing a very nice job of preparing our students um in in in all three of those key Keystone area targets. So, Mr. Hassler, why don't we tackle APs? All right, so this side switches over to AP testing. So, this is the data for over the last five years being with last school years being the latest. Um the reason that this year's data is not there is we're actually in the testing window for AP. So, we have three very long days of AP testing here at the high school left after about a week and a half. So, I can tell you as you look across the board, you can see a steady
032increase each year in the number of AP students and the number of exams. Um, I don't have a actual or final number of exams this year, but I can tell you the number of students in AP this year was just under a thousand. I believe it was at 998. So, we saw a continued growth again this year to follow the trend. What I really like to to kind of highlight here with this data is not only are we increasing the number of students in AP courses and the number of tests that are being taken, but when you look at the bottom there, AP tests are scored on a scale of one through five. A lot of times three and higher are where colleges and universities look at giving college credit and awarding college credit for
033the students that took that course and scored that on the test. So, our numbers are going up for total number of students, also see a nice increase there in not only the number of students testing three or higher, but also with the percentage of students. So, this past year, 88% of the students that tested at North Penn High School scored a three or higher on their AP exam. So, we're very proud of that. When we talk and we look at our school goals about increasing numbers in AP AP classes and AP tests, one of the things that we focus on is that we don't want to just open up the classes and then put students in without the supports in place for them to be successful. So, we do a lot of work with reaching
034out to students who may not be traditional AP students or may not have been selected in their course selection AP classes. We reach out to them and we look at the predictability of how they would do in those AP courses and reach out to them and invite them and say, "You know, here's a course we think that you're set up for success in here. We can put some supports in place. Why don't you take a chance and and try an AP course? And you can see over the last 5 years, those efforts have shown to a really nice increase across the board. On the next slide, what we did was we took those numbers and we broke them down by demographic. So, looking here, you can see the numbers again. I know it's a little
035bit smaller. Um but the numbers across the the five demographics that we have there, it shows a pretty steady increase in both the number of tests given, um as well as the average score across all of the demographics. So, while we see a continue of an increase, I think one of the questions that I know when I talk about this, we normally get and and to kind of predict a question here is, well, how does that match the percentages of those um demographics within the school? Uh and what we see is there's definitely um percentage-wise, it doesn't match the percentage of those demographics, but we are seeing an increase cuz one of our our goals is to make sure that uh proportionately across all demographics, those percentages kind of match and are are where they
036are with just our overall uh student population. So, we are definitely making some strides towards that and you can see the increase in in each one of those. Um but when you go down to kind of the the line chart there at the bottom, again, over the last 5 years, you can see that there's been a steady increase um with the average score across all demographics. So, again, when we look to say, you know, we're looking to increase the numbers in AP, we want to make sure the supports are in place, we want to make sure that, you know, the way that we're teaching and our second chance opportunities, our authentic assessments, we're really seeing that those are having an impact across the board with the AP tests. So, on this slide here again, this
037is um just a comparison with some of the other schools in the area. Again, you can see as far as number of test takers and the number of tests uh North Penn is is the highest and then right around middle ground kind of moving up there with the percentage scoring a three or higher. So, uh we're really happy to see not only the high numbers but also the the continued increase in the numbers achieving three or above. Yeah. Mr. McBain, I know this is right in your wheelhouse as an A as an AP guy. So, um I know you would appreciate this this this information. One of the things that's really interesting Bob, could you go back two slides for me? And you heard Mr. Hassler mention it like the true mark of a strong
038AP program is again the idea that annually you have more students that are engaging in AP level coursework than the previous year, right? That that's kind of the first bucket. The second is as a result of that you're giving more tests than the previous year. Most importantly, you want to do both of those things while still increasing the pass rate over time. So, you can imagine um you know, and you can see in this five-year trend just the amount of effort and work just the sheer number, the volume of students that are testing at the high school and then the number of tests that are given at the high school um is pretty is pretty remarkable. So, to still be able to increase pass rate um and then when the demographic slide, if you go
039to that next one, just to see the increase in the historically underrepresented populations to increase at such a level, like that's a significant accomplishment. This next slide is again as you as you heard that comparison. One of the things I want to make people aware of is is it is not easy to provide, you know, um um an AP comparison breakdown of all 22 schools in Montgomery County. And the rationale is because that information is not necessarily made available through College Board other than your College Board account, right? So, where you have to go for that information, which some places do a really nice job of making it public, is traditionally the school profile. And what has happened over the years is people have gotten very protective of their school profile and what is on
040that profile because it is public facing. It is the things that go to colleges and universities for admissions decisions and so on. So, many schools in our area don't necessarily post their AP pass rate. Because it is variable, right? There are a variety of different reasons. I can tell you I came from a school district where we paid for one exam for every single kid. That doesn't happen in a lot of places. There are some places where again you take the you take the course, don't have to take the exam. There are a lot of different reasons why AP scores are variable. So, what happens is um it becomes very difficult to then pull all of that data. But on this slide, I was able to pull a number of local schools, both Montgomery County
041and Bucks County, cuz I wanted to give you a pretty good um range just to see who who we're matched up against, but more importantly, what it looks like from the sheer number of test takers and then also pass rate. Um um we'd always love to be able to pull some of our our our our North Montco folks with Methacton and Perkiomen Valley and so on, but they don't have theirs posted. Um but this is information that I do believe as things start to shift a little bit, um that people will get back to posting that information publicly. But again, just to see where North Penn ranks against these 18 schools um is is is pretty impressive. So. Okay, in the last few slides of data and achievement data here, um this is the PSAT
042scores for for the high school here at the top. It says school and district and they're the same cuz students only take them at the high school. The PSATs at North Penn High School are offered to all of our juniors. So, the junior year, every single junior at North Penn High School sits for the exam. We also give the option for sophomores who want to take it a year early and then ultimately take it twice, they are able to pay and then take that as a sophomore. So, everyone takes it as a junior. This year, I believe we had about 300 or so sophomores take that exam. Um when we look at our average again, you can see the the total score, uh the mean total score there. North Penn scores at a 1031 and
043then you see the comparisons go down across the state, across all schools in the state, and then across the the country, and then as well as global testers. Uh you see again, North Penn is um well above the the national average there. The next two slides will have The next slide, this is going to break break it down um by the two different areas. So, reading and writing, and then the next one will be math, but again, as you can see, the same breakdown there across the district, the state, uh and then the country, as well as global testing is you can see there, North Penn scoring higher um as you go there. And then, the last slide for me here is the math portion of uh the PSAT. Again, you can see that our
044our juniors and some of those sophomores that take that test um and how they stack up across those other areas. The PSAT information, thank you, Mr. Hassler, um that was shared. You'll notice that there was no um local district-level comparison group, and I just wanted to kind of walk you through why why that is. So, it's it's difficult to compare PSAT results between local schools just for the sheer fact that um one, they don't make their PSAT data available because it's more of an internal diagnostic um rather than an accountability metric. And then also PSAT test administration decisions vary across different districts. And some schools pay for two grades to take it 10th and 11th grade. As you heard um Mr. Hasler mentioned at at at North Penn, that's 11th graders. Some schools don't offer
045it at all. Some offer it just to students that are national merit scholarship um seekers. So, those decisions kind of influence averages uh and therefore that metric is has really limited liability um because it functions more as a progress check. One of the things that is important though, and Mr. Hasler mentioned this a little bit earlier when we're talking about APs, the PSAT is considered to be a predictor, right, for how students can potentially fare in AP level coursework. So, being able to look at a PSAT student's PSAT score, sit with them, um and College Board will actually provide um uh uh a document that says, "Hey, you have the ability to be successful in these in this one, two, five, 10 AP level courses." Um so, that also helps for some recruiting as as
046as Mr. Hasler mentioned before trying to get more students into AP level coursework. Um along the same lines, I just want to make this real quick uh announcement just as a as a as a heads-up. Um there were years and times when we used to be able to also provide SAT data, right? And sometimes people say, "Well, what does SAT data data look like?" And you know, post-COVID approximately 80 to 85% of colleges and universities moved to test-optional or test-blind philosophy. So, what that actually did was that actually shifted the number of students across the country who were even taking the SAT. Um I will tell you that in 2026-27, approximately 49% of colleges and universities will return to the SAT as being part of the holistic review process, and that number is expected to
047rise to about 60% in 2027-28. So, most likely in the next couple years you're going to start to see an increase in schools that are then or students that are taking the SAT across the country region. So, what what that will allow us to do is be able to provide a real clear comparison of SAT scores as well. Okay? Thank you so much for your attention on that. I will turn it over to Dr. Taylor to share some of the middle school data with you. Before he I'm just going to jump in and talk a little bit about multilingual learners and then I will turn it over to Dr. Taylor. No worries at all. But before we get there, I just wanted to give a little update on our multilingual learner population at secondary. So,
048currently we have, you know, around 424 students in our four secondary schools, which is just remarkable. We were talking earlier to just put some reference points in place. 10 years ago, in 2016, we had 424 students district-wide. And now we have that population just at our four secondary schools alone. So, most of our multilingual learners are at the high school, then Penn Dale, Penn Field, and then Penn Brook. And we just have a graphic here that illustrates their language proficiency levels. So, previously in the past it was labeled beginner, intermediate, advanced. And now they are aligned levels one through six with the WIDA can-do descriptors. So, you can see not only the amount of students, but where they are in terms of their language proficiency and need in all of our schools. So, that was
049just an important highlight when we're talking about all of our secondary student data. And we can move to the next slide. And I just want to talk before I turn it over to Dr. Taylor, I just want to highlight some of those benchmarking data that I referenced earlier today. This is a snapshot of all three of our middle schools combined mid-year ELA for grade 7 data and um we were pleased to have an average of 70% midyear when our beginning of the year data was at 67% so seeing that 3% growth district-wide was something that when we had our midyear data meetings we were pleased to see. And our secondary um benchmark it in middle school it we are currently using the the STAR assessment. And if you want to move next we'll talk a
050little bit about math and math is currently utilizing IXL. Um so the metrics are a little bit different but where it similarly in grade 7 we're able to see our level up benchmark in the fall into midyear we're moving from 680 to 725 again across three middle schools. So moving in the right direction midyear which is where we want to be. Um and then just as I shared earlier our um building teams are meeting next week and that's when they'll drill down more at the class and student level. And without further ado I'm going to turn it over to Dr. Taylor. Thank you so much uh Ms. Early. Uh good evening everyone. Uh glad to speak about some of the intervention strategies that we use. So we talked so much about data but I'm here
051to speak about to give a snapshot um about how Pembroke uh approaches the data. Um and it is very comparable amongst the the other three secondary schools but I'm speaking specifically about Pembroke. So uh when we look at the student holistic from an academic and and and social uh standpoint we like to be very intentional in in the strat the uh strategies that we utilize and we let uh data and we use data-informed decisions to help us um figure out the best strategies to uh augment the students' academic success as well as their social success. I'm just going to talk through some of the ways that um we approach the academic and social. Um Um, in terms of the academic PLCs, the professional learning communities, that's been a really big initiative because, you know, we've
052had the as a district get back to making sure that like we're really looking at the data and having the data tell the story about how best to support students. And so, um, our PLCs are set up by departments. Math, science, social studies, you know, FCS, health, so on, AP, health, so on and so forth. And so, at Pembroke in particular, um, we're all about intentionality. And so, our, um, our, uh, Mr. Grandmaire, shout out to our assistant principal, Mr. Grandmaire, does a good job of of creating schedules that allow for PLCs, uh, specifically within our, our tested subjects, so math, science, and social studies. Um, we do ask other, uh, departments like, uh, I'm sorry, uh, math, English, and science, not social studies. But, our non-tested subjects like social studies, you know, and our
053specials, we do ask for them to get in PLCs because they have play a part in students' academic success as well. Um, and so, um, there are areas within testing that they can help contribute to that. So, we ask them usually around like 7:30 when they can, uh, cuz the contraction of the middle school starts at 7:30, for them to spend that time between 7:30 and 8:00 to meet in their PLCs to go over what the data's looking like in terms of the PVAAS data that that, uh, everyone has spoke about earlier, or, um, the past achievement data from the years prior regarding, um, PSSAs or Keystones, uh, in-class data, uh, in-class assessments, um, whether it be just classwork, quizzes, tests, so on and so forth. So, um, we're very intentional about making sure that
054teachers are set up to have the time to collaborate and to review the data to make decisions on what the approaches should be and what the story the the is telling them. So, for example, um like I mentioned before, Mr. Grammer has built into the schedule for our tested subjects, uh specific times that they can meet in their PLCs. Uh for example, seventh grade ELA, they meet second period every C day um to review STAR data, review IXL data, review PIVAS, really get an idea of and then classroom data and get an idea of where students are at so that way they can actually start to cluster students into certain groups and they know what approaches they can take to to ensure that students are actually growing. Um and and when I say cluster, they'll
055get an idea of what groups of students are in terms of their um where their projections are, where their diagnostics are at, where their projections are at, and then it's critical to use our PEN time, which is a 37-minute period right after second period, where students are given the opportunity to meet with uh teachers to go over remediation, test corrections, um just more uh instruction to help show to use their baseline data and help them grow from there. Um the math intervention in particular, math and reading interventions, we have it built in where those teachers don't have a PEN time, so that way they're free every single PEN time for students to come and and uh receive uh further instruction or just remediation um on uh their progress so far. Um and specifically, let's say
056reading for example, so we have a literacy lab. So, um Noel Benedicts, uh who is our reading department liaison, she does a phenomenal job of really looking at data, gathering data, and then reaching out to teachers to ask for them to send students to her specific during PEN time, so she can give more targeted uh instruction uh based on what like map data showing or their star data showing um to help them um grow. You know, uh so that way they can meet their their PSSA projections or exceed those PSSA projections. And math does the same. Like so for each grade, seventh grade, eighth grade, and then we have a a uh math specialist who helps with the ninth grade, especially cuz many of the ninth graders are taking the algebra and keystones, um to
057pinpoint what their data showing, what their baseline is, what is their their uh winter star data or IXL data looking like, and then how do we get them to to grow from there. Um so those are just some of the ways that we're very intentional about the academic uh strategies that are utilized. But it's not always just about data, too. Sometimes uh during the PLC meetings in particular, teachers will collaborate on the instructional strategies that need to be utilized to ensure that students are understanding um you know, the the content, conceptualizing the content, and and and uh helping them grow from there. Um now that's a brief snatch-up of the the academic piece. In terms of the social, um our child study team, we meet every Tuesday 8:30. That is a critical time for uh
058different internal stakeholders uh made up of, let's say, uh our counselors, um school nurse, our social worker, um the assistant principal, and myself, and the school psychologist, to identify students who may be struggling not just academically, but socially, cuz sometimes the social components could be influencing their academics. So uh that is a critical time for us to to get together and to look at discipline, look at um what's going on with the the the social dynamics of the student, and then discuss tier one or tier two supports to to um provide to them. So, we that way we can see that we're ameliorating any concerns that that have been brought to the child study team. With the SAP and Lakeside referrals, a lot of times when we have these discussions during CST, that's so the
059the tiered support that we will utilize is maybe referring them for a student's student assistance program. And we have a a lovely person named Wendy Stover who really does a great job of meeting with students who are referred for SAP and then offering them additional supports, you know, social emotional supports and so on. And then we also have two Lakeside counselors who will do the same depending on the level of support that the team has decided is is warranted. So, those are like some of the ways that we address the social dynamics. Another critical social dynamic piece, too, is we have a Linewize system, which is a system that filters students' internet activities on their school-issued devices, their Chromebooks. And this has been very critical in identifying students that sometimes may be internalizers. So, then
060we may not be able to see some concerns on the on the surface there, but because of the things that they are searching that get flagged, there's there's different type of key words or phrases or things or topics that they could be looking at that the Linewize will flag and send either me or my assistant principal a notification of that. And then we refer it to the counselors to touch base. So, I usually say like, "Hey, can you touch base with so-and-so because this search is definitely a concern?" And there have been critical times where because we were able to identify those those flagged searches, that we've had to call in, like, let's say mobile crisis or definitely make the parent aware and have those conversations about different supports that we we may need to
061implement because of just the social concerns that we're seeing. And then the last and I have to give a huge shout-out to Dr. Christie Johnson, Mrs. Katie Grundmeyer, and Mr. Dan Grundmeyer, my assistant principal here at Pembroke, for having spearheaded a mentor program. So, they have students at the high school who will come down and mentor some of our seventh and eighth-grade students who a lot of times we identify as CST as really struggling. We're seeing repeated behavioral infractions. And so, what we've done is connected them with a mentor and had them do like team-building activities, had them just spend some time, you know, just just kind of for lack of a better term just busting it up with them, like knowing that there's a genuine authentic connection that they can have with them because
062I can try to talk to a lot of students, a lot of adults can try to talk to students, but sometimes the peer connection is really critical. And this program has We're in our second year of it and it has been a smashing success in that the students who we've enrolled in this program, we've seen a significant decline in repeated behavioral infractions. So, those are just some of the ways in which again we identify the the whole student from an academic standpoint and a social standpoint. And these are just some of the targeted intervention strategies that we utilize to to ensure that they are getting what they deserve, which is the best academic and social experience at Pembroke and then, you know, just in the district in general. Thank you, Dr. Taylor. And this final
063slide is really just a quick visual to to give you an idea of everything that we covered today, right? How do we build our goals as building level leaders and district level leaders for the following year. The things that we shared this evening are are critical as we build goals across all levels. So, whether it's elementary or secondary, these are some of the things that we're taking into account. Every building goal focuses at a minimum on academic achievement, student growth, and belongingness data, right? Which is also accompanied by action plans that speak to how those building level administrators and their team will meet those goals for that year. So, what you heard a little bit earlier today and from everybody basically is just a snapshot, but it it also serves as a roadmap, right, for
064our secondary level goals and action plans. So, whether it was the growth in biology, literature, and algebra, the expansion of the advanced placement, the benchmark data that was shared by the middle schools, and the supports that we're putting in place for some of our most vulnerable learners, um something to be proud of. There's still work to do, like I said a little bit earlier, there there always will be, but it is clear that we're on the right path, and we'll continue to look for ways to align our efforts at both the building and district level. So, thank you so much for your attention. I'll turn it over to Dr. Waters to close this out. Thank you so much. Thanks to all of you. I really appreciate the time you took to kind of compile all
065of this and the explanations you gave around the data shared tonight. So, the last thing that we wanted to mention is just what I said earlier when we first started that at our next meeting, which is on June 4th, it's actually on a Thursday next month due to the business of the month of June, but again, we will have some more information around social emotional learning, and then we will also have a presentation focused on elementary, because if we did both tonight, we'd probably be on here until 8:00. So, at that that kind of concludes tonight's presentation, and I know the team is happy to answer any questions that you may have. Well, let me start by thanking all of you so much for all your work on this. It's my fault, blame me. I
066said let's let's take a glance at what our data is telling us and and where we are and I think you guys have really given a very complete picture. How of how we use data, what the data is, and then as as some of you pointed out along the way, the the nature of how certain data points, assessments, whatever they might be. In education, there are dark areas, dark corners that we can't quite find ways to assess. There are difficulties in standardized testing, there are difficulties in measuring the capability of any single child. And I appreciate acknowledging those as well. So, before I say anything else, I want to open it up to our committee members. So, Mrs. Quinn, Dr. Teal, the floor is yours. Thank you. Dr. Teal, are you okay if I go
067first? I think your silence is a yes. This is clearly this presentation is clearly a labor of love. I really appreciate all the work that went into it and taking feedback as drafts were sent um sent to us in the committee and then um adapting to that. I think understanding what my colleagues and I were hoping to glean and look for. I think it's an interesting perspective being new to the committee and new to the school board, being dropped in the middle of kind of your your flow state. Um and trying to marry that up with okay, what is the data? What is the trending showing us? What are the strategies in place? How does that align with with the budget that we're we're in the middle of approving and trying to assemble in my
068head kind of making that make sense in a chronological order and and understanding how proactive and adaptive the district can be to meeting the needs of the students and I think sometimes this not sometimes but I do think that this this data and this review is so so important not just for my learning so thank you for giving me grace as I'm learning everything that goes into this but for the public and community and it helps me help to explain I think to others that have questions all of the good work that's being done and to address any opportunities that there are because I think as I think was said multiple times there's going to be opportunities it's just about how we address them. I think I wrote down several things and as I was
069writing them down I think there was really great anticipation of the questions that I may have lingering on so I was like um crossing them out as I as I went on I appreciate the year-over-year the insight into that I appreciate the trending the benchmarks wherever possible I think that's so important and and also addressing where we couldn't get down to the benchmarks that we wanted to right if I think I had a question before about comparing it to not just the state but surrounding school districts so I think that really helps settle in my mind where we are and where we want to be and I think throughout the presentation I kept thinking okay well what is Pembroke doing differently and that helped my answer I think I had an initial question about why
070why are we focusing on Pembroke at the end but now it kind of makes sense now that I've sat through the presentation I appreciate the shout-outs to your staff Dr. Taylor I think that that is very meaningful and and just as for my own on that same note as a special shout-out as student I have two students right now that are taking keystones and AP exams. Um in the throws of that. And I'm not surprised by the bio trending for for North Penn High School. My Mr. Christopher has instilled a love of biology into my son. Um so very thankful for that. Um I'm looking forward to seeing how this plays out. Um I understand that this might this this presentation this data it feels like out of order, right? Like it maybe it it's
071presented later in the year or the beginning of the school year. Um so I appreciate you kind of bring it to us now. Um for the next year is this type of presentation this follow-up and kind of a reminder and of where we're going. Is this something done annually usually in ECI? So should I expect to see this again in the fall I guess for 2026 data the school year or I guess when should I see this again to start comparing where we're trending? So sorry for all of that but I just wanted to say thank you to everyone. I can answer that. Um Yeah, happy to. Um honestly Mrs. Quinn it has not been an annual thing. Um it's certainly we have new leadership in ECI and uh a new committee in general. And
072if the the group and Mr. McBain want this to be a more annual thing um more than happy to. We certainly have the longitudinal data. Some of you I have sat down with in my office and kind of gone through it. Historically uh growth and achievement data. Um so we can give work session presentations, ECI presentations, whatever it whatever it is. Certainly not August, September um but once the dust settles, when we're fully underway, happy to do so. I I I'd be happy to be able to, you know, be proud of the achievements that the students have done with the help of the staff and with the administration's guidance. I I I would fully support that, but I'm sure we can talk about that later. Mr. McGrain, can I jump in at this point? Of
073course, sir. Yeah, um thank you so much to the staff for putting together a very rich and thorough presentation. Um also want to welcome Dr. Williams, who I believe this is his first North Penn board uh presentation. So, welcome, Dr. Williams. Thank you so much for the for the opportunity to engage with you and learn from you as you um as you're settling into your new role at North Penn. Um wanted to call out a few things like Ms. Quain. I really appreciate the trend analysis and the disaggregated data piece. Um I really appreciate Mr. Hassler and Dr. Williams' just overview of the AP results. I mean, being able to look over 5 years and the growth and the and and what goes into um those kinds of improvements both in student performance, but also
074in student engagement and participation, and that's made possible by having that kind of um trend analysis and um Dr. Taylor, really appreciated the comprehensive system of supports that you shared at the middle school and how um you translate data into actionable uh bodies of work across all of the teams at the middle school, and so that um was incredibly helpful to see. Uh And now to professorial-ize for a moment, uh I fully recognize that the challenge in education is not so much that we lack data, but we have so much of it. And it's making sense of it uh and using it is is the challenge, but I think the challenge, and this is where I'm speaking less to um the administrators, but more to my colleagues on the board. Uh I would encourage us
075to think about how we be good partners to the administration and thinking about what data points um over the year, um do we want to do we feel are are important to be this point of discussion? You know, like what are the things that are are most important to us, um and that's a hopefully a conversation, a two-way dialogue with the administration in terms of, you know, where do we think about chronic absenteeism? What do we think about PIVAS scores? What do we think about AP pieces? And I think that that's something that I'm excited to um engage in under Mr. McBain's leadership at in ECI and look forward to not just a one-off conversation, but really to um do more of this over the course of the year. And one of my favorite slides
076from tonight's presentation is the secondary student data timeline um um table, which really shows the the work ahead the work that you all do on the regular, but I think it's an opportunity for us on the board to think about how can we be supportive of the of the administration in finding opportunities to elevate some of these topics. What are we interested in hearing from, and how do we scope this out well in advance uh of these presentations so that so that our partners in the administration have a sense of, oh, these are the things that um we'll want to have we'll want to discuss, and also create opportunities for a dialogue around what's important to the administration and to the school leaders uh as you're doing some of this work and what can we
077learn from you around picking up some of those signals over the course of time and so I'm excited about our work together on ECI and to be able to work with Mr. McBain and developing a year-long kind of calendar of how we engage with the district um because there's a lot of data clearly the district has a strong culture of using this data to drive instructional improvement and really understand where students are. I certainly see it for my two students in North Penn and I think there's a challenge for us as board members to think about how we work cohesively as a team and communicate with the district around what what do we value as as a system and again that's not a one-way discussion. I think I'm looking forward to a multiple in turn
078to a dialogue on those things. So thank you so much the administration for putting together this really fantastic um overview of of what's going on more importantly deep appreciation to the staff and educators of North Penn for for for working every day tirelessly for on behalf of the students on this and so um end of professorializing Mr. McBain. Thank you very much. Much appreciate there Dr. Teo. You can professorialize as much as you want. You're here for a reason. We we appreciate what you say and what you bring to our to our group for sure. Um that was wonderful. Thank you so much everybody. We really do appreciate it. Um this is your wheelhouse and we are are to be part of this conversation and we look forward to moving forward together as Dr. Teo
079said. Thank you so much. If you are uh part of this large presentation team and you have looked outside recently, I would feel bad if I didn't say that it's totally fine if your screen goes dark for a uh the rest of the meeting. We appreciate you all very much. Thank you so much. And as we allow them to continue on with their evenings, I see that we have next up uh Dr. Waters is our student representative update. I hesitate because I'm not sure that I saw them here this evening. >> Yeah, unfortunately, they're unable to join us tonight. I know uh Cecilia was going to try, but I know she had a conflict, so. It's a busy time of year. It is. Absolutely. All right. Uh do we have any other business or additional
080topics this evening? Uh colleagues of mine. All right, seeing none. I do believe that there are some folks for public comment ready and waiting, so I will read our statement real quick. Individuals attending this meeting virtually and intending to speak to the committee should be aware that they are being recorded. In order to meet the requirements of Pennsylvania's Sunshine Law, it is necessary to record the names of all citizens who speak to the committee during the meeting. To ensure compliance with this requirement, it is essential that those planning to address the committee raise their hand electronically and state their name and municipality. Members of the audience are asked to limit their questions and comments to matters being discussed at tonight's meeting or matters that may come before the ECI committee in the future. To allow
081time for all those who wish to speak to the committee, the chairperson may ask an individual to yield the microphone to the next speaker. And this is in reference to board policy number 903 as of February 17th, 2022. And Mr. Gilmer, if we could look at whose hands are up, please. Yep. Up first is Ben Hartranft. Ben, I have enabled your microphone. So, when you're ready to begin, please state your name and municipality for the record and begin your comments, please. Can you hear me? I got you. Hey, everybody. How you guys doing? It's so good to see everybody tonight. Um I just wanted to let everybody know we have a quick update on the um on the nonprofit. So, we have a we are we are now a we are now a nonprofit. So,
082Ben 150 Foundation is a nonprofit housing for individuals with adult adults with autism. And we're really really excited about it. It's actually the properties in Lansdale. So, we're just looking for funding and we're looking for people to help work out they can help us out. It's really exciting. Um As a North Penn alumni, I'm excited to live independently by myself. Um and the home and I'm going to have other friends with autism living there. And then we already have the property lined up. So, we're hoping to get it. And it's actually pretty exciting. So, I just want to give a huge shout out to Dan, who's the vice president of the of the of the nonprofit. And we have three core values: independence, stability, and support. Independence for independence, we go go to the cook
083cook clean and live independently. With your wonderful donations, we provide subsidized rent and we provide support for expectation and guidelines. And that's it's very exciting and I just wanted to tell everybody I'm very excited about our nonprofit and just want to give a shout out. Thank you, guys. Hey, thanks, Ben. We got about a minute and a half left here and I know that you know you're here talking to this committee because we've been working so hard in North Penn on preparing students for after high school, right? And uh we appreciate your help in that work. Would you like to get the microphone back on real quick while we have time and let us know if there's anything >> mind Do you mind if I give the website real quick? It's banergy1foundation.org. Um if you
084go up to the top has the donate button right there. Just to let everybody know, it's banergy1foundation.org. Um and the website um shout out to Dan. Dan does a great job with the website. And we're just really just excited um to me to live independently. And um I'm very excited about it, too. So, I'm meeting with Dr. Bauer and probably next week to talk more about it, too. So, I'm very excited. Awesome. Thank you, sir. Yes, Mr. McBain. Ben, I owe him breakfast. Uh so, he and I are going to go out for breakfast or brunch and we're going to talk about his new nonprofit. Uh but as just an amazing ambassador, an autism ambassador, but just an ambassador for North Penn in general. Uh Ben, we could not be more proud of you. So,
085thanks for your continued advocacy. Thanks for thanks for all that you do. And thanks for being Ben. Uh cuz Ben's pretty awesome. So, looking forward to having some breakfast with you. My treat, buddy. We'll see you soon. Okay. Up next is Jason Lanier. Jason, I've enabled your microphone. So, when you're ready to begin, uh state your name and municipality for the record and begin your comments, please. Uh Jason Lanier, Lansdale. Um but I wish I didn't have to go after Ben. That's uh he is a energetic, positive guy. That's uh That's uh That's something nice to see. Uh I I've never met him, but I I know him real well. Um Uh to to get to the to the presentation, um there's a there is a lot of positive things here listed. And always when
086when I hear a list of all these positive things, it it leads me to say, "Well, so everything that happens is positive, something must be wrong. Meaning that if everything that comes up aces, then there's there's a the deck's being the the the deck is being manipulated. I'm saying that in this case, but I think we're need to pan out a little bit farther and look at all of the issues. So, we have a lot of positive growth, and that's great assuming that the end results are also much higher proficiencies and such. So, if we have a lot of people a lot of students who who weren't were doing really well, they grew to doing average, then that's great, but that's not where we were. And I'm you know, I'm always trying to you know,
087chasing the past, but it's like looking at the what we are able to to achieve as a district 10 years ago and where we are now, we're not there yet. We're still way way below our marks, and I'm talking about the Keystone exams in in terms of proficiency. And I know there's a lot of other matrices you want to talk about. However, some of them are a little bit floating and they meaning they the what they're measuring has shifted or changed. Um I know AP exams I know have been shifted around. There's some discussion on the universities whether or not they're they're great measurement. That's not to to say that they don't show great growth and it's great that more kids are taking them, but does it is it really a measure of future success
088is is sort of the question and you guys are touching on this. Is it a great measure of future success? And that's where there's some challenges coming with the the AP results of what they scored and how kids are doing in university. That that aside, it's great again, you have good growth, but again, I look at the Keystone exams and from 2015 to 2025, all the demographics are are are further much further below where they were 10 years ago. And they were they were actually slightly lower back in 2022 and they they've gone up a little bit, but overall from 2015 to to 2025 they've gone up. I want to know what we're going to do to re-energize everybody to get into uh higher levels of of of proficiency. Because I'm not sure we're doing
089it by just making, you know, sort of just pushing a little bit of growth. We need to make I I don't know. I'm not a professional educator, but I think we need higher standards or something to to to you can't achieve a higher goal without knowing what will happen when you fail. That's that's sort of a cold way of putting it, but you need to have failures to succeed. I'll leave it there. Thank you. All right. Thank you, Mr. Gilman. Any other attendees this evening for a comment? That will conclude public comment for tonight. Great. Thank you so much. Uh Mr. Lanier, thank you again for coming on and uh keeping us honest. I would just note that, you know, tonight's presentation was not all positive. There were some sections that illustrated that we have
090a long way to go. We had um our highest predicted performers uh not scoring as well as we would have liked um and that was, you know, brought to us and not hidden this evening. Um so, we're still working on those things and we're happy with those conversations and uh we also know that AP scores by themselves may not predict ultimate success, but we do know that students who score three or higher are going to have those opportunities to get to college with a number of credits for so many universities and colleges that are offering credits uh in return for high scores, and those students then are free to, you know, explore their their interests in college, right? With nine credits under their belt. With three credits under their belt. That opens up their schedules
091early on and allows them to look more at the opportunities that their next chosen academic community can provide. And that's another way that that we can offer them a leg up moving forward. So, um yeah, very proud of of what we've heard this evening and also proud that we are being honest about places where we still need to get the work done. So, my friends, thank you very much for all of your uh comments and uh guidance this evening. Uh I do not believe we have anything in our recommended for work session action meeting besides our student travel. And Dr. Waters, are we good for next meeting dates? Are you We are June 4th. Thursday, June 4th. Very good. I just want to make sure we got through the agenda we didn't miss anything. It's
092summer and those things start to slip through the cracks when the weather gets warm. Yes. All right. Do I have any other comments from our committee? No, just the thank you again and I'm looking forward to the elementary information. Ditto. This is a lot of work uh and a lot of curating of a lot of data, um but it was presented incredibly well and incredibly thoughtful. Um and also appreciated the the really rich follow up with in terms of what's going on in the schools to implement uh the learnings from from from this uh rich data discussion. So, thanks for that to the staff and the the team that that that did that. All right, thank you very much. Great evening, folks. Great information. Great work. Do I have a motion to adjourn, please. Still
093me first, so so moved. Second. We stand adjourned. Thank you, everybody. Thank you, everyone. Thanks for those of you who presented. Have a great night. Thank you.