School Board Meeting - 11/4/2025

001That got that friendly greeting. >> Hi, Maria. Can you hear us? >> Yes, I can. >> Okay, thanks. >> Should you do it again? All right, we'll try this again. Hi, Maria. Good evening, everyone. Um, I'd like to call the uh curriculum and extracurricular committee meeting to order, please. Um, shall we? Do we do over? Nope. Okay. We don't have executive session. No public comment. Mr. Waggle. >> Nothing for athletics. >> Okay. Um, other student activities. Um, I have three items, overnight trips. They're an agenda manager for you. boys varsity wrestling tournament to Apple Creek, Ohio for looks like an overnight FFA ACES conference in Harrisburg. Uh also an overnight and FFA legislative leadership conference in Harrisburg two nights um in 2026. Um anybody any comments about any of that questions? Okay. um going to

002move on to [snorts] curriculum and there are three items and I am going to ask Mr. Alban to present the first one please. >> All right. Good evening everyone. Happy election day. So it's nice to see everybody. We have our fall 2025 academic update this evening. You know this every year this is an annual presentation and this is quite a lengthy one. So uh I don't know why but Mr. Wel said I don't know what I to make of this. There's a marker and a post-it note in front of me. I know somebody's up to something. So, because it's long, we're going to try to keep you awake, keep you focused, and and maybe uh get you to learn something along the way. So, are we ready? Okay. So, we're going to play a little

003game tonight. All right. [laughter] Got to get set up. We're going to play assessment data review bingo. All right. All right. There you go. Who doesn't like finger, right? [music] [music] [music] And you need chips, right? Beautiful. [music] [music] before music. [laughter] [music] Of course, everyone's been going up, right? >> [music] >> All right. So, you got your bingo card, you got your bingo chips. It's a little different uh this evening because I don't want to lose my train of thought. We don't want to get off on, you know, kind of derail the conversation. So, when you get bingo, [snorts] just keep it as is and I'll ask at the end who has bingo. And it's okay if multiple people have it or all of you have it. If you want to try to play

004blackout, you can do uh that as well. just fill up your whole card. If you hear the word, you hear me say the word or you understand what the word means, you can certainly either way, you can select that on your bingo card. And if you get bingo, you get a lifechanging prize tonight. So, I have a box back here and uh I have it covered up now, but you will get a life-changing prize if you get bingo sometimes. [laughter] >> All right. If you go in agenda manager, I did upload the presentation so you can follow along if you so choose or you can just uh participate with us here this evening. It is a little uh long but as you know it's a lot of information to cover, a lot of uh background

005information I need to give you and then we'll get into the scores. The principles will have their uh opportunity to reflect on those scores with you and if you have any general questions uh we can we're here to answer those. uh and then we'll wrap it up. So, here we go. So, just as a review, we have two areas that we focus on as far as background information. And we're going to delve into these uh pretty heavy tonight. One is state averages and another is local cohort variables, which we're going to do a little activity to talk about the importance of cohorts here in a minute. And when we talk about cohort variables, what we're looking at are different things that impact scores from a group of students. Whether you're talking about a classroom, a

006grade level, or an entire school, entire district, could be class sizes, could be personnel depending on do we have new teachers, experienced teachers, do we have substitute teachers, long-term subs, what how many teachers do we have per grade level? All those impact different uh variables when you're looking at an assessment demographics we'll talk about and some personal variables which we'll get to here in a little bit. So, but first and foremost I want to spend a little time tonight talking about the word cohorts. Why are cohorts a big deal when you look at at scores shortterm and long-term? So, we're going to do a little activity. So, in front of you, you have a marker. tape to the uh table and you have a post-it note. You can untape your writing instrument. It's not necessarily

007a marker. It's a writing instrument. The tape's only there so it didn't go off the table. And you have a pink post-it note. You can grab a hold of that. You may not change your ready instrument. That is given to you. You don't have a choice with that. That is what you must choose. All of the writing instruments are part of a cohort of writing instruments this evening. So, we have a cohort of writing instruments. You did not get to choose your writing instrument. And you have your pink post-it note in front of you. So what very simple activity I want you to write the word cohort with your writing instrument on your post-it note and I have to and you need to write it dark enough that I can see what it says on

008your paper from one end of the room to the other end of the room. I need to be able to read it from one corner to the other corner. If I'm going to be able to read that. >> I don't know. Were you writing anything? There you [laughter] go. was annoying. He sp my hand was annoying. >> Jim, I don't know. [laughter] >> All right, boy. >> Try to make it as dark as possible that it's really an easy concept. Just just make it dark so I can see it from one end to the other. When you're finished, hold it up so I can see it. I'm going to give you a score. Let's see. All right. H my eyes are I don't know I can't really read that Neil Matthew [laughter] maybe from corner

009I don't know basic from there whoa Jim oh my goodness so Susan [laughter] I will say I definitely could see that from I'm going to give you advanced all right uh what uh I'll give you a basic on that one okay Jerry wow you got that pen to WORKING [laughter] brute force. >> Oh my god. All right, Trish, we'll give you advanced on that one. >> Even that close. [laughter] I don't know. I'm going to have to do Hello Basic on now. I think I got >> story of my life. >> So, here's the thing. You guys didn't get to choose your writing instrument. And if we relate this to your classroom that you got a cohort of writing instruments and the pink post-it note, think of that as the PSSA. You all had to

010do the same thing, but you had a whole different cohort of writing instruments. And I judged you based on what you could do with what you were given that you had no control over. That's what our teachers do every single day in the classroom. Every year they get a new cohort of students. They come to them. They don't pick and choose them. They don't select them. They're not uh put into a system where they can choose which ones. They get the best that they get in their classroom every year. And we look at those teachers and and they look at their their uh students in their classroom just like you have your writing uh instruments there. and they have to do the best that they can with strategy, instructional strategies, assessment practices, relationships, all of

011those factors to make it to the PSSA. So, if I said to you next year when I'm coming here, I'm going to give you this big king-size Sharpie, brand new, out of the box, everyone gets one. Pretty easy task, right? It's like, yeah, sign me up. I'll write that. And we can see that from one end of the room to the other. But it doesn't stop there because by the end of the year, I would want you to make this even darker somehow. That's what teachers do. They try to make it if we relate it to this activity and make it as dark as possible by the assessment window given the instrument that they're provided, the writing instrument that they're provided. And every year, the following year, maybe I give you a pastel, a pastel

012colored set of colored pencils. You're going to have to rethink what you did before may not work anymore, or what was successful may not work with this group of students. There's going to be a whole different set of circumstances every single year that impact those test scores going through and impact the students. So, think about that when we're looking at the numbers here. And as we go through some more of the background cohorts are a huge huge deal because every set of students whether it's going to be different whether it's ability academic social background languages everything in and in between impacts the totality of what that class got for proficient not proficient just like you did with your instruments that you did not choose. you were given those uh and you want to do your

013best work with those. That's exactly what teachers do with those students. They do their best possible work to get that student to the highest potential they possibly can uh given what they're uh provided each year. Keep that cohort model in mind. So for context talked about last year if you uh were with me assessment and tests. I don't know about you but when I was in school I didn't hear the word [clears throat] assessment or was test every once in a while quizzes but tests and quizzes what I heard when I was going through school. No child left behind came out in 2001. That's when you started hearing a lot about the word assessment because that was written into school law, school code and that's when the state test started coming out and they took

014that concept of a test stretched it apart and into the assessment and test. How do you tell what that's confusing? What's the difference? Aren't they the same? No, not really. So assessment is how well you learn something. A test is how much you have learned. You want to think of it as another way assessment more quality. Yeah, not the best analogy, probably not perfect in a perfect analogy, but if you think of it that way is quality and a test is quantity. So the PSSA might test you on math, but it might not test everything that's available in math for that particular grade level. They're going to give you a sample of things that they think you should know and how well do you know them. A test would cover if you just did chapter

015six on fractions, it would cover every single thing that I ever taught you about fractions in that chapter. That would be a test. So, you have an assessment and test. And of course, assessments at the state level, they're going to be based off those standards and algebra content that the state puts out and so forth. Uh but if you're looking at how to differentiate between those two, that's what you're looking at. Snapshot in time as well. A lot of things impact when the students take the test in April for PSSAs. Keystones is in May and this year it'll also be in January for a group of students as well. So what happens during that week in that month at that time? That's how they're going to perform on that test. They're going to have the

016knowledge, but we still have a month left of school. You know, we hear that all the time. Okay, we get the PSSA in April. School's not over to the end of May. We still got things we need to teach these students, but we have to kind of either cram the test material in, move things around, shift, we're we're losing a month of preparation. Uh Keystone's a little bit different. That's a end of the year uh assessment, which we'll talk about here in a minute, the differences between PSSA and Keystone. So, talked about that slide when we the very first slide we looked at different variables. So social variables are the basic needs of the kids being met. Do they have food, clothing, and shelter? Some of our kids don't, but they still come to school,

017have to get to school, take that test. Relationships. Did a uh someone just break up with their girlfriend of 6 months? Now they have to come in and take the test. I mean, maybe seem trivial trivial to us, but it's a very traumatic maybe traumatic experience for them. Sorry, you you have to take the test today. Sorry about that. We'll talk about that later. Same with self-destructive behaviors. Mental health. Someone comes to school has a mental health crisis. Well, we can't. Well, could could you hold on to that for a second? I'm going need you to take the PSSA first, then we'll talk about your mental health crisis. It doesn't work that way. So, all these things and can impact how they perform on a given day, on a given time, in a given week

018in April for a test. academic variables, school attendance. And you think right away, you're defaulting in your mind students, it's also teachers, you know, do we have teachers that are not in attendance for one reason or another, legitimate reasons? Do we have students that are on truency plans and have attendance issues? Do we have people boycotting the PSSA because they just don't want to take it? Uh, we have those issues. Learning barriers, of course, we have the the the special ed crowd. We also have medically um medical conditions that we have to work around and provide accommodations for. So there are learning barriers even uh neurology like the uh dyslexia and things like that that can uh definitely lead to some barriers there. Test anxiety. I've seen this with teachers because that's my world that

019they have to take what we call practice scores P R AIS. They're the teacher tests if you want to say who think of it that way. Uh there are [clears throat] many teachers in recent memory that have true test anxiety. They have to take that test multiple times or they just get themselves so worked up they have mental blocks with that. Students have that as well. They just they know the information they just have trouble with how the questions phrase, what they're being asked to do, the performance level, that type of thing. So that's another uh variable. So we have the cohort, we have all the variables that are impacting a cohort and we have this two separate pieces of types of of a learning assessment. So it's assessment or a test there. So score

020interpretation, we'll spend a little bit of time on this and I went over this last year if you were with me. I'll say it again. You cannot interpret the scores on a 100 point scale like a school grading scale. You can't do it. It's not the way to interpret it. The scale is 0 to 100, but you can't default it and think of it as a grading scale. When the Pennsylvania Department of Education put this together way back when, yeah, it's a zero to 100 because it makes the most sense to the most people. everyone, you know, you can zero to 100. It makes sense, right? We all, everyone's been through some type of schooling. They know the grading scale. They have a a background information for that. So, it makes sense. But the problem

021is it defaults to a grading scale. And that is not what this is about. You know, right away you think, you know, 90ish is an A, 80ish is a B, 70ish is a C. You can't do that. It just it's not set up that way. So, I gave you two things to think about if if you're still scratching your head, it's like really? Yeah. So, if you think about the SATs, would you say two questions? Would you consider someone just basic on the SAT if they scored below 1100? Would you consider someone only proficient if they scored a 1300? I've had two kids so far, one more to go, that's going to be taking the SATs. I would say 1300 is a pretty good score. Even for them, I would say that's better than proficient

022in my opinion for what I know they can do. So, this is the number one question. Is the goal on the SAT to get a 1600? Well, that'd be absurd. No, that's the scale. If you look down at the bottom, the scale for the SAT is 400 to,600. The goal is not every kid gets to 1600. There are those that do, but that is not the overall. That is a scale. And if you look at the average of the SATs last year, the average score was 1024. Makes that 1300 look very very good. If you look at American College of Test testing, if you're an ACT fan and not an SAT fan, that scale is 1 to 36. 19.4 was the average last year. 19.4. same type of of philosophy. You have to think you

023have the scale. It's 1 to 36, 400 to,600. PSSAs keys, they're done. They're uh scored in proficiency levels of the scale of 0 to 100. That's just the scale. It's not a grading scale. So, two types of assessment. We have the PSSA, we have the Keystone exams. So PSSAs are given from every for every student in grades 3 to 8 and science 5 and 8. Used to be four and eight now it's five and eight. Keystone exams are what we call in in education land trigger course exams. So what does that mean? That means any student taking biology, algebra 1, or literature at the high school level, at the end of that course, they're going to be given a Keystone exam. And I have under there, it's generally a graduation requirement to pass. 99% of

024the time, it's a graduation requirement. There is a piece of legislation, Act 158, that provides alternatives to that in certain situations, individual circumstances, and so forth. our administrators are aware of what areas uh they qualify for, what students they would impact the most, and they would work with those students individually. But in general, uh overall, what you're shooting for are passing scores in all three of those uh Keystone exams. If they happen to fail one, we do offer makeups uh until they pass throughout the year. We do offer midyear makeups and end of year makeups as well uh in those areas. So how do we measure these assessments? Okay, first of all, we look at achievement. Did they get the correct answer? That's what achievement means. Did they get the correct answer? So A B

025C D. Did they choose the right letter? But not all the questions are multiple choice. A lot are scenario questions. They give a little story or a little problem. They have to read read a paragraph. uh if it's math, they might have to read that paragraph and pull numbers out of that and do some computations with those numbers and come up have a multi-step approach, have to write it all out. That all counts for achievement, getting that right answer. And a lot of times on those types of questions, you can get the right answer, but get one out of five points for that question because you didn't explain your reasoning or explain or when you explain your reasoning, it was the wrong type of reasoning or whatnot. So you have to get not only the

026right answer sometimes but also all the parts to it. PES is the second piece. Pennsylvania value added assessment system. That's what that stands for. This is a little bit more difficult to wrap your head around. It's difficult for administrators, teachers, and sometimes even myself to wrap my head around all the components and formulas that go into this. But bottom line, this is looking at what they call student growth. So over a period of a year, did the student grow? So what do we mean by that? So most of the time the easiest example to give you is a gifted student or someone that's very high achieving gets no matter what test you give them, they're always going to get advanced, right? Advanced, advanced, advance, advance every year. How do we know we're doing any good?

027I mean, they're getting all the answers, but are they just getting it because they it just comes easy? Or are they actually growing? Are they learning something? This can help us determine that. Same way with on the other end of the spectrum, you have a struggling student that's always getting that below basic or basic. Are we making any difference with these students? You know, teachers are like, you know, they're passionate. They're like, am I am I making any difference? They can look at the growth and determine, yes, this child did make a year's worth of growth. They still got below basic, but they made a year's worth of growth. That's what that will tell us. There's a very very very complex formula and mathematical equations and all that that figured all that out. If you're

028interested, I can certainly uh steer you in the right direction, but uh it's above any my the statistitians out there have done their work with that. So um finally, there is a website future ready PA index that is an online public data tool. Most of you have either either heard of it or at least browsed on it. It can provide you all the information I'm giving you tonight. It can also give you additional performance indicators such as what was our attendance rate, graduation date, what uh industry certifications do we offer, what were our rigorous courses, uh what was our WEDA scores look like. All that information is on there. Weas for the English language learners. That's the test they take. Uh everything is is on feature ready. It's not updated yet for 2025. So you're

029getting a preview tonight. So, um, before it becomes updated, I would say by early December, I hope the state would update most of that, but they're a little, uh, little behind this year. So, shocking. Every year, uh, the state puts out a webinar andor newsletters and so forth about reflecting back on the assessment time period of last spring. What were some themes that they're looking at and moving forward for this year based on what they saw last year with the assessments? What are some things to keep in mind? What are they concerned with? What do they see as um highlights or problems or things to keep an eye on? So, these are four things I pulled out of those uh just to share with you. One is the steels implementation. The science scores you're going

030to see tonight are last year's and I I have that on there. you'll see 2024 because they took them last year. The science test moved from grade four to grade five, but it was based on the new and you heard me talk about it for the last three years steals cor uh standards. They have to get benchmarks because it's a whole new science test. So, they're not going to tell us how we did. They're going to collect all that data. They're going to use all that data and they're going to come up with their little scale that they come up with to determine what's below basic, basic, proficient, and advanced, which is the four levels of proficiency scores. Uh, if I didn't make that clear, I kind of made that assumption. Everyone knew that uh

031those terms by now. So, Steel's implementation is this year. It started this year uh for the whole state. So, we have our curriculum written. We have our resources in place and we're going to take the test this spring and then next August when uh the raw data comes out, we can take a look at that and see where we're strong in and where we're maybe not so strong in because we can only do the best that we can with the standards that we were given. We've never taken the test before. We did last year. They won't tell us how we did. So, we're going to uh see how we do next year and then we will we as well as every other uh school district in the state will make adjustments based on that data

032and keep refining what we're doing uh with science. So, that is coming in 2025. And also the biology test will be changing slightly to match the steel standards, not as much as the PSSA. PSSA really did went is going through some changes. biology is going to be changing uh not significantly but there's going to be different components uh some questions in there that may be added that weren't before. Second uh state is concerned about the staffing in issues that continue to impact student growth and achievement. Um we are not immune to that at all here at Upper Adams or in Adams County in general. I think it's across the state, across the nation. We see so many more uh teachers that come to us that that are like second career. So they have a bachelor's

033in something. So they come to us and we work with them to get them what we call an intern certificate uh through a local college and within three years they can become a teacher and get their instructional one uh certification. uh we do have the traditional college students that come out uh each year in the spring or December and and uh interact and interview with us. However, it is not like when I was applying or when any any of these folks in the back were applying where we were competing against two and 300 candidates. You know, we might get five to 10 uh because teaching programs are closing up around the state because there's no interest. So until that pendulum swings back, uh we're going to be in this situation where staffing issues will continue

034to occur. Another piece of this is there's more opportunities now out there. So if I was a teacher and the only job I could get was an hour away from home, I can guarantee there's probably going to be open positions near a district nearer my house to get me closer to home. So there's more opportunities for people to bounce around. It's not that they're unhappy where they're at per se, but they can move closer to family. They can move closer to their hometown. They can teach a grade level they've always wanted to teach that we don't have available. That type of thing happens all the time and which didn't used to happen because there was no openings for that. Now there are lots of opportunities [music] for that. >> Can I ask a question? [clears

035throat] You mentioned the pendulum. Do you see that? >> I would I don't see it currently. I see a little glimpse of um high school starting to get more momentum and um >> but historically speaking is that a thing that the pendulum I mean like we see it in our business with employment and >> is that something you see with teachers that oh there's a lot of teachers and then then there's oh and then it's back again. Do you see that historically? >> I don't know. I I would say we this is a newer problem now. It's been around for I'd say the probably since 2013 to 15 is when we started seeing this uh when the certification started to drop. Um I would say through the '9s through the 2000s it was pretty strong

036and then it kind of >> dropped off um for a number of reasons. um before that uh I don't know I don't believe there was a significant teacher shortage back in say 60s and 70s uh I've heard stories of from uh colleagues and teachers that I've had that they didn't have not it was not as hard to get a teaching position back in those days um but >> okay >> thank you >> but I would say everything seems to be cyclical in in education so um hopefully the biggest bigger challenge is going to be getting And the money is going to drive it and the interest is going to drive it. Getting colleges and institutions to start expanding their teacher programs again because they shrunk them. Some even closed them all together. >> So that's

037it. People looking to get an education that just limits their uh options. >> Isn't Gettysburg starting their stack of >> Yeah, the secondary. Yes. And of course, Shippensburg, Millersville, I don't think they'll ever uh they cretailed some of those I believe a little bit here and there, but I I think they're still strong in their those areas. Wilson is very much still uh in your college so programs, but there are either there if they're not closing them all together, some some institutions are definitely going back and only offering this certification or that certification. a lot which when we look for foreign language, we look for those u vocational agriculture teachers, it's really hard to find areas. They're not out there because they're not programs. They're not attracting people and it it can be challenging to

038find in folks in those areas. Uh mandatory computer administration of the PSSA and Keystones in 2026. our high school has all has dabbled in this in the last uh two years. So it's not as a a huge big change for them. Uh I believe here in the district uh elementary intermediate school and myself and in the middle school have found for PSSAs we just believe the students do better paper and pencil and have always stuck with that um for a variety of reasons. Uh we we had that uh approach. Uh we don't have a choice anymore. The governor signed a legislation uh primarily I think to save some money and everyone's taking it on the iPad this year. So all the PSAs third through 8th grade will be on the iPad. What will that look

039like? We're all very anxious. So I think in the end you're going to have kids that do well with technology and are going to do well. You're going to have kids that don't do well with technology and are not going to do well and you're going to have some kids you're still going to have that that spread. I don't think I'm hoping it doesn't uh dramatically impact uh what we see as far as schools as but again another one there's variables that we talked about. So next year's scores if they're off one way or the other, we'll take a look at them and see if that had any impact in attendance and participation the statewide concern. That's been going on since co it's gotten better. U but is still a concern. Uh getting kids into

040school in the seats on a consistent basis and participating in the state assessments and not holding their kids at home or not um trying to opt them out for various reasons. Uh that is it is a statewide concern because when that happens we get penalized. Parents don't realize it but we get penalized and our participate participation rate gets penalized and then we end up on a on a permit list or something along those lines. Again one of the variables we can't help we can't control but we get penalized because our kids aren't taking it. So I include this every year uh for reference. So egeneneuity the numbers for for those uh that's since the co time uh that is our own cyber school. So that's the caner cyber connection. You can see the numbers there.

041Um what was a high of 52 I can tell you in in COVID uh error we were up around 170. So, if you want to know what our peak was at one point in time, we have no K to6 students currently in our cyber program. We have it's all 7th through 12th. Uh we're currently at 39. Those students if they qualify or if they're in a trigger course or if they're in uh seventh and eighth grade must take PDSSA. There still are students. It basically they if they wouldn't be in here, they would be in our classrooms. they have to take the BSSA or Keystone exam if they're in an algebra class at 8th grade. Homeschool students do not. They are invited. We send a letter and an invitation to them in January of each

042year and we uh encourage them to do so, but I will tell you very few take me up on that offer. So, we have a handful I think at the intermediate school. It comes to mind maybe at the elementary school. it just uh I don't know middle school we've got you know I think recently we've had take advantage of it so but if they want want to they're they are welcome to it doesn't impact our schools doesn't count for us um but we do offer that to them >> so I have a question from 2021 till now has the total school population increased I mean there's a slight increase in the total numbers here but has our all >> student population. >> I would say it has remained steady. We're around 1,600. That's where we've

043been. I think I've seen it as high as 1750 1770 at one point in time and I've seen it as low as the low 6600. So in that range, I don't think we're hemorrhaging students or or it significant decrease. And I don't think we we've seen a major increase either. It's been all steady. We have an increase in in homeschool for a variety of reasons. So, we've had some newcomers to the area that are uh folks that absolutely desire homeschool, which is great. Um, and certainly they come into us and and give us what we what we need. And we've had uh the co since the co era, we had a lot of homeschool and then uh folks just got kind of used to that and having transition transition some of their some of their

044uh uh students back yet. >> Another question about homeschooling. I have a friend who's a realer who has sold a number of properties to the Amish >> and they typically have a lot of children. >> Yes. >> Do we keep track of them and would they be in this homeschooling? >> Absolutely. And I would say that is one of the driving forces recently, especially in the Vendersville area. >> Yes. >> So a question because uh like my daughter took an online achievement test, so that doesn't count with your grades. >> No, only if you would bring uh the student into us and they would take the PSSA with us. So >> So now we're going to get into some numbers. So, I want to explain to you what you're seeing here. Don't forget your bingo

045cards. Don't forget your bingo cards. >> Um, I want I just share with you uh what what you're how to interpret these screens. >> The first column is the is the grade level. Second column is the is the content area. So, we have language arts and math. Then you see parentheses beside each one of those. So, one of the questions I always get, and I'm competitive, too, so I'll admit it. Uh, what how do we rank in the county? Everybody wants to know how you rank up against your neighbors, right? So, I'm not going to tell you what school had what. That's not my role to do that. But, I will just share with you the lowest in the county, what the score was, and the highest in the county. If you happen to see

046our scores match that, well, you know, we're one of them. Uh but other than that, you can kind of see where we rank in the county from lowest to greatest percentage-wise in each one of these areas. I put spring 2024 as the as a column there. That's last year and spring 2025, which is what the last spring. So, we got two years ago and last spring side by side. Be careful when you compare these. Okay? We just had that cohort activity. You heard me talk about the cohorts. They're two entirely different groups of students with different needs, different variables, different everything. So when you look at that, take it with a grain of salt. Our administrators sitting in the audience, do that as well. Celebrate with us when you see and you you can see

047here that things look good in third grade. Okay, we increased 10%. We increased 11%. Wow, we must be doing something really great and we probably are. But keep in mind the cohort celebrate the victories with us but at the same time keep it measured a little bit because the next year would we be at the same point? I don't know. Depends on this on the students that we have and depends on the variables we talked about with the cohorts. Where you want to look is that state average. That is the most that is probably the best way you can interpret these scores. Look at what the students in the state did versus what we did. And then we can base off our success or our challenges off of that. So celebrate with us. When you

048see some other numbers here, you can you can be concerned with us. you can be challenged with us because everyone in this room feels exactly the same way when we see great scores and not so great scores. When we get the raw data in August, the folks in the audience, they jump in with their teachers. They're rolling up their sleeves. They're trying to banging their heads against, okay, what do we need to do? What what what happened? What changed? Is it the curriculum? Is it the teachers? Is it the uh the co cohort students? Is it our pacing? Is it how fast we are? How slow we're going? They have these discussions ongoing all the time every year and we're we're constantly striving to get better. But again, when you look at those and you're

049comparing those two numbers, it's fine to compare. We love to compare. Just keep it for what it is. You got two totally different groups taking that same test each year. you mentioned about uh homeschool students who come to uh to our facilities then their scores would be included. >> Uh isn't that correct? >> No. So they can take it and we will give them their report >> but they do not count in our uh >> our building reports per se because they're not technically enrolled. But so it's more of a benefit for the homeschool to see how they're ranking up, you know, how they're doing with their homeschool program based off of what the state would say they need to know. >> Are private schools uh likewise not to be uh that data would not

050be included in what you've presented? >> No, the most private schools take their own type of achievement test. Uh so it could be could be a variety of different ones. Uh cyber charter schools, >> they would take it. They're considered public schools. >> So they they do have scores available for those. And with every grade level, you will see these graphs. And what I've done is give you a 10-year picture of how we have done on the PSSAs or Keystone exams and how the state has done. We are Caner gold. The state is Pennsylvania blue. So you can see and I have in reference down if you're looking for exact numbers I put the numbers down here for you so you can take a look but you can see over a 10-year period how we've

051done and how the state has done both in reading English language arts so ELA stands for and math so feeling good good news about uh third grade. Again, we take that for what it's worth and are are pleased with that and are going to keep looking at the data. Moving to fourth grade, you can see the county numbers there, last year's cohort numbers, [snorts] this year's cohort numbers, and the state averages. You'll see the science is 2024. That is because we didn't get the, as I said, we didn't get the science data back. So, you see last year's science data. I knew someone was going to say, "What was our science from last year?" That's why I kept it up there. These are the fourth grade graphs. Again, caner gold and some blue. fourth grade

052PSSA from two years ago. This is for the science and again this is achievement. This is all about did they get the answer correct. We're going to talk about growth here shortly. All right, fifth grade. See the state averages there on the right where we're at in the middle versus last year. And you can see the county ranges as well. and where we fall in that. >> How much um change do you have in the students from class to class? Like is there usually a lot of like obviously most of these students are probably going to live in this county till they graduate I would think. >> So do you get a lot of influx year to year of new students or like from third grade to fourth grade? Is it you know how much

053I do you understand what I'm saying? So we have we do have quite a bit of transcency from time to time. We have folks from say Vita charter school or other charter schools that come in. We have the we have folks that leave us and go to to private schools and charter schools as well. We have folks that go to other school districts and do the and we have folks that just move, you know, for for one reason or another. I which to say it's overly significant, but that does uh we do have a pretty good trade. >> I was just curious like if it's a 20% change per year or 10% change per year. So like it's 80% the same students but then you get like a 10% you know or 20% uh influx.

054I mean do you have any kind of data on that? >> I would I'm going to ask the principles to think about that question. So when they have when they have their uh moment here to share their reflections, maybe they can address that time. >> I know the middle school definitely I think seventh grade probably has a big uh increase because Vita only goes up to sixth grade. >> Okay. >> Uh so not a huge increase but they have to go if there are kids they they definitely come back at that point. So so that would be one grade where we might see an increase. Great. And we have the fifth grade charts and sixth grade. Yeah, we're kind of like the charts, right? [laughter] Now we're going back up. So, our moods are following

055the charts. So, Again, it's okay to celebrate and it's okay to be concerned. We share the same emotions with you. Our teachers share the same emotions with you. Just because I'm competitive. [laughter] All right. >> Got to take the wins. >> Again, cohorts may do make a difference. Sounds great. And again, you have this in agenda manager. You certainly can look at it at your leisure with more detail. And if you have specific questions, I'm happy to answer them. Uh we can even get a time. We can sit down uh if you have more uh detailed questions. Eighth grade. This is an interesting grade level. Two things happened in eighth grade. One, the eighth grade math for at least the last three or four years has been a concern of the states. I was one

056of the themes that I didn't put on this year, but if you go back to previous presentations, it's always on there. Um, LIU will sh the Lincoln intermediate unit when they come out, they share that concern. Uh, there's no real they're looking at the test. you know, we always hear they're they're looking at it. They're they're they're investigating. They're, you know, nothing's really I don't think has changed with that test. Um, there's still it's still a concern. And look at that state. You can look at the state average 30.5. I mean, that's something is uh in my opinion something's up. Um, but so if 30% of the state is proficient, uh, I'm wondering what what's going on here. And I think the IU has the exact same concern that we do. Then you have the

057science again. That was two years ago. And we have the the charts there. But keep in mind the eighth grade math because we're going to talk about that a little bit later with growth. Second thing that happens here in eighth grade in math and this probably contributes to it as well. We have a group of students that take algebra 1 and take that keystone exam in 8th grade because they're ready for it. They are not taught the eighth grade math per se. because that's a whole different curriculum. They're they're being taught algebra 1 because we want them to take and pass the Keystone exam. Now, we know the PSSA is coming up. They have to take the PSSA, which is based on eighth grade math, general math. But if algebra one's not touching any of

058the like measurement and perhaps fractions and and some of the general math, we're going to work with those kids, you know, give them a little maybe in March try to give them a little uh uh quick study in some of that. But it's a it's a problem and it's not a problem just upper abs. It's a problem across the state because that keystone is a graduation requirement has a little bit higher priority than the P than the PSSA. So across the state, including we we you have kids that get advanced on algebra 1 or the Keystone exam basic on PSSA. You're like, "What?" And that's the reason. And that could definitely and definitely does impact some of that some of those scores in eighth grade. I don't I wish there was a this a way

059that the state could just say if they're taking algebra one, they don't have to take the PSSA because because it's almost it's two different curriculums. It's two different maths that that they're being exposed to. >> And the u the one scores are still archived until that cohort is ready. >> 11th grade. Yep. So, your best kids are taking the Keystone test in eighth grade and their scores are being saved until they're 11th graders. >> Yep. Exactly. >> Yeah. Most of our algebra ones are ninth grade. That's when they that's when the majority of our students will take them. Uh 10th grade is uh literature and bio. Is that correct? Look at Mrs. Graham. She keeps me on track. So, all right. We saw the I think I showed you those those the graphs and the

060science from two years ago if you're interested graph there. Okay. Keystone exams at the high school. Now, two different ways to look at Keystone. Mrs. Graham looks at Keystones of all 11th grade. And as you just heard from Mrs. Krauss, whenever they take Keystones, everything they'll put in a bank savings account. We just put their scores in there till they're in till they're until they're in 11th grade. Then we're able to pull those out and get proficiency levels and make sure everyone can graduate, that type of thing. These scores and proficiency levels are based on who took the tests last year. It could be a mix of eighth, 9th, 10th, 11th grade, what have you uh for achievement wise. So you have uh the state averages and what we did versus the year before and

061then you have the county ranges. But these are not 11th grade that 11th grade cohort as a state looks at. These are not those numbers. If you're interested in those numbers, I'm sure Mrs. Graham uh can put those together for you. Oh yes. >> So when you look at the future ready index [clears throat] that it reflects the 11th grade cohort. >> Yes. So that's an easy way to to take a look at the code word then. >> This is the literature graph from the past 10 years and we're goal. This is the algebra one. It's just interesting to me just looking I I just you know if you want to geek out on graphs and stuff like that you can all you can only see in all these graphs when co happened. It's just

062it's just interesting to me and see how the rebound worked and how different cohorts perform and biology in many cases. Yeah. The state had a bigger dip than what we did at the co time period too. if you like data like that. All right, we're going to move into um the growth, student growth. This is did our students make a year's worth of growth last year. So, what you're looking for is in the green means they made at least a year's worth of growth, for lack of a better term. In any of the blues, it's more than a year's worth of growth. And any of the yellows or reds, it is below a year's worth of growth. And this is for English language arts for fourth through 8th. Third grade does not have historical data

063to compare it to and they never have. So they're not included in the PASS charts. And then we look at math. This is interesting. We have the eighth grade eighth grade math scores. Remember they were 26 I think it was something like that. Look at the they exceeded growth more than a year's worth of growth in that particular area. This is our science from two years ago. Okay. Next year it'll be fifth and eighth instead of fourth and eighth. And we have our keystones from this year in each of the subject areas. So how do we use this data? What do we do with it? You're going to hear from the principles here in a minute. We get this raw data in August. So it comes in spreadsheets about four miles long. And we have

064to, you know, take that aggregated data, break it down. We have our teachers coming in in August, someone on their own time. Um, our teach I know Mrs. Buckley holds your data uh meetings. August 11th, I think it was this past year, if I remember the date. So all her teachers come in, they roll up their sleeves, they take a look at the data, they start planning different things, different interventions, strategies, instructions, groupings, all kinds of things that they can do and ideas that they have to get to the root cause is what we call in education, the root cause. Why are fifth grade scores the way they are? Why are fourth grade scores the way they are? Why are third grade scores the way they are? What can we do to even if they're

065great, what can we do to improve it? or hey, we know last year's group had these things going on in their cohorts and they did very well. The group coming up, we have a couple of these challenges. What do we need to change? What do we need to move around? What do we how do we need to group? How do we need to strategize in order to better meet the needs of this particular cohort? Sometimes we hit the mark. It's it's they're not robots. They're all individuals. Students are individuals. And as as that cohort exercise with the with the writing instruments, we don't get to choose. We take what we what we get. They send us our their best and we do our best with them and we work with them and uh give them

066every opportunity, every potential uh that we have at our disposal to do that. So going [clears throat] to uh turn it over to the principles at this time. We'll start with Mr. Kursed. They're just going to talk a little bit about what you heard, what they think of their scores and their and and the data that they've looked at and any uh perhaps plans or decisions or programs that they're looking at uh for this coming year. >> Good evening. So, overall, as you said, our scores in Bigville were pretty good this um from last year. Um, so I'm pleased our teachers work really hard with kids and something remember our third grade is the first year kids take PSSAs. So that's really our first chance to see kind of at like a state level how

067kids are doing. Doesn't mean it's our first assessment with kids from the time they're in kindergarten. We're assessing them constantly to try to make sure they're moving forward um and so forth. So we do have an idea of usually how they're going to score a co cohort of kids, which ones are going to be more challenging than others. And this was certainly a strong co cohort of kids we had last year and that showed on the scores um and how they did um on the test. But my I'm really proud of my teachers and the hard work they do for the kids. We do really do try to get to know each student and try to make sure they are growing. Even though we don't have PASS that shows PSA growth, we can see on

068our local assessments like if a child's reading levels getting better, if they're doing better on math benchmarks and so forth. So we're tracking those kind of things all the time. Um couple of thing um things to keep in mind. You would ask a little bit about the population change. It's really variable. I mean we'll have a class that might only have two or three kids move out or move in a year and then you might have another you have 10 or 15. So every year is a little different and you can never really tell and you don't know who's moving in. It could be strong students. It could be weaker students. That does impact our scores sometimes but it's we teach everyone. So whether they're a strong student coming in or a weak student coming

069in, you know, we're going to try to meet them where they are and move them forward. Um, so I said, it just kind of varies year to year. And you know, if you have a class size of 100 kids and 10 kids move in, that's 10% of your population. So it it can make a difference on test scores. Certainly. Um, looking forward to, you know, this year's students and so forth. That online assessment is going to be something we're just going to have to we're already doing some things to get them ready for that. Um we're taking what's called CDT tests which kind of has the same interface as the PSSA just to get the kids used to it exposed to it so that that's not such a big leap for them as third graders

070because once again it's their first standardized test that they're going to take. So we don't want them to be have that test anxiety. We want them to be comfortable to do their best when they do that. So very happy overall with our scores. Um and looking forward to how these kids this year will do. Um but I have no big concerns from with past year scores. Any questions about anything for bigger bill? All right. Thank you. >> This is Buckley. >> Okay. Uh well, you know, every year what we um do as far as our staff, we as Dr. Mr. Alvin said that we collect our data in August and we uh dive into it in on August, usually in the first weeks of August. Um our staff, everybody attends that meeting and they dive

071into uh looking at where our strengths are, where our weaknesses are. Our PEOS hasn't come out yet at that point, so we're not really sure about our growth until about a month ago. And then we start looking at our growth and and we start evaluating that piece of our data. Um our teachers really do dive deeply into our data whether it's common assessments. We also take the CDTs on a regular basis. Um and those results are all dark blue. So we also think okay they're all darker blue but this is not so how why is that happening? What's the difference between [music] the CDTs and PSSAs if we see a something a difference there? So we do talk a lot about that. Uh every month we have uh content meetings. Um teachers uh each have

072grade level meetings once a cycle. It's a six day cycle. So they talk about content once a cycle and we talk as a building uh once a month on each uh content [clears throat] whether it's language [music] arts and math. Um I I'm not surprised about we do have some cohorts two groups of cohorts last year was fourth and fifth who have high level meats and as Mr. Robin was saying um some have highlighters and some have dark dark dark markers. Um and it's just meeting those needs and and trying to figure out uh how to push them to the next level. Um so there was a wide variety of um learning support ESL students in those two cohorts and trying to figure out how we can push them the best we can and work

073with them in small groups. Uh I was really happy that you know we do look at our state average to see where are we in the state average uh and our lowest you know we were three four percentage lowest is our lowest is the 4% but our highest is 14% above the state average. So our sixth graders really that cohort really worked hard that well they all work hard but that cohort kind of blew it out of the water. Um and we also evaluate okay why is that cohort different than other cohorts. So all those kind of conversations happen on a regular basis. Um sometimes there's answers and sometimes there's so many variables that you just you know it's hard to pinpoint one thing. Um so we look at all kinds of variables and again

074the root cause of the root reasons for that. Uh we all know that there's you know there's growth we have areas of work on and we have been working on that on a regular basis as well. Um but our teachers do are dedicated. They are dedicated dedicated dedicated and they look at that data on a regular basis. Um, so that is something I can guarantee you is happening on a regular basis. Uh, the newl program, I'm really excited about that because um, the LL will tell us, it's a diagnostic and it will give us this very specific information about each individual child. So it will tell where the strengths are and where the areas of concern are very specifically so that we can send our interventionists into that classroom to work on either those who

075have you know areas of concern but also those who are the higher kids and can push those higher kids to the next level. Um so we are pushing our interventionist in based on our results. So, we're really pleased with that and we're really looking forward to um seeing the results of our LL and kind of using that information. Questions for me? >> So, yeah, the LL >> Yes, >> that is like is that a test that they >> it's like a whole program. There are multiple things in the LL program. It is multi-layered. So, they take a diagnostic um whether it's language arts or math and it will tell them about where they are in that level. Are this >> based on that skill? So in this skill are they at the second grade level,

076third, fourth, fifth, sixth, seventh, eighth. So they'll tell them about where they are so that we know where we that next step to push them. >> So does and every kid participates in that. >> Every student does that. Yeah. >> And that's just part of the curriculum and then that data is collected or is it >> each teacher will collect their own data? Okay. Based on their their pod. Um and then we use team meetings to look at that data to say, okay, here's a group of students who struggle with this. We need interventionists to come in and help build that foundation. Okay. >> So they can get to the next next level. >> So does that only happen in your school or is that happening? >> I think that happens in all of them.

077>> Okay. >> I know. I think only goes to the third grade. It doesn't go below. >> Okay. My third grade is >> Okay. >> Yeah. We're really excited about it and um the teachers love it. The kids are really enjoying it. >> Yeah. Sounds >> like more preventative instead of chasing the ball, >> right? Yeah. >> Okay. >> Thank you. >> Yeah. >> Thank you. >> It sounds like I want to mention it sounds like very customized educations going on here. not only between cohorts and you know you know groups of students but also down to the individual student level which you just talked about Miss Buckley where you're adjusting at at a student level or classroom schedule where you push hard on whether it's science or math. It's it's um it's impressive. There's

078a lot of data here to boil down into actual figure out how to make an action plan based on this and that's what your job is I guess and looks tough but it's impressive >> and some of the data we see that we don't share obvious but we can go down we can delineate I mean way down to almost to the standard or to the eligible content in some of the reports that we have. So >> um what you see here is just a global proficiency not proficient proficient type of thing but we can actually dig drill down. So much like Jamie and Sonia, I just want to start off by saying that our teachers work really hard and um we start as soon as we get the data. Uh we're looking at data um

079in August. Uh our first professional uh development day this year was spent looking at data and how we can incorporate that into our instruction. What do we need to change? Um I give our teachers a lot of credit because they embrace those days. They're long days. Um numbers get squirly. You're looking at the numbers constantly. looking at data plans and and student improvement and how we can do that. So, I just want to compliment all of my teachers for embracing that uh because it does get tedious sometimes. Um so, some of the things that we're doing, uh you know, we had some grows and we had some um some real celebrations. I think our our seventh grade math really did awesome last year. I think the 49 might have been the highest in the in

080the county if we looked at it. Um so, we're celebrating those types of things, but we know that we also have some areas to grow in. Um, our ELA department is working tediously to look at what's going on. And like we've said in the past, it's kind of a moving target. What one cohort might struggle in, another might not. So this year, we're focusing on vocabulary. Uh, we spent one of our uh, professional development days on vocabulary acquisition, making sure that we have implemented a strategy that that helps those students retain vocabulary and understand it better because what they're doing in that test is a lot of reading. And if they don't read it well and don't comprehend what is being asked of them, it's very hard to do well on that test. So we're

081spending a lot of time with vocabulary. We're looking at reading literacy as well. Um we've restructured our can intervention. We call it a canvention is our end of the day um remediation and enrichment time. It's about 40 minutes. We've rescheduled that so that we can take time to actually conference with students. And we started conferencing with individual students about their previous scores. And it's interesting when they see graphs of how they went up and then went down. It's it's very eye openening for them to see because they've never seen that before. So we're finding that to be very positive. Uh we're also sharing even though we don't have our ninth graders who are eighth graders last year, some of those students were surprises. So we're sharing with Mrs. Graham some of those surprises. So she

082has opportunities to talk to those kids as well. So again, uh we are not status quo. We are not sitting back and hoping that this next cohort will will do better. uh we are doing what we can with what we have and and trying to make very um direct decisions based on the data that we see. We use the EXL uh we're looking at CDTs. Uh just this week we started Firefly which is a benchmark. So the difference between a diagnostic and a benchmark is the diagnostic will tell them grade level. A benchmark um and it's provided by the state aligned to the standards will simply project where they are to the school on the PSAs PSSAs at the end of the school year. So we started doing that this this week. So um from

083all that we're going to take the best data sources that we find most reliable and continue to use them as we move forward. Uh we also met with someone from the state this week uh several teachers and I spent an hour talking with her and we analyzed our PASS data and we really got into the weeds of it uh so that they could see uh what the state is looking for and um what their recommendations are to help us continue to get better. So, a lot of things going on as well. Questions for me at the moment. >> I didn't have a question like the LL if it's showing a particular student is maybe having a a gap, you know, um in the grade that they're in, say their reading is maybe a grade lower.

084How do you address that on an individual basis? >> So, what what that'll tell us is where where their gap is and then those teachers, as Mrs. Buckley said, "We'll use team meetings to decide, all right, if it's in math and they're strugg struggling with numbers and operations, they will come up with assignments based in LL that are recommended to help improve that grade level achievement." >> Okay. >> So, >> Specific to that student. It's almost like its own learning um learning math. >> Okay. >> Yeah, >> that sounds really good. >> It is. It's a great program. We're fortunate to have it. >> Do parents get to see the LL scores or is that just kept internally? It typically is kept kept internal but um I think that if it was asked we could

085certainly this year >> probably at parent conferences it would >> certainly become something that's relevant. >> And is this just started this year? >> We started it two years ago. Yeah, two years ago >> and then based off it was um we kind of piloted at the middle school um in math and our teachers loved it and we saw some good results. um and then conversations with Mr. Albin um and then the rest of the principles and we just together decided that this was something we'd like to explore because of the benefits that we're seeing with kids else. >> Thank you. Last but certainly not least, Mrs. Graham [laughter] >> [clears throat] >> As the other principles mentioned, um our teachers do work really hard. Um and they start in the summer when we get

086our test results back before we even have the PAS data in looking at the test scores, looking planning their curriculum um where can we build what new standards if um have come down especially with science. Um once we get the PASS data um we look at it at a subject level and we drill down into student groups. We also drill down into achievement levels. Which students um are our high-end students and are they growing? I'm in the process, I think I've met with most teachers that are um Keystone teachers and we look at their individual data and we can drill down into their individual students as well to see if they made a year's growth or if they slid back and talk about that and then that helps me take back to the team um

087what's working and where we can improve. Um, another way that we use the data is that students that haven't tested yet, we get data projections. And those data projections place students into high achieving groups, mid- achieving groups, and um students that um have a lower achievement probability. And we use that to drive um what the teacher is doing with them currently in the classroom. And then also as we go into scheduling, are we placing kids in the right courses? You know, are we challenging our advanced learners? Are they in the right [music] courses? Um, so the data we kind use it two ways. Use it to grow and look at our curriculum, but then we're also using it at the student level to make sure that we're placing students appropriately. [music] Um, and overall we're

088happy with where we are um, in terms of growth and and achievement, but always looking at ways that we can continue to be better. Do you have any questions? I >> I guess I just have a comment. Um, thank you to our administrators. I I've heard each of you mention about your your teachers and what a great job they're doing. Um, I think it to to echo Mr. Walmer, I think it's just amazing that you can drill down to the one-on-one student. Um, as you know, I I ran with the Soul Sisters. There were 60 girls and as we ran, I saw 60 girls with 60 different needs from all the way up here. And it does has nothing to do with running, but just, you know, talking to them. And to think that you're

089able to single them out and help them, especially some of those, you know, at the at the lesser end, I just think it's amazing and what a what a positive for education. So, thank you all for all you're doing. Again, [clears throat] there's a lot of information this evening and I will echo what Kay said. I mean, our teachers are absolutely amazing. They dig. They're not afraid of the data. They dig into the data, but the leadership you see back here, these people are absolutely amazing as well. They work hard. They're not afraid to dig into the data. They're not afraid to say, "Hey, whoa, something's not right here." They're not afraid to celebrate with their teachers. I've been in other districts. I hear I'm out in different in conferences and at the LIU. Not

090every district has leaders that are this data uh educated and and and know what to do and proficient with what to do with PAS and with Etrics. So, my hats are off to this crew in the back. They and the assistant principles that aren't here this evening. Amazing group and I'm very very fortunate to work with them on a daily basis and as well as our teachers in the district. Uh this is a great place. We have a a great school district and great kids, great teachers, and great administrators. >> So, before we wrap it up, now the fun part. If you had bingo, raise your hand. You get a life-changing prize and you get the pick. >> All right. So, >> even you're excited. [laughter] >> Wait a second. This year, >> I could

091just put mine on. >> [laughter] [laughter] >> Yes, you certainly can. That's impressive. >> There you go. >> Keep the mice away. [laughter] >> It's blingy. >> Yeah. [laughter] Luster dialogue. >> You can have one if you want. You can take one. Go ahead. >> All right. [laughter] >> What in the world? [laughter] >> We got magnets. We got pedometer. We got mouse pad. >> Yeah. Courtesy of the Upper Adams District Health Council, >> which I don't know is in existence anymore. [laughter] You can have >> refrigerator. [laughter] >> The Hershey kisses really are the prize. It's okay. >> Yes, the Hershey kisses and a couple of yours. You made lunch with them for the rest of the night. Thank you for uh putting up with the length of the presentation. Hopefully, you learned some

092information and it it's a lot, but I think it's it's good information. So, >> there were good questions around the table and people seem to be interested. Thank you. Yep. Absolutely. >> Thank you. >> Can we [snorts] kisses though? [laughter] >> Go for it. >> Is that your dinner? >> All right. Um we're going to move on to Dr. Deshawn um presentation on artificial intelligence. >> I don't have any music tonight or anything. So it's [laughter] uh now I know you know. So >> step it up. Uh, I'll tell you what, it's uh none of this stuff happens by accident. It happens on purpose. So, thanks, Mr. Alman. Well done. Uh, very good presentation and kudos to uh our uh administrators and all of our teachers and I I picked up on all that in

093in my short time here and I'm glad to be here. So, uh real quick, we uh I'm just going to kind of buzz through this real quickly. Uh between me and Mr. Alvin and Mr. Garza, uh we're going to take a slide here. I wanted to just start the conversation on artificial intelligence. It's something that's there. We know that it's out there. It's around us. Um, this is kind of a 50,000 foot view of it. Uh, we see it a lot in the news. Is it good? Is it bad? Is it a hero? Is it a villain? Um, slide. >> He's doing that. >> Hold on. Uh, >> oh, >> there it goes. Uh again, you can uh just scroll through your uh uh computer and find out all kind of different articles and different

094positions, stances, and views on it, if it's good or bad or neutral or or what have you. So, uh a lot of us are already using AI and we don't even know it. And these are just a few samplings of how we're using it without knowing it. from YouTube to getting directions from ways to map quests to app to our smartwatches to chat bots. A quick story on a chatbot. Uh sometimes they are helpful and useful and other times when my my TV I only had for two years went totally black on me, can't see anything on it. I called the company and I'm talking to a [clears throat] AI driven thing who would not let me move on to a person. I wanted to go see a person and my TV screen is still

095black. So, but uh you know so again good and bad uh but again Amazon, Google, Netflix, all these things and more. So >> all right, what is AI? AI at its basic level is the computer is teaching the computer to think and make decisions like a person but a lot faster. AI works through machine learning. So basically we take a bunch of data like millions of documents if we're analyzing American civil war for learning the machine finds hidden patterns in that data and basically it analyzes all these patterns and it can come up with a detailed argument on like say the emancipation proclamation um for the action we the student then can use these conflicting viewpoints to actually come up with their own um understanding of the historical event and they do that by analyzing

096and critiquing and and looking at all the different points of views that they're getting through the AI. So the machine handles the conflicting summaries, the student handles the critical analysis if you want to put it in a short quick summary. So our why why are we doing this? So you can see what's on the screen here. It's also uh behind me. Uh all co students college and career ready. That's our vision statement, right? So, we need to prepare our students for life outside when they graduate. And part of that is going to be AI. It's it's not going away. We can't pretend it's not there. And we need to prepare our students for that next step. And we need to prepare prepare them to use it ethically. Just like when internet and phones came out,

097it was right ways to use them, wrong ways to use them, ethically ways to use them. Um, and we have to teach our students the proper way to to utilize this new technology. Um, one of the ways we can do that is looking at policy down the road and then providing those guide rails, keeping them in the middle of those so they don't veer off. They know what what what the good use is for them and how to responsibly use those. We also want to prepare our teachers because they're going to be exposed to it. They already are exposed to it. They're using it now. So, what are proper and ethical ways to use it? How can you teach it to students? How can you allow it in your classrooms and not feel intimidated that,

098well, can't sign reports anymore because they're just going to AI it and turn it in? Well, there are ways and that you can do that. There are are instructional ways um to handle and incorporate AI without worrying so much about the dishonesty component uh if that is a fear of teachers. uh which is legitimate but we can work through that and we can help prepare those teachers uh with professional learning in that area. Yeah. So just the next two slides there's limitations obviously that we know of but each of the and these are just a few of them but each of those two we can we we can combat these various limitations. a lack of emotional intelligence, data privacy concerns, bias and AI algorithms, dependency and reduced critical thinking, integration challenges. We can go over

099and dig more of these into depth as we as we continue to the conversation moving forward. Uh some capabilities, these are a couple here. Personalized learning experience, automated administrative tasks, enhanced interactive learning, content generation and adaptation, and language translation support. So these are just a couple of the capabilities that we can utilize. There's there's tons and plethora of ways you can use AI for the good. So, um, one of these is uh I asked Mr. uh Garza to pull this up. So, we're just going to uh have a this is this is one way you could use it. So, we're going to have a conversation with Abraham Lincoln right now. So, Mr. Garza is going to type in um uh a question that I'm going to ask Abraham Lincoln. What is your uh thoughts on

100Ulyses Srant? So, you may or may not be able to read it real good up there or not. Um, if you can't see it, I'll read it to some of them to you. Mrs. Grant is an honest, intelligent, hardworking man. He is the best military general this country has ever seen, and I'm proud to see him in my cabinet. Now that's a pretty basic general answer. Now what we want to do is teach kids then how can we ask deeper thicker questions. You can actually get into an argument and back and forth uh conversation with Abraham Lincoln on uh some of the thinking. We could ask him about the emancipation proclamation. What start the civil war? We can we can go through all those types of things. How about one of you who wants to

101ask a Lincoln question? What's what's a question that one of us would like to ask him? >> Um, how did he um how did he decide to travel to Gettysburg to deliver the famous address? >> Go see you. I ask you, not you. >> Yeah. And what's really what's really really neat about this is when you have >> students sitting down and trying to come up with questions and it becomes a duel of wits where you're trying to outwit [snorts] the computer by asking questions. >> That was the wrong question. [laughter] >> So you can see here. Yeah. So you can see how it does that thing. But let's do this real quick just for the sake of time. Let's ask one more question. Okay. >> Um, President Lincoln, should our students use artificial intelligence?

102>> It's a tool for learning. Sure. The students use AI for writing. It should only be to assist in brainstorming, research, and getting feedback. what they must do their own writing as a teachers. There's nothing I value more than independent thought and expression. And we can't agree more with Abraham Lincoln and his response. And this is the primary reason why we want having discussions around AI and how our students can use it and again to support our vision of having all kids college and career ready. We have uh one more or two more slides I think real quick. Yep. Yes. Yeah. So, looking ahead, this is I think this is the last slide. So, looking ahead, these are just uh some uh steps we want to kind of take uh with all of you, all

103of us together and the folks behind us and the folks out in the classroom. Uh we want to create an AI advisory committee. Uh we want to have policy and curricular impact discussion and planning. How's this going to impact policy, writing policy, and there's policy already out there, but those are some things we can discuss and talk about moving down the road. Also, the curricular impact on it. uh potential parent forum uh over the winter. Uh professional learning that would be for our teachers. Uh digital citizenship review, how does this impact the digital digital citizenship we already have in place? Um how do we uh embed the AI component to that? And then the biggest thing, and this is the biggest thing that everybody needs to know and have on their shoulder all the time

104when using AI is that it has to have a human centered approach. At no time ever should you tell it to do something, print off and then turn it in. There always has to be a human approach to it. And to Mr. Alman's point, the one of the biggest fears is, oh, they're going to cheat. They're going to um well, it's all on how we use it. It's all how we frame it. But I'll tell you this, too. When our educators know our students so intimately, and we know what they we know how they talk, we know how they think, we know what they say, we know how they're right. And then when they turn something like an AI thing in, I know right away, Mr. Le, that's not your work because I know how

105you talk and how you think. And this is a great this that in and of itself is a great Okay, you spit something out. Okay, you wrote this. Now, verbally tell me about this topic. All right. So then we can have a conversation about that. So there's lots of different things and lots of creative neat ways to use it. But again, so that's part of the conversation moves forward. So do you guys have any questions before we uh uh move on? >> Yeah, if I could just add something. Yeah. As a as a teacher myself, I've had students turn in as clearly just AI generated. And I've also had students turn things in that for where AI was leveraged in really amazing and creative ways. Um, and I have a friend who is a programmer

106of AI at the university level. And what what they say in their class is that they could the students are allowed to use any tool to solve the problem, but at the end of the day, they have to be able to defend their ideas without the AI to prove that they um know what they're talking about without that. So, there are lots of different creative ways to do that and it sounds like you're definitely on the right track. >> Thank you, Michelle. I appreciate that. Anybody have any other questions or thoughts? Um, and again, we we'll continue to have the conversation as as we move forward into into the new year with >> I'm grateful that you're thinking about it and talking about it because it's not going to go away. We're going to have

107to figure out how to how to work with it. So, thank you for the presentation. >> Thanks. Thanks, Mr. Albert. Thanks, Mr. Gar. Appreciate everybody. Thank you. >> Okay, our last item. Maria, are you there? Yes, I am. >> Okay. So, Maria has been emailing back and forth um with me um and I appreciate it, Maria, and appreciate what you have provided um to me. Um at this time, if you'll make your presentation to [snorts] the board um so they they know what you and I have been emailing back and forth about as well as Mr. Alvin. >> Yes. Thank you. Uh thank you, Mrs. Halabah. This is in regard, this is I'd just like to read my statement regarding the creation of [snorts] a Spanish English K through5 dual language immersion program in Upper

108Adams. And I am honored to share this proposal. A program such as this would build on the strength of upper atoms and open new doors for all. It would prepare our students for a global future, promote equity in our classrooms, and strengthen academic success for every child in our care. One in three students in our district comes from a Spanish-speaking home. That diversity is one of our greatest assets. It's part of what makes Upper Adams such a special community. Nearby we have VA Charter School which has already shown that this model can thrive. There is also Avon Grove School District which shows success in a public school setting. Their Spanish English dual language programs are both academically strong and deeply valued by families. Beginning at the kindergarten level gives children the best possible start since

109early childhood is when language learning comes most naturally. In a dual language immersion or DLI classroom, students learn their regular academic subjects, reading, math, science, and social studies in both English and Spanish. Instruction is balanced about 50/50 between the two languages, and classrooms include both English dominant and Spanish dominant students learning together. The result is bilingualism, biiteracy, and high achievement for all. The research is clear and compelling. Students in dual language programs consistently meet or exceed grade level standards in reading and math. English learners in these programs close the achievement gap more quickly than peers in traditional ESL pullout models. Thomas and Collier's long-term study found that dual language immersion is the only instructional model that fully closes the gap for English learners. A Rand study in Portland found similar results. Students in dual language

110programs were almost a full year ahead in reading by middle school and much more likely to reach English proficiency by sixth grade. Beyond academics, dual language immersion builds community and promotes equity. For Spanish-sp speakaking families, it recognizes and celebrates their language and culture as an integral part of our district. For English dominant families, it offers the opportunity for their children to gain a second language, a lifelong skill that opens doors in college, careers, and civic life. When students of different backgrounds learn side by side, they develop empathy, respect, and confidence that last far beyond the classroom. But the benefits go even deeper. Research shows that bilingual students have stronger cognitive skills such as focus, flexibility, and problem solving. They also develop cultural awareness and leadership skills that prepare them to thrive in an interconnected world.

111In short, dual language students grow into thoughtful, adaptable young adults who are ready to succeed wherever life takes them. There are two paths forward for implementation. One option is to build the program locally as Avon Grove did by developing our own curriculum, training, and community partnerships. The other is to collaborate with the ex with an experienced partner such as participate learning which provides turnkey support for teacher recruitment, curriculum alignment and professional development. In either model, the roll out would begin with a single kindergarten cohort and expand one grade per year until the program reaches full K through5 implementation. Families would be engaged through advisory committees, cultural events, and ongoing communication to ensure the program truly reflects our community. We recognize that budget matters, and this proposal was built to be both innovative and responsible. Startup

112costs would include bilingual staffing, Spanish language curriculum materials, and professional development. Fortunately, there are multiple funding opportunities available to support this work. In fact, many successful dual language emerging programs, especially in small or midsize districts like Upper Adams, launch largely through creative reallocation of existing staff and resources, not by adding entirely new positions. With with strategic reallocation of current staff, instructional budgets, and existing federal funds, Upper Adams could feasibly pilot the kindergarten dual language immersion program with minimal l minimal new local spending, potentially under 40,000 in net new costs for materials, translation, and family engagement. Moreover, introducing a dual language immersion program would also strengthen Upper Adams competitiveness compared to charter school options. Many charter schools attract families by offering bilingual or global programs that traditional districts may not provide. By launching our own district-run

113immersion program, Upper Adams can retain and attract families who might otherwise look elsewhere, keeping local students local in local schools while providing the kind of innovative education parents increasingly seek. The advantages are clear. Dual language immersion raises academic achievement, promotes equity, celebrates diversity, and gives our students a lifelong advantage in a bilingual world. is a program that reflects both the values and the potential of the Canor community. Therefore, I move that the proposal for a dual language immersion program beginning in kindergarten be referred to the curriculum committee for further study and recommendation to the full board. This will allow the committee and the administrative team to explore implementation options, gather community input, and chart the best path forward for our district. In summary, with a modest investment, Apparatoms can create a program that blends our

114small town heart with a global vision, giving our students the 21st century advantage of being bilingual, biiterate, and bound for success. Thank you very much, Mrs. Hollow. >> Um, thank you, Maria. And um if I was listening closely, there was a motion there at the end to implement this. I don't believe I can do that. Mr. President, do I throw that to you? And >> no, I think we as a curriculum committee would decide to talk something we want, I guess, look at or gather data on to bring back to the committee. So I think you would probably work with Mr. Alvin, Dr. Nong, and some of the administrators. That's something that we want to do. Gather the data and bring back to the I guess the committee. >> So are you saying that the

115curriculum committee and who are the members of the or is it committee of the whole? >> It is. Yes. Not will be. >> So I guess I guess I'm not clear on the direction Mr. Wagle. Are we saying that we want our administrative team to t >> I think here I think here we would have to decide like >> now like are we in agreement that we want the administrative staff to research this >> and that would be a whole board decision >> right yeah we can just say yes or no here and we all want agreement is this something that we want to look at >> I think as a as a board as a committee curriculum committee and then if so then we would have the administrators you know gather all the data

116do all the research come back with you what it might look like and then present it back to us again. Is that something that I think we want to >> do or in agreement >> for several of us sitting here? We have one more board meeting and I don't think we're doing the best thing to make a decision tonight when there are going to be several new people sitting here come December. And I think they're the people that need to decide what action goes. I agree with Mrs. Krauss. uh and I think uh that there's an opportunity there for us to uh consider things like the cost of the program uh and the uh outcome seem very uh very excellent. Uh I was uh thinking about the uh word fluency. Uh would we expect a

117fluency for our children to have uh language skills having um had uh K through five uh as an experience? [clears throat] You know, if the answer was, "Oh, yeah, they'll be that'll be fluent." That would that would be very important for us to know um the answers to those kinds of questions. >> Maria, >> yes. Was your vision for this was it something like uh like an elective that parents could choose to put their children in or would this be across the board K through? >> That's normally how it rolls out that it's an option that's offered. >> Okay. So, uh, I I reached out to, um, Avon Grove because it's a public school, one of the closest ones that has this kind of program. And it's just an option that when students are enrolling

118for kindergarten, they check off that they want to be part of that program and they start in kindergarten and then they go up through fifth grade. And then they have um 5050. So 50% Spanish dominant students with 50% English dominant students. So there's that kind of a mix. So that real you know B fluency bilingualism is achieved with that model >> and this would be a choice then that a parent would make when they're enrolling their child. Okay. So there would be one section and then depending start with one section and then as the demand and interest you know grow then you would add sections accordingly. I I think something too that has to be considered is space for all of these new classrooms. If it if it starts in kindergarten and then the idea

119is to continue to increase the program and have these teachers in every grade, where are you going to find these classrooms? Um it's going to have to be a tax increase for sure. You know, we we don't have a lot of teachers that are bilingual. I know there was a reference about reallocating staff, but how many bilingual teachers do we have? >> I can think of one K6 that would probably be qualified but [snorts] would probably not be interested. >> So, the question is, do we do we as a board want to have the administration look at it now or do we want to wait until maybe December with the new board to decide is this something we want the administration to look at in this coming? >> So, Mr. W. Yeah. I was going

120to suggest that I think it's a good point that Mrs. Krauss makes that we potentially move it forward to the next, but in the meantime, you know, Mr. Alman and I and uh we can do some preliminary. I think Mrs. Jala did a very nice job uh with doing some of her research. When Mrs. Digital law had reached out to talk to me. I actually the former um uh the superintendent at Avon Grove is named Scott Dong, but he spells it D capital S h o n. He spells it the wrong way. [laughter] I actually had a conversation with Scott about that this and and what they do at Avon Grove. But Mr. Albert and I in the meantime could potentially just do a little preliminary digging until maybe the next board comes on and

121then we can have some further discussions about it if that's you know >> I just have a couple thoughts. Um we had some really good presentations here this evening. Um in Mr. Alvin's presentation we talked about the pendulum and you know the teacher situation and of course this would require bilingual teachers not just any teacher bilingual teachers >> not necess not necessarily Mrs. all of us that you there's a way of doing it where that you don't have to be a bilingual teacher. You could have a Spanish speaking teacher do half of the day and then an English speaking, you know, they don't have to be bilingual. There's different ways of going about it. >> Okay. Thank you. Appreciate that. Regardless, the conversation was uh teachers are difficult to attain and retain. And I guess

122the other thing that really speaks out to me is the presentations from our administrators this this evening and the work that they are doing down to the single student um relationship. And I just feel like to add this to their plate like okay now figure this out [snorts] for us if we can make this happen. This just seems like a monumental task. Um I I personally, Maria, I would have loved for my children to have been bilingual. Um but we have a lot of opportunities within our district. We also have VA for the for the the family that wants their child bilingual bilingual. We have VA. Um I'm just not sure the fit is right for us at this time. And I definitely agree with Mrs. Krauss with the new board coming on in in

123a month. I don't think the decision should be ours, but I just I would have a lot >> I would like to hear from the community to see. I mean, if if the I would like to hear from the community to see if there's support. If there is support, then there's support. If there's not, then there's not. But it's definitely worth just looking into and not poo pooing, you know, on the get-go. I think it would be really, let's explore, see what the possibilities are. It could be something really amazing and dynamic to add to what we already have going strong here. Um, or maybe it's not a good fit, but what does it hurt to explore? >> Do any does anyone else have any? I kind of jumped on and started talking. Do any

124other >> members have any probably go over like a lead balloon on the teachers? I would imagine. Uh, this is a complete change for Upper Adam School District. This is a a remodeled into the Vita Charter School style. I don't think it's a good idea. And and if we're talking about leg work, well, Maria, you you gave your opinion. This is my opinion. Hang on. Just wait. Who's going to do the leg work? This is Who's going to do the leg work? It's going to be here. It's going to be over here. So, there's a lot to do on this. I mean, yeah, maybe it's not our decision, but I don't I don't think it's a good one. [clears throat] There's there's, you know, cultural issues here, too. And and, you know, I'll leave it

125at that, but that's my opinion on this matter. I think it's a >> Well, what kind of cultural issues are he talking about? uh you know uh culture you know language binds the culture together you know and it's not to say that we couldn't be multicultural or have different languages uh but there's cultural issues at play here and I think language is important it it binds people together habits traditions things like that so I don't think it's worth a cultural change within the the within the school district I think it's I know. For me, it's a non-starter, but you know, I'm leaving soon, so so >> yeah, the difference. >> Well, I think it would be great. I mean, it's really entirely I thought it was worth a pitch. I think we're in a really

126unique position of that a third onethird of our district is Spanish dominant. It's an asset. and you know we have the potential to really do something great uh in bilingual education given that it's not like other districts where you have so many different languages in the city. Um but if it's not something that the you know that the board wants to pursue fine but I feel but I but I feel like I have done my duty towards the constituents and our community by bringing it forth as an idea and whatever the board decides I can put my head on the pillow and sleep you know uh with a good conscience that I have tried to bring uh you know something positive that unites the community that has shown to be a community a community something

127that unites the community and builds academic outcomes. It's it's shown it's proven it's scientific. So I have done my part I you know if it goes forward it goes forward if it doesn't that's totally fine with me I've done my part. >> Dr. Um when you spoke to the other the wrong dishon >> the wrong dish >> did uh you did you happen to have a discussion on how difficult it was for him to implement that or >> I didn't ask that question he did send me um uh some information that I had shared um with Mr. Alban. I think I think I might have shared with you Maria. Did I share that with you? I can't remember. >> I don't think so. >> Um but I know you had reached out to them. So,

128but um I can certainly follow up with him. Um actually Chris Marquesy um who is the LIU director, he was the former uh superintendent at Avon Grove. So I could also speak with him and just get a feel for how that you know took place and how that worked out and so forth. And I I I want to add too like and I I appreciate what you're sharing m uh Mr. Jalah. I I I know too that our our secondary school, we we do at K through 12, we have a very strong support for all of our uh Spanish- speaking students, we have uh several ELLL teachers. Uh and at our secondary campus, I know Miss Petra, I know Mrs. Graham spoke last uh month about uh the translators that we have that were trained

129at the LIU. Mrs. Petra also has a um a uh a heritage class um and and she's actually coming next she's coming to the next board meeting just to talk about her program and what's going on and all how she's servicing uh you know our our Spanish speaking students and Hispanic community you know in our at our high school level. So that's sort of a separate aside but we are meeting those needs of our Hispanic students in that arena. So, >> well, how taxing would your opinion be on gathering information on whether this would be even feasible for upper Adams? I mean, do you think that that would be too hard to do like as a preliminary? >> I'll reach out to uh Mr. Dr. I can't I don't know if he's a Dr. Dong

130or Mr. Desong, but the other Dong I'll talk to the other Dong and I'll also talk with Chris Marques, Dr. from Marques at the LU and I'll just get a feel for them about it. >> I would be interested in knowing that. I mean, I feel like that's reasonable if if >> Sure. >> if that's easy enough for you to do. >> I can do that. >> So then I think then the grant will be that the next board will decide whether to have a deeper dive into it. >> I I think being really it ought to be at a voting meeting. >> Yeah. you know, you should have it at a voting meeting and probably listen, let them listen to the presentation again because I mean, you're talking about something that is going to

131take a fair amount of time. I mean, you're going to put it on administrators to do a lot of extra work that >> for something that may or may not happen. So, you definitely I think it would you you would want your new board members to listen and Yeah. >> and and vote on that >> instead of just saying, "Yeah, let's do it." Because it's it is going to be a lot of >> work. Maybe in the meantime, maybe just a little bit more information maybe. Yeah, I think it would >> next and then we'll kick it back to the new board in December or January. >> In my two cents, I I think I agree with Jerry. I think it's a major curriculum change that I don't think this community, this school is I

132mean there's there's options for Spanish speaking kids. There's options for an English- speakaking child to learn Spanish in our in our school already. So, I I I think I agree with what Jerry's saying, but >> I guess you can do that now that you you won't be here to complain about how much we spend Devita, you know. >> That's right. [laughter] >> My kids took a couple years of Spanish. >> Yeah. But they can go to they can take Spanish classes, >> Right. >> Yeah. But sp like when you're starting in June, when is it? High school. When is the grade? That's a lot different than learning it in kindergarten. >> Great. Yeah. Eighth grade. exploratory. If I could might add too and I just want to share I I think to to Mr. Jaw's

133point. >> I I I think dual immersion is certainly um it's it's a worthy thing. There's no doubt about it. Okay. However, with that being said too, you know, I I think we got to look at where we're at right here, right now. Um and I know too you everybody knows where we're at with with budget right now. We don't have one. >> Um and I I I'm going to continue to go back to our vision and mission statement, you know. Um, I'm not saying that dual immersion wouldn't help with having our kids be college and career ready, but I also think of other potential things like STEM or STEAM. Uh, you know, how could we implement those types of things too in our school? How could we uh again just even AI, you know,

134how could we stem AI and and and STEM and steam and these other things? I been to some schools and just seen some incredible things are going on in house in schools uh that they're doing uh with with robotics uh with drones with megat megatronics in house not at a vote somewhere but in house and I I think it's incredible even some [clears throat] of the uh the arts piece of steam the things they're doing in music and the sound systems that they're doing and kids creating music and soundtracks and being able to manipulate ate sounds and music and so forth with laptops and AI and everything. It is amazing some of the things and I would love to take us or the border at some point on a little field trip sometime and everybody

135works and we can't all fit schedules but to see some of the things that are out there um for us to kind of continue to build on to support you know our mission and vision. So but I will certainly uh uh speak with Scott Tong and uh Dr. Marches and um you know I can send something out to everybody um and so you guys can have to to look at or whatever. >> To piggyback on what you're saying Dr. Dong and connecting it with the presentation this evening we're giving the science tests in the spring and I can I'm predicting that we're going to have some gaps in the engineering standards just because of our uh we don't have uh like as Dr. Deshan said there are some opportunities we could be adding at the

136elementary school to increase and enhance our STEM background and STEM education. Uh and that is a tested area in the state. Uh not that you know again the dual immersion has its benefits. Uh but I think we're going to see in the science curriculum that we're going to have some needs uh in some of the new standards that have been added um based on the test scores that may may or may come back um that we're going to have to address as well. >> And and thanks Mr. I appreciate that. But I I think also looking again, not not not we want to do it because other schools are doing it, but we look at a lot of other school districts around us and there's schools that are implementing STEM and STEAM full-blown in in

137their curriculum as a part of their curriculum. And that's that is one of these things that certainly uh is a rigorous thing that creates analytical thinking and discussion and writing and collaboration and really all part of the 21st century learning skills which we want to embed in our learners as we move forward. And again, part of why we're digging in the data and looking at we want to continue to let that data inform our instruction on a day-to-day, week to week, month-to-month basis so we can uh help our students grow. [music] So, back to the data point, growth, you know, we want to see growth and achievement. >> Uh just one final comment and then I'll stop. Uh one thought that just came to me, uh teacher negotiations in January. Um, it just seems to

138me that this is not the best time perhaps to embark on something that would likely cost our district quite a bit to make a fundamental change from the way we are now to implementing this new uh potential program. And a tax increase won't fall on Sue and Jim and Jerry and perhaps me, but it potentially could hit big time for the new board and those of you who remain. And I I think I think we need to keep that in mind as well as we start on teacher negotiations. It just I just it just I think the program sounds incredible, Maria. I really do. I just don't know that the fit is right for our district and particularly not at this time. That's my last two cents. Anybody else have anything they want to add

139to this? >> Dr. Deshawn, you have clear direction on what it >> Okay, >> Miss Jal. >> Yes. >> Could you please send me what you were reading so I can attach that for the minutes, please? >> I I I'm pretty sure I did already. >> I'm sorry. I did not receive anything from you. >> Unless you >> um I will send it again. >> Thank you. >> Okay. Anything else for curriculum? Okay, we're ajourned. Thank you. I just take it out. [laughter]