001Good evening. I will now call to order the November 17th, 2025 schoolboard meeting. Please rise and say the pledge of allegiance. of the United States of America. Okay. Um, review and approval of tonight's agenda. Are there any comments or questions about tonight's agenda? Okay. >> All right. All in favor? I. Um, tonight's consent agenda. Are there any comments or questions that you all have about tonight's consent agenda? I wanted to make one quick comment just to say um a a big thank you to Terry Wallace who generously donated $2,000 to the food service benevolent fund, specifically 500 to each school to help students pay for their meals. And I've heard there's something related to this with the education foundation now. Is that right? Um Renee can share more, but they have a a fund to
002help with, >> you know, students and stuff. >> And that's new, right? Or Okay, >> that's wonderful. Thank you. Um any other comments or questions? Okay. Is there a motion to approve the consent agenda? >> Okay. All in favor? I. All right. Presentation by principles. Um, so the principles from each school will present on student learning outcomes from 2024 2025 school year. So, do you all want to just come up one at a time? >> Yeah, we could start with boys. That's the first um attachment. All right. Um, I'm Max American, the principal of Boyce, and I'll just go through and kind of share our data for this last school year. We had a really successful school year um, at Boyce. So, I'll get into it. I just started off by sharing our demographics. Last
003year, we had 218 students K through five at our school. You kind of see some of the breakdown of all the different subgroups that we have at our school. been fairly consistent with these numbers um for the last three years. So I just included those last few years um that we've had. Then our third grade so scores. You can see on the left there is the sub the subgroups and total number of students. We had 49 third graders last year. um seven of them students with disabilities, EL two ELEL students and two students in the student support um program. And there's our scores for this year. This is the first kind of cohort coming out of COVID that have been in school full-time starting in kindergarten. Um so it's great to see the progress they've
004made. Um some of our higher scores were with this group in third grade last year. Um you can see our past advanced scores pass proficient percentage of students that failed and then our final pass rate. 76% of students in reading passed and 75% in math. Our fourth grade pass rates same thing. You can kind of see the demographics on this side but um I included in this I like to every year I like to track how they do across years and have cohort data. So, kind of comparing what they did in as third graders to what they did as fourth graders. Um, and you can see in reading, 61% passed in third grade. Last year, 71% of our students passed. Math, they have our 75 and then went to a 72 in math and 72%
005passing. Virginia studies was a 58% pass rate. Um, that's an area that we're really focusing on this year is our Virginia studies and continuing to approve to improve in that area. >> Yeah. Um so S SWD is a student with disability, EL is English language learner and this is a student supports team. So this would be a student that is not identified for special education but is in the process and having interventions in place. Fifth grade, we had a really successful year in fifth grade as well. Um you can see this was our larger class last year but also a class with um high percentage of EL and and students with disabilities. And we were able to have increase in all areas from fourth to fifth grade. Um had a 77% pass rate in reading,
00673% pass rate in math, and a 79% pass rate in science, which we're pretty proud of. We had more kids pass advanced science than we did fail. So that was great to see. And then just I wanted to include kind of our historical data over the last three years. We've shown a lot of growth at Boyce. Our teachers, our students, everyone's working really hard. Um, and you can just kind of see our o these are overall pass rates over the last three years going back to 2022 to last year. We went from a 57 to a 67 to a 75% pass rate. 63 68 73 in math. Science has uh grown quite a bit as well. 44% pass rate. 59% pass rate to a 79% pass rate. Virginia studies went from a 49 75 then
007back down to a 58. This year is a little bit of an anomaly because we did it departmentalized that year and they had as much time teaching Virginia studies as they did math and um reading that year. So we we did 90 minutes of Virginia studies and they had a higher rate. We went back to uh being inclusive classrooms where the one teacher teaches all subjects and um our rate went down a little bit. And then yeah go ahead. >> What are you guys doing this year? Did you switch? Are you departmentalize this year or >> we didn't departmentalize this year. Um the last few years we've had just a last year we had a really big focus on reading because we got the new reading curriculum. So I think that kind of took away
008from from our Virginia studies. Um and we're just really looking at trying to figure out ways to make it a little more engaging for our students in Virginia studies. So we're continue to work with the teachers to do that. Um absenteeism something I'm really proud of. uh these rates you you can see it's been a pretty steady decline over the last few years. This 9.6% pass rate is or not pass rate but currently absenteeism rate is um lower than prepandemic levels um going back like 10 years. So it's it's good. We had a really good rate a lot of participation in our school for chronic absenteeism. Our projected accreditation rating is to be an on-track school. Those things have those haven't been published by the state yet, but um I'm fairly confident we'll be a
009pretty high-scoring on-track school in the upper 80s when our score does come out. Um and then I just wanted to share a little bit what what have we done. We've we've shown a lot of growth over the last three years. Um going from 50% pass rates to 70s in the 70s. Um and here's what we've done. We really focused on differentiation with small group in assessment. The first year uh four years ago, we introduced HEGTY which is a phmic awareness program. We focus on what we call the cardinal way, which is our um PBIS and behavioral expectations of being respectful, responsible, and safe. Um we do a lot of activities and and different things for our PBIS program. Uh the next year, so three years ago, we introduced UFly and more of a structured phonics
010curriculum K through two. We got started using decodable text in our small group instead of leveled readers. We then we that year three years ago we really started goal setting across our school. Every single student sets a goal for kindergarten through fifth. We teachers have goal setting meetings uh three to five times a year with every single student and we progress monitor every every um academic goal in math and reading. Um then two years ago we focused on um explicit instruction and we did a PD with TTAC and a lot of high leverage practices. That was a year-long PD that was designed by TTAC. Um, active participation and getting students to participate on a daily basis became a big focus two years ago. Um, and that's kind of how we talk about reaching our special
011education students, our EL students is making sure that every single day, every lesson uh, every day every kid talks, every kid participates, every kid does something in the classroom. So, we talk about that a lot. Uh, we introduced that's when we started introducing our attendance incentives. Um we do like things like raffling off bikes, um scooters, we have ice cream parties, uh we track our attendance as class competitions throughout the school year. Uh and then last year was a big focus on reading with benchmark advanced curriculum implementation and the new vowels testing and reading plans. Areas of continued focus is our EL students, our special education students, our economically disadvantaged students. So, those are come some of the subgroups that we're continuing to focus on um in our instruction and through our goal setting. Some
012structural changes for this school year. We changed our master schedule to continue to have our fifth grade um specials in band toward the end of the day. So, we have a lot of our core instruction happening in the beginning of the day. Um we co-e math and reading in fifth grade. We create created our master schedule to really have opportunities for co-eing in first through third grades um during reading with our EL reading specialist reading interventionist and sped teachers. Um this year we are implementing the pacing guides and quarterly benchmarks from the CIP in grades second through three uh five. Um and then walkthroughs. We're using liter literacy tool and explicit instruction tool. um this year our professional development and some of the different initiatives. is just continuing benchmark advance focusing on small groupoup instruction.
013Um partnering with the Virginia leadership oh literacy partnership for that with uh Miss Spitzer uh continued focus on high leverage practices P uh with PD during our team meetings but also with TAC. They did a training for all elementary students um on their last workday looking at explicit instruction, active participation, unit lesson planning, and then we do um some peer observations in our school as well. Um we continue to uh refine student ownership and autonomy through goal setting to incorporate the benchmark data this year um in second through fifth grade. So they're tracking how well they score on benchmarks every student individually as well. uh increasing rigor and active participation uh for all students but focus on e and sped students to make sure they are participating in every lesson every day. We're continuing our
014attendance protocols and incentive program. We do a student of the month or the cardinal the soaring cardinal program at our school where we invite families in every month for a ceremony for our students that are the student of the month. And then this year something new we implemented was schoolwide um voice buddies and mentorship program. So we have a every student is paired up with a student three through five is paired up with a student K through two. Uh once a month we get together and we do an activity. Uh the first month we read books. Last month or last week um or two weeks ago we focused on Veterans Day. They wrote learned about Veterans Day and wrote cards to veterans with their with their buddies. And as we come into the holiday season
015they'll be doing some type of ornament or holiday craft with their buddies. And then we'll do our sing along and everything together as well. So just trying to make cross school community with staff and students to kind of build in some mentorship opportunities for every student in our school as well. Any questions for me? >> Yeah. >> Yep. >> All right. If um and even though they're out of order, I think it'd be good to continue with the elementary. So, Miss Tman, come up. >> Do you click on this? Oh, you got it there. >> Good evening everyone. I'm Molly Tinsman. I'm the principal at DG Elementary. uh I want to go over some of our data from the past year and some things that we hope to continue and to move forward with in
016the coming year or as we work through this school year. So our demographics starting in 2021 um you can see that our numbers have across the top for total students have consistently gone up. We did uh at the earlier phase of this did not have our prek program, but now that we have them back um in 2425, we ended the school year with 517 students and then the percentages there are broken down by subgroups. Uh in our spring performance results, we were able to um to move forward with our pass advance rates, which was a very uh targeted uh uh direction for us to go. we do have students who really do deserve that beyond the beyond the norm uh level of instruction and so we really move forward with that. In grade three uh
017we scored at a 72.4% overall pass rate in reading and in math it was at 79.5. That was a really uh it was a great amount of growth for us. In grade four our reading uh pass rate was at 71%. math was at 66% and overall in Virginia studies we were at 67%. Which is these these numbers do need to continue to go up but we are seeing that kids are performing at a higher level now um and we need to pull everybody up along the way. So we're working on that this year. In grade five, uh our reading overall was at a 69%. Math was at a 69 and so was science. And that's not a typo. All of those came out about the same. So we are working towards um moving towards that
018more advanced uh level for students but also looking at that intervention uh especially for the subgroups that we're focusing on. Um I ready growth. I included this because some of the growth that students showed overall by grade level was pretty amazing. So we're closing gaps. Um grade level performance is one aspect of it and we definitely want students to be there but the annual growth that students have made in some of the grade levels has been just amazing. Um for example the highest number we have here is 147% growth uh average growth in reading for fifth grade. Uh 147% growth is amazing. Um and we want to continue to look at that. Uh 159% growth in math uh according to I Ready. So, we continue um to see some of those larger numbers come into
019play when it when we talk about the the growth um of students in terms of performance and closing those gaps. Our Val's data showed that um we had high-risk students in grades K through three um as indicated by the Val's data and those students were uh given a reading plan and also provided intervention by a reading specialist for uh 20 to 30 minutes a day every day of the week or every day we were in school. Um and so those students we can see where some of that uh performance really does need to be you know considered and our second grade last year really struggled. Uh they had a difficult time but this year we're looking at the numbers being um improving. Uh but we also need to work on some very basic and foundational
020pieces of reading that we will continue to to um to focus on. >> Yes. Um why you saw like an increase from fall 24 to spring 25? Was it that these students just weren't >> Well, they're not necessarily Yeah, they Well, there were some there were some who moved in. >> Okay. >> Um some students who were identified uh for a variety of reasons. Um and we did look at some of the kids who just were not grasping the way we were teaching the reading to the level that we wanted them to. Um and so they were really struggling with that in the first year of that reading uh benchmark program. It it was a very challenging time for them. Um a lot of the uh the difficulties that we see with the kids that
021they have um are are in the phonics and the phenemic awareness and if they don't get a high lever rigorous program in that area that's taught consistently and beyond what we've done in the past it's very hard for them to advance. So that's one of the things that we've tried to focus on obviously through the program through curriculum uh but also to give those kids that extra boost. Does that make does that answer your question? Okay. Thank you. >> All right. So, what are the uh contributing factors? What are the things that worked and what are the things that we're working on uh to get better? Um our our successes always include the heterogeneous grouping. And for those who may not be familiar with that, we're talking about kids who were placed at a high
022they they work at a higher level or mid level or sometimes they need support. And so we want to spread those kids out across every classroom. Um so we make sure that we're not grouping them based on their levels. Um we do departmentalize in grades three to five. We continue to see success with that. Um the interventions that we have put in place and also continue to work on um uh are are getting us the results. Also uh this year we have um we have purchased and are implementing a um uh benchmark advance program called steps to advance and it's specifically for our tier three students and the students who are in special education um who require an additional level of support for reading. So that has uh that is something we're getting off the
023ground this year and seems to be going well. Takes time for us to get there. Um we have now a as we did last year a two-hour literacy block which includes 90 minutes of core instruction, 30 minutes of um intervention uh for every child. Uh a one-hour math block that's uninterrupted. If you teach, you know that uninterrupted means a lot. So um we also have provided a one-hour block for uh science. We had that uh we had that had to increase that because of our scores. We wanted to make sure that that also um was a part of of uh of their day and that they could get that content in there on a consistent basis. Um and then I missed one. All grade four teachers now are providing Virginia studies instruction. Um that and
024keeping that in mind it doesn't it it keeps us from shouldering with just maybe two people doing it versus four and it gives them a more more opportunity to share the resources and the planning uh and pacing. So they seem to that seems to be going well this year. Um our master schedule uh was increased again in terms of teacher planning so that um the teachers would have 75 minutes of planning time a day and in previous years they've had 45. So we're continuing to do that and they love it. Uh it's going really really well. And then our intent attendance incentive programs for the students continue and they're not different by much uh from what Boyce does. um our scores for grade levels are above 90% every month. So they compete uh nothing like
025ice cream to motivate children. Um and so they compete every month and uh the winner gets an ice cream party. So uh we do that and then of course the this year we've graduated from a bike raffle to a scooter raffle. So we're going to see how that goes. The kids were really excited about that. So uh our areas of need of course uh are to work more on the tier one and two uh math instruction uh doing professional development to support students as they as they uh uh acquire a higher level of math um understanding. We also have uh tier one and two reading instruction devoted time to pacing. Uh last year we were getting benchmark advance off the ground. It didn't move as quickly as we wanted it to. So this year we're
026beefing it up. We're going to keep on going. Um we're talking about uh reviewing assessment data more frequently, regular de data review meetings to incorporate um test results from benchmark advance uh and accuracy of grade reporting. Uh we want to make sure that we're not uh fluffing up any grades. We have to be real. uh it's it's challenging sometimes when um when we want the kids to do well and so we give them opportunity until they do versus uh what we call mastery as opposed to working through that curriculum until they master it. Uh different ways to look at it. Also, we're learning um some ways to better analyze that vowels data uh that we receive. And this year, we had grades four and five take the vowels uh based on the conditions that were
027provided by the state. It was if they failed uh the so uh if they had a reading plan in third grade um and then um they also talked about um the the performance in the previous school year. So, it was also uh they gave autonomy to the teachers. So if they felt that the students did not do well previously in in reading, they wanted to assess it and prior to that they didn't have anything to do that um besides the I Ready. So it's good to have a second data point for that purpose. Our structural changes um we are using the CIP benchmarks and pacing guides to support instruction and increase the student performance. We really want to see that students are getting that level of rigor and the exposure to the curriculum and the
028content in a way that supports the learning at that grade level. Uh in addition to the other things that we're doing. Um the other piece to that is we're able to use those benchmark scores not for grades. They're for they're strictly to inform instruction. So when we see the uh benchmark results as teachers and team members, we want to look at where things went well and where they didn't. So, we just completed our first round and we're working through that now and we're learning uh but we're also able to look back on some of the pacing that the CIP tells us to to use uh in terms of completion of the curriculum uh through throughout the school year and being able to help teachers really work at a better pace or a quicker pace in
029some cases for some of the areas outside of reading. Um we have our PBIS student uh of the quarter. Um, we have, uh, Junior Eagle Awards is what they're called. Uh, continued uh, attendance protocols, incentive protocols. Um, we have intentional goal setting with students for accountability purposes. And we're using TTAC again, thank goodness, they're some of my favorites. um to talk about explicit instruction, increasing engagement in the classroom, and and total participation techniques to get kids locked in and and eager to learn. Um I have no idea why that's there. I apologize. Renee put it in there, didn't you? Yeah. >> Any questions for me? >> I meant to ask Mr. Merik as well. How is it going with preschool being split in at Boyce and Kulie? I mean, you guys have both had preschool.
030>> Yeah. But >> so Mr. Boyce uh has had the the program before. Um so he's in in his building. I have not. >> So >> Right. Okay. Right. >> So the difference is that they are right there with us. And um not to be too silly, but I have to tell you, when you see a fifth grader looking at a pre-K student, it's adorable because they, you know, and we do have the kids want to go, they're like little dolls, so they love having them in the building for that reason. Um it's going extremely well. Uh we have a great teacher there, Miss Zimmerman, and two instructional assistants who work in that program. Um and and the kids are great. They I think the fifth graders could learn a little bit from them about
031their Anything for from you, Mr. Merrick? >> It's all good. Y >> Thank you. >> Of course. >> And what you see eighth graders see in preK. I've had that for three year olds and eighth graders. >> All right, we'll go on to the middle school. >> Good evening. There were some live links in my presentation that I'm going to revert just to some traditional handouts. got my bag. >> We will start. I think first and foremost, what we're most proud of as a Johnson Williams under current projection is that we will not be an offtrack school, that we will be an on-track school this year. And um while I may be the person at the helm, I have to attribute everything that we're doing to our students and our teachers. Uh we have seen
032a mark marked increase in our student engagement uh their ownership and learning as well as the time and commitment which our teachers are putting into the work. Uh you know we have adopted the uh comprehensive instructional program. Our teachers started to work in this not only about this time last year when we were first steaming a school that was off track when we when we uh developed our comprehensive school improvement program uh but they really engaged with it and most of our staff average between 20 to 40 hours of planning over the summer. We entered this school year with a comprehensive quarter plan and semester plan in the areas at which we are assessed and that would be all grades reading, all grades math and science 8. However, to note that the science So is
033a comprehensive so that involves all three years. So students are tested at the end of their eighth grade year on all the science they are taught in grade six, grade seven, grade eight. Uh just our numbers that is our current projection there in terms of how we are anticipated to rank. Uh I will supplant that with a small caveat that when uh you saw Miss Tinsman and Mr. talking about their student subgroups, students with disabilities, the economically disadvantaged and our English language learners that if by chance one of our subgroups falls in the bottom 5% of the states, they do deduct us one level and our accountability. So, we may be on track with regards to the basic math. That caveat of one of our groups falling in the bottom 5% still yet to be
034seen as we're all waiting on the state to finalize their data. Um, I'm going to break a little bit from the slideshow because what you have in your hands is a is a summary of the next six to date slides. But in review, as you can see, and to orient the audience with regards to the presentation, you'll see the pass rates and for 24 and 2024 and 2025. I think most importantly is where we finished up this past school year uh with our spring testing in 2025 and the differences that we made. The reds are decreases in our student performance, but the greens are adequate improvements in our student performance. Our main area that we are targeting this year is sixth grade and both reading and math. Uh we are finding that transition from elementary
035school to middle school is tough on our sixth graders. They go from one to two teachers a day to seven teachers a day. Uh changing periods every 50 minutes. the rigor is increased and as well as uh the manner which we are implementing our instructional strategies and expecting more out of kids. Um and you'll see the improvements as they are sort of parallel throughout the three grades as we get into the data. Um on your handouts you have three things. The first is the overview comparing 2024 to 2025. And as you will see in the far four right columns our pass rates, our pass percentile rank, our has advanced rates in the advanced percentile rank. Um when you start to see gains of anywhere over 5% and we are upwards of 13% in four different
036areas, that is our improvement from the previous year with regards to the total students tested, the number of students who passed that test and the number of students who pass advance on that test. It is very pleasing to see the work for our teachers come to fruit. When you see it pass advance rate in the 80th percentile that means those those percentile rankings where you see PR on your seat that is our school Johnson lands being compared to the other other I believe it's 86 correct Dr. growing in the curriculum instru >> so comparing our school to the majority of districts in the state um we are better than 80% of the schools just one example grade seven reading we are passing at a pass rate of 76.69 69 out of 133 tests. That puts
037us in at roughly the 59th percentile, better than 59% of the other middle schools in the comprehensive instructional program. A pass advance rate of almost 13% and then a pass advance rate being better than 80% of the schools in the comprehensive instructional program. These are significant gains we feel uh much attributed to our work that we are doing on a daily basis. Going into your second handout, that is me giving you an over the past three years. So you can see our continued growth from 23 to 24 to 25. If you just look at basic pass rates in all of the testing areas from reading six, reading seven, reading eight, math 7, math, math six, math 7, math 8, algebra 1, science 8, and civics 8. We are continuing to have a good projection and
038moving in the right direction. Um, main thing I look for in terms of data is trajectory. And I think if you look at our trajectory from where we were in 2023, last year being a school off track and this year's being a school is projected to be on track. Um, it's nice to see our work coming to the last thing you have there and just sort of get down there some of the live links which I sort of modify with handouts. I think the last page speaks volumes with regards to one our buy into the comprehensive instructional program. All of our teachers and all the testing areas are operating off of a defined scope and sequence done through the work by the CIP over the summer as well. We are following up with an assessment
039um at the end of each quarter. We had benchmarks in reading six, reading seven, reading eight, math six, math seven, math eight, and algebra 1. at the end of our first quarter, which was approximately two weeks ago. The shading is a little bit off on here. Those are all green with the exception of the one red. You can see based on where we are this year, our pass rates are being projected in the upper in the mid 70%s with math 8 being an outlier at 78%. And you look at our advanced pass rates in terms of where we finish up in 2025. We're averaging in the upper 60s, as high as 85% for advanced pass rates. Um those can be projections and will be projections for higher students. We'll finish the year. We will continue
040to do our benchmarks for quarter one or pardon me, quarter two, quarter three with the kids finally testing in May. And we have to attribute most of this to our daily work. Um, one of our proudest things is our advisory program. All students have an advisory in the middle of the day. This is a 25 uh minute period is where they're doing their goal setting where they're doing their daily check-ins where they're able to check out of their classroom and get assistance from their from their core teachers in in English, history, science, or math. Uh, as well, we have also continued our implementation of our implementation of our evidence-based interventions. Last year being a school that was off track, uh we were overwatched by the state and the federal level, uh we locked into two
041evidence-based interventions, one in reading and one in math. The math is a questioning technique that teachers are using on a daily basis to u work with students and their ability to problem solve. And the English evidence based intervention begins with a vocabulary focus, then branches out to students being able to write a gist statement. And the easiest way to remember that is you ask somebody what's the gist of that you're going to give them a summary of what you have just sort of observed or read about. So um working on the summarizing ability which inherently goes back to the students ability to comprehend the text and summarize that into a manner and puts it into their own words. We did branch off a bit and I think the EVI that is most effective as you
042will see in our reading scores uh in our first quarter benchmark and as well as we finished up the last year the vocabulary focus is carried out across all disciplines. It isn't being implemented in English, science, history and math. Uh we feel our students knowledge of world word and world knowledge is important. If they can tackle unknown words in English, they can do so in science and math and history as well. We also have a consistent walkthrough schedule. We aligned with district admin and we have many of our district leadership in the building. Every other week uh we have a rotation between myself and Mrs. Rivera as well as a district admin and every other week we are observing two departments and a walkthrough and our teachers getting feedback on our instructional practice specifically with
043regards to evidence-based intervention and its implementation. The big thing is the mindset across Johnson women Williams has changed from being a school um focused on social aspects of life to one that is focused on learning and what we have in place this year we aligned with TAC and that is the training and technical assistance center out of George Mason which is directly funded by by VDOE we have three wonderful reps who have been working with us since uh late April early May we have a year-long professional development that our math that all of our math teachers and all of our special ed teachers are engaged in. It is a coaching and mentoring model where we're delivering professional development on explicit instruction as well as total participation techniques. The total participation techniques are a lot of
044what Mr. Merrick spoke about. We're trying to get every student to speak each day to verbalize their learning and articulate what it is that they don't know. Uh that continues throughout the school year. Right now, our teachers are uh booking with our TTAC representatives for their mentoring and feedback model. they came in and did a coaching observation. Um, and everything's sort of coming together here in the as we get into the third quarter and that continues through the end of the year. That is a year-long professional development. Um, let's see. The continuation of EBIs, I believe I touched a little bit on that already and gave you a nice little on that. The CIP is in full implementation. That'll be benchmarks for all core subjects for all three quarters. Um, and that allows us to
045have our data points as you see on your last hand out there and how our kids are doing and a good projection in terms of what we need to remediate, what they did not get and what is solid with for them walking into the test in May. Uh, as well we have a targeted student approach. All of our departments meet every other week uh with school admin where we go over our targeted students list. These are our a focused approach on our subgroups, the students with disabilities, the economic disadvantage, and the EL students. And we are monitoring on them on a bi-weekly basis in terms of how they're doing. Um, and this is the first year. Right now, we are in the finalizing phases of uh the reading plans. All students have been assessed. All
046reading plans are drafted. Parent meetings are ongoing with the intervention and accommodations that'll be in place uh by the beginning of um roughly by the time we return from winter break. >> Any questions? >> Thank you. >> Well, before you leave, I just have to say you said, you know, you give all the credit to your teachers and the kids. Give some credit to yourself, too. Don't be so >> I think that it's a it's a nice little combo. I have to attribute a lot of this to Mrs. Rivera. Mrs. Rivera is far better at data than I am. I do have a nice pillar that I can lean on. Uh her organization, uh her work with teachers, the follow with students, her engagement and uh communication with families. Uh it it goes back to,
047you know, the proverbial it takes a village. It's not to work, it's to work of all. Also takes a good leader and a good culture. Well, >> we're working in unison. Good. Thank you. Good evening. So, the high school accountability is a little different than elementary and middle school. So, we're going to go through some of the aspects of what makes that up. In the high school, the the weight of the framework is mastery, which uh consists of the SOS in reading, mathematics, and science. Uh the readiness uh consists of chronic absenteeism, the graduation rate along with a 3E readiness framework, and then the cohort for the federal graduation indicator. And we'll break that down as we go through. These are the results from Clark County High School in the 23 24 year um level
048one through all English was a level two. We'll go through and talk about some of those uh subgroups that consist of and the improvement where we saw that from last year. This year the high school is also participating in the CIP. It's being implemented K through 12. Math was in the first quarter of administration. second quarter which will be our midterm will be um science and um social studies and then English will test actually after the writing so this is the data from 2425 um when you look at the pass rates we did very well very strong writing science uh reading math and history um we also included the percentile ranking the other principles have talked about that that's how we compare with others within in the um state. We also have advanced pass rates.
049Um the yellow means we're right there with everyone. Green means we're up very above average. Um when you look at science, we actually had school districts that reached out to us to ask what was going on. Um the advanced pass rate very high for the reading and the writing. Math is a little bit lower. History, we'll go on to the next one. We'll explain a little bit of that. um math. Our strongest students in algebra one are at the middle school. So when we test our freshmen, even though they're passing, they might not be having that high advanced pass rate, but right back up there with geometry at 85 and algebra 2 at 90%. All students have to take an so even if they've gained um and passed math within the middle school, uh they're
050required to take that when they get to the high school. our reading. Uh our special ed students saw a significant increase. Um we're proud of the RTI, which is the response to intervention classes that we have at the high school in English 9 and 10. Um we also have fundamentals of reading, which are for tier three special ed students. We have three of those classes that really hone in on very specific skills for individualized students. Our continued focus, we expanded RTI uh to English 11 this year, which is the so year. We continued the explicit instruction with an RTI 9 and 10. Those are smaller classes. They're very methodical. Um explicit instruction vocabulary and then the emphasis on student expectations. If you show up every day, if you do what your teachers ask, they're going
051to get you where you need to be um to be successful at the end of the year. These are our breakdowns of our student subcategory when we talked about our special education uh students. Yes, when we look at the pass rate, it is lower than the benchmark for the state. But when we look at the percentile rankings in comparison to the other counties um that are in the consortium, we've scored very high in that regards. uh the same with socioeconomic and then our EEL and we'll talk a little bit more about those subcategories within our next slides. Math was the strongest core subject for all uh then the pass rate and the percentile rate. Uh writing the weakest a lot of this has to do with uh the multiplechoice portion. there is reading um that's
052involved in that and it can be cumbersome especially for our students that struggle um with reading and writing. special ed students, as we said, did um comparatively well along with our economically disadvantaged um in math and reading. And this year, we hired a full-time ELEL instructor to assist with our growing population and language acquisition for our students um who've just arrived to us. So, we talked about the readiness categories. We talk about the different aspects. So enrollment and this where it gets quite cumbersome when we talk about this. We're assigned different points. Um for students who earn an associates degree which means the first two years of college we receive 1.25 points for that student. Other students we can receive one point and three credit bearing college ready courses. That could be AP, IB, dual
053enrolled. um they would have to have an average of a B within that dual enrollment or earning an early college scholar certificate. Um this year we have 20 seniors who are participating in that and 35 juniors. So we anticipate those numbers continuing to grow and then as you see you can gain 75 uh for one to two and then 0.5 if a student takes one of those classes. These are the credits that our students received last year in IV, AAP and dual enrolled. So there are 560 students who participated across the board. That means that student might we might have one student who took four IB classes. We have 156 for AP credit. We only have three AP classes. So that's smaller. And then our dual enrollment is um sometimes combined with IB and AP
054or it can be a standalone class as well. So an example would be IB English 12 which is dual enrolled or we might have forensic science which is just a dual enroll credit. It's not associated with IB or AP. So, our new credit offerings that we were able to do this year, introduction to forensic science, we have 40 plus students, extremely popular class, and our medical terminology, which uh complements our health occupations. While we've had this class in the past, our instructor was eligible for dual enrollment. So, our students can receive dual enrollment um in those classes as well. employment. Um, these are our CTE completers and it goes through again the 1.25, the one point, the 0.7 and the 0.5. This has to do with our high demand credentials. So, we're taking classes, but
055the students are also being assessed in a high demand um, industry credential um, which has proven to be quite complicated. Um but we're working through what the state has recognized as those specific offerings. Enlistment. Um this is where we give the ASVAB. Those are the scores that students would have to receive in order to earn 1.75 points or 0.5 points. Last year we actually tested both our junior and senior classes because our senior class was our cohort. Um you can see the breakdown there. Moving forward, we will only test the junior class and then any seniors that might transfer in um will be eligible to take that as well too. It is not a mandatory although it is strongly encouraged. The ASVAP um while sometimes it's considered a military assessment, it is a plethora of
056information for students in their careers and their aptitude. Um, so we strongly encourage everyone to take that information. We're actually scheduled to administer that in February of this year. Graduation rate. Um, this is under the federal graduation indicator. And then I'm going to go ahead and skip down to the next slide because this really talks about our outcomes. 75% of our graduates are in an advanced studies diploma compared to 51 in the state. Um, this also helps in the accountability aspect for the high school level. 65% of our graduates go on to enroll into two or four-year post-secary institutions after graduation. That could be traditional college, trade school, um, and then our graduation rate consistently remains high at 99%. Also included in the accountability has our work-based learning. We have registered apprenticeships, internships, clinical experiences,
057and school-based enterprise um entrepreneurships. So, we do a lot within that. Um we have about 20 students who that who are in internships. We have co-ops. Our community partners, we keep uh continuing to expand. We have two students at Oddley. Uh Nissan Automotive. We have one young man who's doing the mechanical, but they've also expanded that to include an internship for next year for sales reps and for their their marketing um positions. Some of these are from previous years. Clark County Historical Association, NLS Farmer Market, Bville Physical Therapy. Um we also have students, we have four students that are co-ops through Winchester Medical. Um and then we have about 20 students who are in our class for for workrelated purposes. Any questions? I I wanted to ask about history because I think you said that
058um and so our history score like they were really high right for um is it world history one? No, we have we is that so geography. So when students come in as freshman they have the option of taking world geography or honors world history too. >> Okay. Okay. So, honors world history too is going to be very high >> because that's an honors level course. >> You know, we look at that cohort of young individuals. Um, and they probably really focused a lot on the algebra one. Um, so we continue to look at other aspects of gaining that geography. >> Gotcha. Okay. Because there's been such a I see what you mean. There is such a focus on making sure that they're finding success with algebra one. Well, that and as I said, you know,
059when you take that freshman cohort group, many of them are taking the world history >> and then the academic students might be taking geography. >> Okay. >> Thank you. >> And uh Mr. Hoverbert, before we move on beyond this, um just a few quick summary pieces. the and I'll speak later to the accountability framework score which um was supposed to be released you know few months back and we're still waiting on that piece and we still have to go in and add those categories up daily because it's not published yet but I do think it's important for you all to know where we're at today and I do agree with the data pieces but it's not formally um released yet but right now Clark County High School as of today was at a 102 and
060700s is where they were at. So 10 102.07 that would be in the distinguished category. Johnson Williams was an at an 83.07 which would be on track. Boyce Elementary was at an 87 and 7900s which would be on track and Kulie was at 84.58 which would be on track. Anything 90 or above is distinguished and anything between 80 and 89.9 repeating would be an ontrack school. So that's the brand pieces there. I did want to share that though because that is not um formally released yet. The reason being as complicated as the accountability framework is and I do think we have to share this after the data presentations because it comes with a caveat which is if a school is federally identified their destination category is reduced by at least one level. You know the
061levels are distinguished on track off track and in need of intensive support and remediation. So if a school is distinguished and they're federally identified, their number stays the same, but their released formally is on track. And the way that works is it's a very complex formula. And I could share that, but we won't go into that exactly. But basically, if for any subgroup that has 15 or more kids, if you're in the bottom 5% of pass rates and accountability scores for title one schools in the state of Virginia, then you're reduced one level. If in all areas, science, math, and reading, you're also in the bottom 5%. And that's really making that as simplistic as it can be because it's a very complex process. It makes our accountability framework look pretty simplistic, which is also
062pretty complex. But you all do need to realize that we look really good. Right now, we have three on track schools and one distinguished, which is something to be incredibly proud of is far above most districts. But do realize that if any of our subgroups fall in that bottom 5% then we will be reduced one category level when it is formally uh released. But we also need to be really impressed with where we are in our academic rankings. For the 2324 school year we were 57th out of 131 in the state which was improvement over the previous year. But for 2425, what we ended last year, we were the 43rd district in the state in terms of academic achievement. So we were 43rd of 131. So we actually made um 14 slots gain last year,
063which I think is phenomenal. Really proud of that. Now, of course, there's a lot of work to be done because I don't want to be happy to one, two, or three, or even at one, but um it's still something to be proud of the progress we've made thus far. But I do want you all to understand we're still waiting from the state and the numbers will remain the same, but the category title is subject to it will stay the same unless we're in the bottom 5% for subgroups. Any questions? Thank you all. Um, moving on to the finance committee report. So, Mr. Nucci will provide a report from the finance committee committee meeting held on November 17th. >> Last last Wednesday. >> That's all right. Last Wednesday. >> Uh, good afternoon everyone. we can go
064ahead and I can give you the finance committee update that happened on November 12th. So, we can start with attachment two, which will be the uh summary of changes to the revenue budget. So, for this uh sheet, uh we've been over it before, but basically how it goes is we tell you what the revised budget amount was to begin the fiscal year. This is the amount that we thought we were going to receive in revenue in the beginning of the fiscal year, which is 29.8 million. Then we go through and we talk about the changes to local funding, the changes to state funding, the changes to federal funding. Then we tell you where we expect to be at the end of the fiscal year, our fiscal year estimated revenue. So for local funding, we left
065this blank for now just because this is usually where we add dual enrollment or tuition for private services. And right now we're only five months into the fiscal year. So we're relatively new. So we haven't finalized those amounts just yet. So we left that blank for now, but we'll update that in the preceding months. Um the big thing we want to talk about today and is the state funding. So right now we're projecting about $230,000 less in state funding than where we thought we'd be at the beginning of the fiscal year. And pretty much all that's due to a change in funding headcount or our ADM. So our ADM is our average daily membership. And the higher your ADM, the more funding you receive from the state. So if you have an ADM of 15,000,
066you're going to receive more funding from the state than if you had an ADM of 2,000. And basically there's two uh indicators that we use. One's Welding Cooper from UVA and one's from the state VDOE. And they give us an estimate of what our uh ADM would be for fiscal year 26. So they came back and gave us an ADM of 1910 and 1930. We estimated our ADM for the fiscal year 26 budget at 1850. So as much as 80 below. And our ADM is coming in at about 1825. So less than what we budgeted it for even at a conservative budget. So, um, when we have a less amount than what we estimated for, that's going to be less funding, which is why we have the $230,000 less. Last week, um, I attended a
067Vaspo conference, which is the Virginia Association of School Business Officials. And this was a big topic, maybe even the main topic that a lot of the counties talked about throughout the state. And the reason why this number is so hard to estimate is because there's no one-sizefits-all approach. For example, if you're at Madison County, Virginia, if you want to estimate your ADM for the next year, you're probably just going to and you your county only has 12,000 residents, you're probably just going to do a rollover method. So your ninth grade becomes your 10th grade amount, 10th becomes 11th, 11th becomes 12th, and 12th goes on, and then you estimate what your prek or kindergarten amount would be. But if you're like Arlington County, Virginia, you're probably going to have to do like a way deeper
068dive. You're going to have to do like an economic analysis. You're going to have to look at housing trends. you're going to have to look at new developments in your county and how many people in those new developments are going to your public school system. So, you know, if you're from the state and you're giving out an ADM number, there's no way to kind of have a one-sizefits-all approach. It's pretty much um everyone's different and they don't have really the people to be at every single county and have a pulse on kind of what's going on at everything on every single county. So, the best thing we can do here and the rule of thumb is just to have a conservative estimate, which is what we did. it came in lower, but that's something that
069we'll monitor um for the next year. But that's the big contributor of why our uh state revenue is less than what we projected. Nothing for the state. Uh no changes there yet. So in total, our estimated revenue is going to be about $200,000 less at 29.6 million as opposed to at the top uh 29.8. Any questions on that? That's kind of the the main point here. Other than that, we can just go ahead and get into the details of the four funds. So, the first thing we can talk about is on the bottom of page 10, which is the school operating fund. So, in revenue, we received 6 just the bottom of page 10.