001to the republic for it stands nation under God indivisible with liberty and justice for all. >> All right, I would consider any changes or additions to the agenda. Hearing none, we're going to move on to um the most important aspect of today, principal appreciation. It's so nice to see you all here today. Thank you so much, Jay. >> Yes. Well, I'm going to start with a poem and uh then we'll move on to uh some certificates and uh and something more. >> All right. Good evening, principles. Guess what we say? You make our schools pop every single day. You cheer. You guide. You help kids grow. You're the butter that makes our popcorn glow. When things get tricky, you never stop. You handle it all with a pop pop. You sprinkle kindness, joy, and care
002and spread good vibes everywhere. So, here's a thank you big and loud from all of us. We're all so proud for every day that you lead our crew. We're popping with appreciation for you. So >> um this is very very small token but um I hope that you hear I hope you already know how much I appreciate each of you. I hope that comes through loud and clear but I feel like we got to amplify it tonight because this is all part of a principal appreciation month. They they you you do so much good work that we actually um had to give you a month. So, >> but hopefully um um every single day you know how much you're appreciated. Um um you you you all work really really hard and really long hours and
003um that cannot be under overstated. you are always where you're supposed to be and um there's been a lot in the last few years that you've gone through with COVID and just all the challenges that go with public education in you know in these days in this la in these last few years and so I just really really do appreciate the the great work that you do and with that why don't we have you come up one by one and actually Allison why don't you come up first So, uh, there's a certificate of appreciation. Um, Allison decides that, uh, a 1.0 is not enough. So, she's a principal at least 1.0. And then she's also our PIO, another 1.0. So, we we get double we get double double appreciation for you for for what you
004do and and uh the way that you promote our our district and and and each of our students. Really appreciate it. Also, >> from you. Thank you. >> Awesome. Got it. >> Well, um Amy, I I think you know again of the appreciation that that I have for you and that our board has for you. Um you're kind of our last you're our last stand before [Laughter] Yeah, you're not over. But um you're probably the last before we send people off into the world. And so all the hard work that is done up till now um would be for not if we didn't continue those last right till the last day of school and beyond to try to achieve our our you know vision and uh which is we want preparation for life. We want
005our kids to go off and do really great things and they do and um also they all graduate and um and and they're very ready for service to the world as well as success in their careers and so uh just really appreciate um everything that you do. Uh popping with appreciation for sure. >> Perfect. Well, and Sheila's not here and so I have something. Yeah. >> And so depending on when we get done then we'll I'll pop over there. >> Come on up. I just happened to be over at Lynn's uh school today earlier, you know, walking through and I I was just so impressed with the way that all the all the teachers were very engaging in how they were delivering instruction, but also they were bonding with the students and I was impressed
006with the way that the students likewise were very engaged and very they were really striving for to do the very best they can and I and I think that you've done a great creating an atmosphere there, an environment that's that's very inviting, but also uh with high standards and and so um I'm just really proud of what you've done and continue to do there. And so with that butter on it, >> right, Andy, I see you next. >> Not bad for eight days. >> Yeah, by the end of the year. Yeah. Well, Andy, we um we do appreciate the fact that you're willing to uh join us, especially this time of year. And and uh you're already off to a really hard start. You also working very very hard to to uh make sure that
007our students are all taken care of. You know, things about safety, discipline, and and academic rigor and and um a lot of just kind of bonding. Just kind of making sure that kids know that they belong, that they really do they that's best place to be. I I've always said, you know, best place that you want your kids to be in the middle school is right here. This is where you want them to be. You want to be middle school. And now it's just going to get better and better as time goes on. And so really look forward to the leadership. I know you have a an evening plan, kind of get to know the principal and the state of the nation to Eatenville Middle School on the 14th. And so we'll be there to
008support you and and uh we're here to support you all the way as you continue to uh work really hard to to make our kids the most successful they possibly can be. So you're kind of a curl >> already. Alison, please come on up. Um, I don't know how I can say this loud enough for you. Um, you right from the beginning have just stepped in in any role that you can. Doesn't matter if it's as a as an elite, as a teacher, as in any way you can. Last last at the end of last year, I tried to find Allison like several times. I just kept going over there trying to find her and they said, "Oh, she's out with the kids on the on the recess. Oh, she's in the class, you know,
009with with math instruction. Oh, she's helping over here, you know, you know, the with with this recognition and things like that. And so, you've you just worked so hard and I know your heart was with uh eating middle school kids. And I know that's one of the first conversations we had. You said, "I love middle school. This is where I want to spend my time. This is what I want to do. and to be a leader to try to reach as broad as I can, you know, to to make the biggest difference I possibly can. That really shows, you know, I know you're sleeping a lot and I'm sorry >> more now. Thank you. >> And uh and you you know, you you uh really really worked hard and stepped up and and we'll always
010be, you know, very grateful for you and and you and you're going to be just a real powerhouse together and we're just looking forward to all the great things that are coming. So >> with that, we appreciate um I'm running out of popcorn jokes, >> but we do appreciate the really do appreciate what you doing and just showing. >> Thank you very much. >> Okay, Nick, come on up, please. >> Yeah. Well, um Nick and I also talk quite a bit about a lot of different things and and um but mostly the the conversations just always lead to academic achievement. It seems like the systems and that you're trying to put in place and the way that you're you know building your your team because you know obviously we're all here for kids and to
011and those who support kids or stakeholders. But of course that starts with employees and you've worked very very hard um to make sure that your team is kind of all on on on the one page and really aligned and it's all directed to students because when when we're all directed towards students all our differences go along with the same reason and can't fail. Um, so, uh, and I know you drive quite a ways and you also are here real early and late at night and and, uh, that that does show. It really does. And it's fun to walk around with you on the recess or some places and have all the kids come up and they want your attention. They they they they care you and and they really care about them. That that really
012makes them always want to be wherever you are, they want to be. So, uh, that speaks volumes that you don't just want. You don't just talk, you walk the talk. And uh so I appreciate that and all that. Thank you very much. Appreciate the best is yet to come. >> Yeah. Well, I'll give Mr. Sheila. >> All right. Um, so yeah, so just in uh in closing, in summary, I just could not be more proud of the work that you're doing, the way that you're focusing on student achievement that we've taken our plan very very seriously and and you lead the way. You're giving amounts of time uh to the success of our students and uh as we said, the message is yet to come. Thank you. >> Thanks, Jay. And yeah, thank you to
013all. We It can't be understated how much we really appreciate the good work you say, your champions. All right, now on to reports and presentations, which is the other most exciting thing we get to hear from you today are the great plans you have for your school. So, we'll start with the high school and then move on down. You guys all have the agenda. So, go to high school, middle school, Eatenville, L, Warehouser, and then Columbia. I think we need >> Yeah. Well, I think I think you can move the camera to >> the chair next to Carrie. >> So, I um I think that you have the whole the whole high school school improvement plan in there, but um it's not my anyway. the one teacher kind of has the little summary. It's actually
014false advertising is front and back. So I guess that's really what we do. But just um looking at our goals like we continue to have our goals around we have the district goal around special education uh attendance and then looking at academic success. And so when you when we kind of look at big picture of where we're at, where we're starting this school year, um, our strengths just continue to be our graduation rate, which is great. I, if you look on the on the table, that bottom thing, uh, 2324, we had a 98.3% grad rate. That was we had one student that was a dropout. I mean, you guys get those if that information is choose, you know, the details on that. And then 2425, we had two. So, um, it's, uh, trying to keep
015those numbers as low as possible. I'm hoping for one year for zero, but it's, I mean, as you guys know, like we talked before, I mean, it's tough because once they start with us, if they if they end up not graduating at some point, then that's on us. Um, so, uh, but that that is a strength that we, uh, work really hard to kind of maintain. Uh, we're really happy to see that growth in the ninth grade on track data. kind of talked with you guys a little bit last year when I did the January when you guys were at the building for the in January. We've worked really really hard with our ninth graders kind of starting off and we're going to continue that work this year. We've used that foundation um tutoring money
016to really target 9th grade and um it's it's making a good impact. So we continue to have low discipline rates. Um we I mean when you look at what OSPI reports it's half a percent and I don't I don't know how they calculate that number of occurrences. I don't know how they calculated it out, but I mean I do we do know that we have a a low discipline rate and we're again that's one of those things that uh we protect and we work really really hard. Sheila and I we we talk a lot about um we're going to take on all the lowhanging fruit, the small problems because that just sets that culture that that we're here for business. >> Um one of the the things that's that's data that you're not going to
017see anywhere else in the school improvement plan. It's not something that we track, but you know, we've spent uh time and energy and money on those environmental sensors in our bathroom, the vape sensors. And uh we've really tracked that data for the last three years in terms of occurrences when those sensors are going off and who's who's in the bathroom, even if we don't necessarily like it might be a passing period, so there's multiple kids in there. And what we consistently see is um it's over 60% reduction in just occurrences from September to June every school year. Um it's frustrating because what we see that sometimes the same kids like they might be pretty well off of it by the end of the year then they go home in the summer and they're working or
018they're out with their friends. They don't have the same kind of accountability and then it kind of it picks back up this time of the year and then we can kind of get it down. But the good news is that you know we do a lot of I mean obviously the education piece but really it is more about the relational capital that we're able to um leverage and just really encourage kids to quit. I know we've talked about this before. We took kids to the state legislature last year to talk about that. Um, our kids that are that are really addicted, they're starting in like second to fifth grade. So, um, so that's a challenge for them. But anyway, it it it feels good that we are consistently seeing a reduction that those sensors are
019not just about getting kids in trouble, it's about getting kids off tobacco. So, um, so that's that's something that we're happy about. We continue to have challenges with um you know achievement gaps for students with disabilities. Um something that we're going to kind of work on for the rest of our days probably. But um and then attendance we uh we still we don't have OSPI has not updated the report card. I don't have that data for and I don't think any of us have that data for last school year yet. Um, but the previous years it's fewer than 70% of our students are attending over 90% of the days. And that's excused and unexcused absences. It's just a lot. And it's kind of a little bit of a culture that and I don't like I
020don't mean the high school. I mean like our community that and it's not even all bad things. They're taking off for vacation. They're taking off for hunting season. They're, you know, doing things living life. Um, but we really want to have them in school. Um so our goals I I kind of listed the 2526 target area on that table and then our progress uh in last school year because the goals haven't changed a lot we're still working towards the same things. So um special education achievement is really a little bit um interesting data. So we have four we had 14 students that tested last year. So this is a n of 14 and it's going to be different. It's very it's going to be very unstable data. Uh so our math increased 46% and ELA
021decrease 21%. So that again those 14 students it will could look very different next year. Um we did see with attendance uh we did see a slight increase from 22 I'm sorry. Yeah from 2223 to 22 24 it was 63% to 66%. We don't have the data yet for 2425, but based on the best guess we can make with the reports that Heather's able to run out of Skyward, it looks like we might be closer to 70% which I'll take it. I would be thrilled if we were able to make some progress, but we're still shooting for that 80% and then, you know, once we hit that, then we can continue to push on from there. >> I'm sorry. Do you sort of excuse an sports included in that as well? >> No. Okay. >>
022No, school related is >> it is not counted even though that's a excuse. Okay. Yeah, thank you. >> Uh academic success, kind of looking at that, continuing that, uh we keep shooting for the increase in students meeting state standard. Um the state kind of has shifted how they are reporting scores now. So they're they're including uh the level two scores as part of that foundational knowledge. Um so when I'm talking about our 2425 progress, I'm taking that into consideration. So really math had an increase of about 1% ELA decreased 6% but it's still um around 80% with ELA. Um and then our science had a significant increase of about 8%. So our nth grade on track went from 79% to 85%. And I talked about grad rate already. Um, so I just wanted to kind
023of look at the the two board goal or the strategic plan goals, academic success and then the preparation for life. And we talked we talked a lot about academic success last year. So I mean I have a lot of those strategies um they are going to continue the targeted interventions differentiated instruction using the early warning system and panorama. It's we don't we don't have the I Ready data that some of the other schools. We really look at uh ADC attendance behavior and course grades to help us track those students that are at risk and and then looking through our MTSS um kind of continuum I guess in terms of what kind of interventions those students need whether it's an academic intervention a behavioral um or some type of attendance intervention. attendance is a tough one
024because the kids that it's it's a tough one but we work at it. So, um so we're continuing that. We we're going to continue our um lunchtime tutoring and our credit recovery options for students. That that is something that's very uh prescribed there. It's not really that optional. We have control during the school day to some extent. Um and then the afterchool options are are continuing with uh you know like our math teachers are there every day of the week and it's it's really most mostly math and science where we have kids that are after school getting um help on different things but it can be other areas too. So um the social emotional learning we still have our counselors going in and doing lessons with our nth grade health classes and then doing kind
025of small groups. do some of our partnership with Conjo with the substance use group and then they also do some other groups and individual counseling for students. Uh we the mental health through fitness program is something that Tony Reed our um security person had he started that last year and we're expanding that this year. We did actually request some additional funding from the foundation. So, we're really excited about that to get that expanded. And Tony has connected with actually Ryan Antinson, um, you know, Allison's Ryan, but we claim as are Ryan, uh, to help him and Ryan's like such a great because he's young and he's very engaging. So, and trying to really target students for that that are not they're obviously they're not involved in athletics already. Sometimes that leads to them being involved
026in athletics because they are they realize, "Oh, maybe I can't do this, but we're just trying to get them from not just roaming the streets of Eatonville or hanging out at the skate park, trying to get them connected to other students, getting connected to school in a positive way. Um, we continue to to work with our instructional framework and trying to just ensure excellent instruction is happening in every classroom, every period. Um, and then one of the things too that I'm going to talk about in the preparation for life is that uh we have we as we've expanded college and the high school, we actually had a big uh leap this year and we're going to continue to expand it next year. Uh it turned out that uh almost 40% of our teachers have now
027participated in um training through the universities at Eastern and Central and there so in addition to all the work that we're doing here they're getting training from the universities as part of that and also being observed by university staff. So kind of nice to get feedback from that uh from the universities in terms of what they see in the instruction that's happening in the classrooms and things like that. So um so preparation for life uh one of the things that we're starting this year is we're talking so I know that the preparation for life on the strategic plan really does talk about like that high school beyond type thing but we're also looking at that more uh in the soft skills those employability skills um that we were recognizing good attendance today and the quote
028of the day was the best ability is reliability. So, but these are the things that, you know, we recognize that they're leaving us and they're going to either higher education or they're going to the workforce and they need to be good employees. We want them to come out and be responsible adults. So, we are implementing a self assessment and some goal setting in advisory related to employability skills. And so, really looking at asking them to look at your grades, what does that tell you about the kind of employee you might be? Let's look at your behavior, attendance, things like that. and just kind of pushing on them to kind of be thinking beyond just uh that the decisions that they're making are not just about what's happening at school that it really is that preparation
029for life. We really want them to be mindful about what their future might look like. So >> even your cell phone policy as an employer um yeah the fact that kids are being taught to put their phone away for a moment I don't know how many kids come and work for us one time >> and I see that cell phone and they never come back. Okay, we're dress code is another one. Yes. >> Yeah. Yes. That's that's a challenge that will have to be an employer conversation. So, don't believe us. >> Yeah. >> Um, so college and the high school. So, I put um the there's a there's a big chart on the back which I kind of want to talk through, but >> we have expanded that. So, the state of Washington a few
030years ago they so they used to charge we used have to kids used to have to pay for college and high school and then the state was like, well, we're paying for running start. This doesn't seem fair. And so now there's no cost to students. There's no cost to the district. It's just a thing. Um, and so we have uh we partnered with Central a couple years ago and this is primarily for math and science courses. Uh, and then in talking with the SPSL principles last year that I meet with them once a month just they were like, "No, no, Eastern. Eastern's got like really great options." and so connected with them and so we've expanded to um our English classes and uh social studies classes Spanish um through Eastern. So um and then we
031met with the the staff at Clover Park uh a couple week couple Wednesday actually last Wednesday oh maybe two weeks ago doesn't matter. Uh, so they so we already have dual credit options for our students through Clover Park with the technical CTE classes, but they're also offering college in the high school. And the the real difference between dual credit and college in the high school um is just really um kind of that the backend pieces. So for college and the high school, the kid and this is true for Easter, Central, Clover Park, whatever, they have to actually register for the college. They apply to the college. They, you know, they they go through that process. They get a student ID number. they register for the classes. Um, it's just more front-loaded with dual credit. It's
032kind of happening and the kids aren't necessarily aware of it and it's the steps that you have to go through. I mean, we have a whole page for here's how to claim your dual credit. It is a hassle. It just is a hassle because some of it's at Pierce and some of it's at Bates and some of it's at Clover Park and each one of those schools have their own kind of way of getting it and you have to pay and anyway you have to pay pay for the transcript but um so we're we're going to pilot the college and the high school with Clover Park and just kind of see how that goes and that would be actually in addition to the dual credit so it wouldn't be like kids would like if we
033go college and the high school they don't lose the dual credit opportunity every kid will kind of have the option they either sign up for the college in the high school and if they don't, they're still getting digital credit. So, there's no there's no negative to it. Um, >> will that be part of your parent presentation? So, parents can kind of >> Oh, yes. Yes, it does. >> Yep. Um, so we have uh 75% of our students are enrolled in a dual credit CTE class pretty much every year. It, you know, it fluctuates, but it's about three4s of our students. We still have our partnership with the Pierce County Skill Center. We have 41 students uh enrolled at Pierce County Skill Center this year, which is almost double what we had last year. We have
034about 24. I think we were just under that 25, which was the number we kind of wanted to shoot for. >> Um and this year we have the highest number of running start because we've had a long time. We have 69 students that well prepared for and are now enrolled in running start. So um we in looking at this the back uh side of your document there this is the this is the college and the high school and dual credit options for students that are available at the high school and this is something so again this is like college and the high school is uh largely expanded this year and then we're going to continue next year we're going to add on our 11th grade history the US history will also be um a college
035in the high school class. So I think the goal is to hit that 90 credit mark because that really is when we can talk with students because what what happens with our running start kids. They want they want the two years which is about it's 90 credits they want the associates degree but what they don't like and what we what we deal with a lot is uh frustration from parents. So you're sending your 16-year-old off I mean I don't know if you experienced this sending your 16-year-old off to college and the college will not talk to the parents. So we have a lot of parents really frustrated like their kids not doing great. They're like, "We didn't even know. They didn't tell us." Like, that's how it works in college. Uh, very many of our
036families are uncomfortable with their students driving all the way. I mean, it's a long drive, especially like you get from Ashford, it's a long drive to Pierce College. It's a long drive to any of the community colleges. So, just trying to make sure that there's good options for kids. Um, we've kind of shifted away from advanced placement classes and more towards the college and the high school because here's what here's what has happened with advanced placement. So, let's take English as an example. You can take the AP English exam and get a five on it and then the university will take that and they decide what kind of credit they're going to give you. And very often they're giving you elective credit. You're not getting you're still going in and taking English 101 and all
037this stuff. So, it's it's not as beneficial to our students as we'd like it to be. College and the high school, if they've got English 101, they've got English 101. They got English. They've got those things kind of going in. And so, um, so we've got psychology, uh, our civics, civics and CWP. So, those two courses, every every single kid that's in those classes, that's all of our seniors that are in the civic CWP and then the psychology. They have the option for college and the high school. They're not st it's not like we have regular civic CWP and then we have a separate college one. It's all of them for those. Um with English they wanted to just kind of have separate kind of like what we what we've done with the AP at
038least for this year. We'll see how it goes. Um so this year our college English 12 is English 101. Uh in future years it's a different number that I can't remember because they they will they will have had English 101 as sophomores because our sophomore English is also English 101. And then English 11 is that English 170. Um, our Spanish one and two, those are both college and the high school classes. Got a math decision-making class, which is a well, it's a math 101, so it's a it's a class that kids can go out of geometry into or they can finish pre uh algebra 2 and then go into that class. So, it's a little bit more accessible to students. And then pre-calculus, um, both all of our weightlifting classes, Jeb Wilson teaches two conditioning
039classes, Gavin teaches two advanced conditioning classes. Both of those classes, our college and the high school, all four of them, but and then human body systems, that's our anatomy class that ti teaches is that biology class. So that's a total of 72 credits available for students. Um, and that's taking our classes here doing the same work. Every kid that's in those classes, whether they uh earn the college credit or not, they're doing the same work. That's the same level of work. They um have aligned the core syllabuses uh with the college with what they're doing at the high school here. Um, and every kid, whether or not they get the college credit, they get that designator on their transcript if they've taken a college in the high school class. So, it's really beneficial to every
040kid, even if they don't earn the college credit. And then I listed just because I don't think I've shown this to you guys in a long time, the dual credit down below um, for all the classes. And so, what you'll notice, like for example, like look at photo media kind of right in the middle of the list. It's a one-year class for us, but they're getting actually a different class each quarter um at the community college. And so that is a total then of 12 credits that they can earn over the course of the year from one high school class. So, but again, the dual credit is we're it's not as um easy to claim as we'd like it to be. So part of I guess one of the things I just what I wanted
041to share the rationale around college on the high school and part of why we have really started to uh push for this and kind of head down this path is that there's just a lot of research that shows that students are so much more likely to pursue education beyond high school when they already have had that experience. They're like I've already done some college classes. I can you know I they have that. And so we actually saw last year, so with our class of 2024, 74% of our graduates went on to community college, technical college, a four-year university, military, or an apprenticeship. But in 2025, 87% of our students did. >> So I love to see that when they're marking what they're doing. I liked that employment number going down, down, down because we know
042that if they can get some additional education that they're going to increase their income potential over the course of their life, which has huge huge implications for them. Um, so we're just I mean it's only been a couple years. It's a little too soon to identify a trend, but we're hoping we're hoping that it continues. So, and we actually saw a 4% jump in four-year college attendance in that those same years, too. So, >> anyway, wonderful. That's my big That's my big spiel. Um, what questions might you have? >> Are you finding that the if a student gets a dual credit like from Eastern or Central, or are you finding that the other state universities are accepting that credit? If they don't, that's >> I think one of the I think the legislation says that
043the state universities have to accept it. I'd be curious if out of state, but um it's probably just one more piece of paperwork that they need to do. And I think a lot of it is just getting parents >> on board to understand what they need to do for their kids. >> Yeah. And the other thing that we're that we started last year, this is we started at the end of the year before last. So this was our second full school year with uh participating as part of the Washington Guaranteed Admissions Program. So we submit like they they kind of evaluate our overall academic program and decide if we're worthy or not worthy. we are worthy. And so what that means is that I I uh we do kind of an opt out um thing,
044give parents the option to opt out because it is directory information that we're sharing. But um we send a list and they get a certain GPA points. They're guaranteed admission. Uh, Central, Eastern, Witworth, Evergreen, WSU has a separate one that we instal. >> Yeah, we're doing a digital transcript project. I'll hear you out. And then a program called Fios, which is follow your student, >> which is like 10 year data out. Okay. Bring it. >> Oh, that'd be great. >> Yeah. >> That's exclusive. >> That'd be great. >> Thank you. >> If you think of any questions afterwards or you see that anything, just I'm gonna bring Alison with me. >> Yes. >> So, I couldn't do this without her, so I gotta have her up here with me. um because she put together a
045lot of this data and stuff for me coming in as you know coming in and learning. So, I'll apologize right off the bat. Um, you know, I think some of them did a a one-pager and I put together a slideshow. Um, not knowing exactly what you guys wanted or how you guys wanted it, but >> and it may, you know, as I'm coming in, they maybe don't have all of the knowledge and things, you know, through the year of learning with the with the school and the group and uh so some of the data is there, some of it's not, but we're expanding on it. We're adding for our state of the school on the 14th. We've got discipline data added in so we can talk to families about discipline as well and then we'll
046go through a little bit of the things that we know we're working on and trying to um take on going forward as well. So uh we'll go through that and then we're ready. >> There was no particular format. So you're >> I got to do whatever they wanted. It's up to you. >> Don't don't tell me that. >> Um all right. So topics covered. We're just going to go through really quick. We've got uh last year's SBA data, um our I Ready data for last year, looking at this fall's I Ready data, kind of showing you guys the starting point so that we can track that throughout the year and when you guys come back in February, show you an update of where we're at and then be able to talk, you know, next year
047so we can see the progression as we go forward. Um and then strategies for improvement. So kind of the things and that'll be help tie all of this together. Um so this is SBA math last year for six, seven and eight altogether. And you know, I know OSPI has changed their um language a little bit with level two being foundational skills and um but you know, traditionally we've looked at threes and fours and what that looks like. And you know, at 27% across the board, obviously we want to be higher and those are things that we're going to look at and build some leadership team members that will come in and help give us some ideas and work together. I know um when I was meeting with Miss Keely the other day, she was talking
048about a possible adoption and curriculum and so those may be some things that you know we look at and we you know we'll have to pilot and progress going forward. I hope um so yeah and you know as far as the breakdowns um on the next slide. Oh this is the LA and then we >> oh this is math. Yeah. Sorry, I thought I had the little one pagers descriptions on there. Maybe they're next, but um we can go to the the math one as well. So, yeah, >> we lost together. >> No, but that's okay. I'm So, I mean, with the math, you know, it's at the 27% ELA, we were at 42%. >> Yeah, there we go. >> All right. So, this breaks it down at least a little bit by grade level.
049um you know given us where we're at right now currently uh compared to the state average um you know and we're not trying to be average. We're trying to be above average and you know that's our goal is to be better than what the state is and and so we will get there. It's just a matter of time and you know working together and and building those systems and things and working with our our leaders in those grade levels and those departments to get so we will get there. It's just it it might take us a little bit of time, but the goal is incremental progress over time. So, every year we just want to be better. We want to be building toward those goals of getting up to 60 70 80%, you know, um
050and that's ultimately where we will we will be in the in the end. It's matter of if it's five years, you know, seven years where we get there, but if we're building progress toward that, that's where we want to be. I appreciate you differentiating um the the change of the foundational skills two, threes, and fours because it it's misleading if we are comparing apples to apples. >> I it's it's funny because I always kind of say it's like they move the goalposts for us to make it look better. And I'm like, no, we need to we need to be honest about where we're at >> because it's really about helping kids. That's what we want to do. We don't need to make it easier for them. We need to help them succeed. And I I
051would love to take credit for differentiating that out for you, but Allison did that. >> Thank you, Alison. You're welcome. >> I just I want to acknowledge, you know, she did she put a lot of this together and really did a lot of work and I know she's done a lot of work coming in as well. So, um so continuing down, we get into the I Ready data for last year. And this is overall math. Um and it'll break down with 678, but if you look at the, you know, this is broken down into the five tier. So the green is obviously above, you know, that's the above all students above level. Uh if you look at diagnostic one, that's in the fall and then the other one in March. So giving you kind of
052a progression of where we're at at standard wise um going forward and then it's broken down for you down below. You know, sixth grade going from 24% in the fall to 37% at grade level. Seventh grade, you know, 17 to 27 and and so on. So we're seeing progress, right? And that's the goal is that incremental progress. However, you know, we want to see more progress and you know, and we're going to work to get there and and that's what I'm excited about is like I feel in my eight days being there and being in classrooms and working with staff, I know they're all committed. You know, I mean, they've jumped on with some things we'll talk about with the seventh period um and interventions and and some things like that. So, I I can
053tell everybody is like, "Yeah, we want this for our kids." And it's it's a pretty cool atmosphere to be in when everybody's feeling that and wanting, you know, wanting to grow for our kids. So, um, and then next is the LA. So, kind of same setup with that. Um, 44% overall that being non-grade level. You got your yellows that are, you know, they're approaching that grade level. And, you know, those are those tier two that kids that are in some of those interventions. And hopefully we'll be coming to some of our after school warrior time as we, you know, add that in as well for an additional intervention for those kids. So those are kids that are really getting targeted in some additional interventions and trying to move that needle forward as well. So, this
054is our fall data just kind of showing uh we kind of skipped ahead a little bit, I'm sorry, but showing where we're at after the fall ready assessment and just giving you a sense of, you know, that green and that red, you know, those are the those are the big ones to me. We always want to see that increase in the green when we come to spring or winter or spring and a huge decrease in the red. We're trying to decrease the number of kids that are two or more grade levels behind. um and moving that needle forward if we can move those kids to the yellow or the green and move those yellows up and you know so hopefully when we come back even in February you'll see a significant difference between February's or
055January's assessment and this one in the amount of green that you see of kids on or above level and the kids that are two or more grade levels below. So I just put that out there because I want to bring that back in in January and and show and look at the comparisons >> kind of highlights the summer learning loss that we hear about a lot. Um we could be looking at the scores from where we were. >> Yeah. And you know if they're being tested on grade level standard in the fall, you know, and it's the beginning of the year, there's no way what you know, we don't expect a lot of them to be at grade level, you know, at sixth grade level when the most they've really done is fifth grade. So,
056you know, and that's part of it, too, is they're they're tested on that six sixth grade level or seventh grade level, whatever grade they're in. >> And they might not be there yet, you know, and that's okay. they're not expected to be there in the fall. So, we will see a difference just with the kids growth by by >> and we are seeing um just to kind of give some props to elementary and the new curriculum that they were using especially with magnetic is that we were seeing some increases this year for those sixth graders coming in. So, um that bodess well um as we move forward. So, >> and then just seventh and eighth grade you again just showing you where we're at right now. um more so this is for February's presentation for
057your knowledge of February's presentation and coming back. But um and then if we go down, we're just gonna kind of skip to the last >> to the last. Um, so and I'm going to have Allison talk about a little bit of this, but you know, just coming in, um, you know, being eight days in, coming in a month into school for me, you know, there's a lot of listening and learning and, um, you know, figuring out what things are working well. And you know, I've spent last week I met with almost every staff member and just building relationships, getting to know them, uh, you know, and spending some of those that time asking, "Hey, what are we doing well? What are some things that you would like to see improve on?" And really, um, more
058focused on the positive because those are the things we want to build off of, right? And so taking that and you know staff was just really gracious with my time. You know a lot of my conversations went over the 15 minutes um that we scheduled out which was perfect you know because it was personal just getting to know you building that trust you know starting that piece of building the trust and the relationship so we can work together. Um so one of the strategies going forward though was a seventh period intervention and enrichment and I'll let Allison talk a little bit about that because this is one of her >> Yeah. Um I always I always said this was the hill I was going to die on. Um and part of it was is because
059um being a lab teacher for a couple years, we realized that we could only serve so many kiddos and we knew our numbers. We knew our data and the kiddos who got in there, yeah, you can move a couple out, but you were not even reaching the percentage of kiddos who were not at standard. And so we knew you can't keep doing the same thing over and over again and expect something different. um staff were a little leerary to start with seven period day. They were like, "No, we wanted seven periods so that we could, you know, just a little less." And it's like, well, so we just put the data in front of them and that was what did it. And so now we have passionate staff, very passionate staff is tell this morning
060about really wanting this this buyin for the seventh period day. And what it is is any student any student who is not at standard is intervention first period. Any student who is at standard is in project-based learning. And those students are getting highly I mean good high quality instruction during that intervention time. They're teachers are looking at I Ready data. They're looking at small groups. Um we are looking at standards mastery for specific skills and then those teachers are designing really high quality instruction around those specific skills. So my goal, my number and I know we've kind of said 10% when we're looking to increase. I want 70% of our kids at standard by the end of the year. I think it's I think it's a real number that we can meet with giving the
061kids the intervention tools that we are doing. And so they are in ELA and math. If they test out of say they're in ELA and they test out of it at semester when they do their diagnostic, if they need math, they will go right into math intervention after that. If they test out and they are at grade level in both, then they'll go into project-based learning. Our goal is hopefully we'll have fewer intervention teachers at semester than more that are swapping over to project-based learning. But we just realized that all of our kids are important. All of our kids deserve the right to have access to those intervention strategies and we weren't doing that and so this was what we all felt was an important part we had to add. >> So help me understand
062how this works in the morning. Every teacher then is teaching some sort of intervention. >> We have Yes. So what we have is we probably have about I'm thinking one, two, three, four. We probably have six teachers who are doing project- based learning. So these are the teachers who have all of our students who are at standard and we have some great projects going on. Uh the remainder of our teachers um are doing a form of intervention. So we have history teachers who are doing reading intervention. We have science teachers who are doing math intervention. Um we have one of our special ed teachers who is stepping outside and she has some regular gened teacher uh students with her and she's got a really low ones working. So, it is it meshes perfectly with the
063new MTSS standards because it gives us an opportunity to track exactly where students are, the work we're doing with them, and then we can slowly move them through that conduit of the intervention so that we're meeting that MTSS process. And so then they're moving and we've got resource teachers who then as we realize I've tried this, this, this, it's not working. We can slide them into a different intervention group. So then we can try someone who is maybe more skilled at the lower levels and say, okay, let's try this, this, and this. And then we're like, wow, okay, now we can really see where the gaps are. And so we're meeting the process. We're keeping the data. Um, and it'll be, I think, way more beneficial than it has ever been in the past. and
064you re-evaluate at semester. >> At semester, >> three questions and only big questions. Swear to God. One, did you which is this is awesome by the way. It's really really cool. Um very cool. Um I'm smiling. Um did you increase the number to the sixth periods then the numbers per class just got larger and there that which is fine. I ask you, you didn't have to cut like a whole sub like less PE or something along those lines yet? >> No. Um, we did lose some staff, but we were able to. So, little numbers, but the intervention groups, we've been able to luckily with the amount of teachers that we've used, everybody's doing one or the other that most of our intervention groups are between 13 and 17. >> So, which is we all know
065that that's high quality when you're going to do intervention. Second question, any concern about first period doing it because of attendance? >> Not yet. In fact, we have had I mean I'm curious to see our attendance numbers that I mean we were really surprised. I mean we had days where we only had like nine kids absent. So um we have some kids coming in late but because it's 40 minutes we can still get them in there and get some time. So it'll be interesting to look at the data as we to see. >> And I also like that it's first period just because kids are fresh, you know, they're not the end of the day they're not missing because of sports or they're just >> you know that after lunch kind of >> oh 100%
066I just 100% I just was like curious because like if I could also imagine if you're a really struggling student and you don't want to be a school although that gives you whole another level of data too it's like no and then last what are you using for interventions like what tools are you using >> so we are using I ready um part of the issue was is we all wanted to swim in the same pool so if our state recognized um >> piece that we're using for an assessment is the I Ready diagnostic then it made sense to utilize the small groups um the instruction. We are finding some hiccups um along the way and we're in the process of working with that. Um, but I guess the thing that made me most proud
067is that as I said, we have science teachers and history teachers and yes, they're frustrated with trying to figure out I ready, but they want to >> and so that makes me proud because they know the data. They know there are kids and I finally feel like for the first time everybody's invested in it. It's not just the eel and the math teachers. >> Welcome to add tech, too. I don't have to actually know that. Yes. >> Thank you. >> You don't want number four? >> I didn't. No, I'm good. I was okay. I just was I was super excited. So, I'm sorry. >> I thought you were going number for number four when you looked down at the paper. >> No, no, no, no, no. I don't have four. I can come up with
068a four. >> Um, and then we're getting ready to start our after school warrior time as well, which will be another form of intervention, but obviously there's where we're going to run into problems with kids going to sports and other things, too. So, not everybody will get that. Um, we're really getting we just got our second teacher, so we have both of our teachers and Allison and I have talked a lot about how do we make this meaningful for kids and purposeful um you know, so we're going to do a lot of work this year on on figuring out how we make this a purposeful intervention um you know to continue the work that we're doing and try to continue to make progress and and close that gap for our kids. So, it's not a
069we haven't gotten into, you know, defining what that looks like yet, but that is our goal is to make sure that it, you know, it's not just kids staying after and not necessarily having something to do, but like how can we be purposeful with it? And I think we have a couple of teachers that are very excited about, you know, staying after and working with our kids and taking part in that. So, I think, you know, they're on board as well. And again, it's just exciting. Everybody is on board. uh when I first started, you know, going to those meetings with my teachers and the staff and one of them came up, you know, like, hey, what's going well? Well, I'm really excited about the seventh period. And she at first I wasn't and you
070know, I was like, I don't want to teach this. You know, I'm this isn't my area of math, but um then she says, but I saw the data and I I was instantly I'm on board. That changed my whole perspective. Our kids need this. And so it's just that, you know, took that little bit of buy in and now is very passionate about um what they're doing. And and so it's really cool to see um when we talk about discipline and things that were changing. We got approached last week um from MASH, correct? I I don't know what it stands for yet. Uh but they do some work in our buildings with some of our high needs uh kids. And so they had offered Miss McCoy was um kind of the the bridge for us
071in introducing us to Jade. >> All right. Um and they had offered to help us implement some tier one uh PBIS throughout the building for free without a cost to the district. >> Awesome. >> Um and so they're putting together a survey. We talked about it with staff at our staff meeting today and they're putting together a survey. you know, we're not trying to overwhelm staff and teachers with new things. And that's really important to me is, you know, we're trying to do a a lot of things right now and we don't want to overwhelm everybody with a whole bunch of stuff. So really trying to keep it initially just focused on you what are one or two tier you know tier one strategies that we can bring out that Allison and I can help
072lead you know maybe not necessarily put it on teachers plate but how can we make things happening in the school better for all of our teachers and all of our kids. Um, so that survey, we saw the draft of it today that'll go out to staff and it's really it'll be 5 minutes or less for them to fill out which we had asked them to do just so we know people will fill it out. Uh, so I'm excited about that and seeing how we can, you know, asking for teachers like where do you feel is the best place for us to start. Um, so we'll get that feedback hopefully soon and get that process started as well. And then attendance focus. Uh we really want to work on attendance as well. We have our one
073of the things that we got scheduled is we got our first attendance meetings tomorrow morning. So building an attendance team, getting that process going. Um so that we can start talking about kids, talking about strategies to incentivize attendance. I'm not about driving bribing kids to be there. Um you know, if they're there, they're learning and that and that's the ultimate goal, right? So, uh, talk about strategies for how to increase attendance, but having that team that's going to meet every other week talking about kids, talking about attendance, um, setting goals and plans in place for that. So, and then really trying to empower our staff to I mean, we've got people that are passionate about our kids, that love being there, love our kids, love what they're doing. Um, and so empowering them to take
074on some of those leadership roles and and help us, you know, help guide our our work and what we do. So, And then last thing is and I'll see if you want to add anything but you know really celebrating successes. Um you know and one my old mentor when I was a teacher and he was a principal and one of my favorite people that I ever worked with or for um used to always say celebrate what you want to see more of. And so like kind of carrying that over into what we what we do and you know finding those maybe they're little successes for certain kids or certain you know our math scores go up or you know whatever and finding those and just continuing to build on those and finding ways to celebrate
075them in a meaningful way that you know shows that that's what we want to see more of. So anything to add? >> Nope. You did good. >> All right. And I was just say um as as we're listening to this and as you start to find those areas where there are needed support that we we we're pretty good at finding those supports. So if it's a summer slump going on then we we have resources for that. If it's that those transitions we talked about in cabinet the other day we'll we'll find resources uh to make sure we address those. So don't for all of us don't don't stop thinking about what is that what's the problem to solve right and then what resources need to need to be employed in order for that to solve.
076So um yeah so keep let's keep talking because we'll find what is needed. >> No I'm I'm really excited to be here. Everybody has been fantastic and I I do feel like staff is just they are ready to move forward. So it's pretty exciting timely. Very exciting. >> Thank you. Wait. >> Did everybody get one? >> There was a big in here also. >> Okay. >> Yes. >> All right. Um, I'm not going to go through the big SIP because all the information on the big SIP is on the one pager. Um, just the one thing to know about the the big SIP is sections four and five are not complete because those are ones we add to as we go through. >> So, can I just add that when you're in in our cabinet
077meeting, we we talked about like what should tonight look like and I was trying to communicate what people were was hoping for. The one thing we realized is that of course you're each assigned to a building and we want to make sure that um if if there questions you have when you feel free we'll make sure we um you know set up a meeting for you to to make sure like if you want to drill down and go through the OSSI the data and whatnot then we'll make sure that you get what you need as a as a board. But tonight we're going to stick to one page. >> Okay. >> Um before I even get into this uh kind of true to form for celebration. So I mean my school is on the school
078of improvement but based on our achievement data if it all ended today we would have worked oursel off of every improvement area other than special education. So >> kudos to uh to my staff for all their hard work and I know Jason and I have a plan for sped and we're we're we're getting there. So, we're gonna we're gonna get there hopefully by the end of the year and then be off of OSSI. That's the goal. So, um and so since we're not off, um my goals are really similar to last year and that's just 10% going up in ELA, 10% in math. Um and so relative to that data, um and relative to our I Ready data, Edenville Elementary had the highest growth in the district. Um, so I'm also proud about that as
079well. So when we look at ELA, um, I attribute a lot of that hard work, um, a to magnetic and everyone buying into magnetic. I think part of that was Sally running a really thoughtful process for adopting that curriculum and then at the beginning of the year training staff, training our classified staff that were running the interventions like phonics for reading going into that. Um, so everyone kind of had a common path. And so, um, as you see the increases on the left for, um, I Ready, those are just the differences from the fall to the spring. Obviously, since the fall is they they're tested on grade level standards and they don't know them. You're always going to see growth, but um, really happy with the percentages and the amount of growth. um the big
080kudos and and I agree um wholeheartedly relative to like um for me with the foundational skills, a a two is not good enough. Um and so threes and fours are how we're going to measure our success because if a student leaves a grade at a three, they are going to be more successful in the following grade when that content and curriculum is harder. um if they're at a two then it's going to be a struggle for them. So um we ended up at uh 53% when you look at the overall that's the threes and fours and so that relative to the state the state average was at 50.9%. So we're higher than the state with threes and fours in addition to the 78% which is including the twos. So either way you measure it, we're
081higher than the state average for ELA. So happy about that. Um and then relative to our scores from 23 24, we went up 12 points um in the threes and fours category and we went up 11 points if you add in the twos. So we we had a lot of great growth for us. Um the one grade level that we didn't quite get to the state average was third grade. Um and then uh but every other grade level we we went up significantly and we were above the state average. So I was super excited about that. Um relative to the previous year. So for 23 24 third grade we were at 45. So we just stayed static. Um fourth grade we were at 44.4. four. So we went up to 61 from 44.4. And then
082um this was the significant jump with our fifth grade teachers. We were at 35.2% meeting standard in 2324 and we went up to 57%. So uh some great u growth there. And so then I also attribute that to our focus when you go down to a stretch growth and typical growth for I Ready is our goal is stretch growth, stretch growth, stretch growth so that we're closing gaps. Um I'll talk about that a little bit more when I compare our fall data. Um and so with all of this great ELA stuff, now we get to math. Um so um our goal again is 10%. um we did not uh see the growth that we wanted relative to um both the state average and um I mean we met the state average for fifth grade. We
083were just 1% below in fourth grade and then we got some work to do in third grade. So um so that's our focus this year. Uh, one strategy that will be our primary focus is, uh, schoolwide we're going to work on math fluency and math facts. So, um, we, Sally and I have worked through, uh, with I Ready, uh, we're going to be, we got a free pilot of, um, it's called a fluency flight, which is for grades two through three, and it's a it's a math fluency program that we've already started, and the whole district is going to have access to that. um for grades two through five. And so um we're working on that. Um we're because we're in this kind of quasi tweener year of adopting curriculum. So we're trying to kind
084of get to skills and focus on that relative to our growth. Um we're also adding in last year during our tuing tutoring program, we focused mainly on ELA. We're adding math this year uh into that uh so that we can hopefully see some more gains with our tutoring students after school as well. Um and so like our stretch growth, we only had 26% of our students meeting their stretch growth goals and then 58 for typical. So we just we're not seeing the growth in math that we were seeing in U >> and we haven't had the same quality of curriculum like we improve the curriculum for ELA. Yeah, >> we need to improve our format. >> Yes. And I and I'm hoping with kind of that and having um you know a good thoughtful process
085to adopt that curriculum then we'll have good buyin from our teachers and then we have some thoughtful training that you know if if we we mimic the steps that I feel like Sally did with magnetic I feel like we're going to have success with that. Um then moving on to our goal three. And so goal three for me uh is kind of replacing attendance. And so like Amy mentioned like attendance is hard and that's kind of a really big umbrella. But for for elementary we're students are so much at the mercy of their parents to get to school and then so that's one portion of our attendance that's hard. And then so for example, we set a percentage goal. I think it was 90% attendance, but then we had a massive flu pandemic that ripped
086through our school in January and February and dropped our attendance rates in those two months to 68 and 70%. So our goal shot. Um, so rather than focus on something that in a lot of ways is outside of our control, um, I focused on um, decreasing our discipline data on verbal and physical aggression with the mindset of if we're creating an environment where kids feel safe and kids want to be there, that they're going to want to come to school and they're going to be pressuring their parents to get them to school. So that's the mindset of um trying to do this and most of these things occur at recess. So um so just trying to do some things relative to behavior. So this is our um major infraction data um for last year and
087then our minor infraction data is on the next chart. And so basically the areas of like assault and then fighting and threat of violence are the two primary areas that we're focusing on. Um and so so a couple examples I know our par educators and re recess duties got trained in reimagining recess which is more like PBIS focus for recess. Um uh Jay approved us to kind of embed some cell into our tutoring uh program. So, I know that uh Miss Marath is going to be working on a pure um pure mediation program using our leadership students and they're going to meet once a week during that tutoring time. So, that we're going to have the ability to use to kind of mediate out conflict and hopefully we're going to reduce some conflict that way.
088Um and then the other two days will be other support interventions for students with um social emotional needs. So we're hoping that by kind of you know focusing on what we can control and create a positive student culture that that's going to impact attendance. So um so those are our goals for our SIP plan. And then the the page that I just handed out to you was the comparison of of fall data. And um and so that's for reading and for math. And so it it's the overall two grades and it's double-sided. And then it shows a grade level comparison. And so for me as a principal looking at I Ready um in the fall to be very honest I don't really care about green because that's testing them on information that they're not supposed
089to know yet. So I mainly focus on the red. And so the the nice thing for me looking at the grade levels and passing them on is that we're seeing less red which means that kids are more prepared moving to the next grade level. And so they're less grade levels behind. So we can move more students to the yellow and to the green by the end if we continually are focusing on reducing the red. And so fourth grade's the only grade level this year that I think that's going to be a focus on how we're going to intervene with our fourth grade students because um that was the one area that our high-risk students increased. Um, so that's going to be one area we'll have to look at. But I'm really happy that our kids
090are rolling over to the next grade level more prepared and that's just showing the hard work that our our teachers are doing. So that's all I got questions. >> Thank you. I'm still watching all good presentation. >> Okay. um looking at um our one pager for warehouser we I was following the same uh format that Nick had and just so just to I guess kind of simplify it and it may have had a great model that was easy to easy to follow and I thought that that's as well. So it looking at our well we've got the three goals and my my three goals again are based on a goal for reading a goal for math and then attendance again. Um I considered doing um my third goal uh which is around attendance. I considered
091doing that. I I liked what Nick had with u behavior management um and and discipline. Uh I didn't have the same data that he had. I have re great recess data, but I didn't have building data. So, we have implemented a new um behavior, I guess, a behavior team this year. So, we've got teachers who actually they were asked personally by our social worker if they would be part of this team and they are volunteering their time to be part of that team and to look at data and if we need to focus in on behaviors because at different times of year it gets extreme and other times it's not so bad, but we want to be ready for those times when we're doing this uh to get ready for them. So, that's looking forward
092to next year. Uh but anyway, looking at my goals for this year, we I've already tweaked number one. Um looking at students at levels 1, two, and three will increase their reading scores. Um I'm I reduced that to just students at levels one and two because three that's you know they're meeting standard. That's that's great. So I don't expect a three to go to a four. It's great if they do, but um ones and twos are where we're going to focus our time and our efforts. So um with that you can see that the data is showing that for that last year at the beginning of the year we had um students sorry at the end of the year we had 213 students in green both green overall and we started at 69. So that
093growth I thought was really great and the using I Ready the buyin was um it was I have to say you know telling having teachers say that they had to build in 45 minutes for reading, 45 minutes for math each week all year long. Um it was it was hard to get teacher buy in, but they they got to see the results of that. And so I Ready has been a real uh a real great program for us to be implementing to fill some of those those holes and provide those supports that that students are needing academically. Um then of course building in magnetic that was um you know getting that all implemented was a little bit rocky at the beginning but teachers are in their stride and I think we'll see better growth even
094this year. Um, our reds also went went down. We went from 84 students at the beginning of the year to 37 students at the end of the year. So, liking that data. And then if you look at our SBA um scores again um you know I agree with keeping the foundational skills you know yeah it's there using our twos threes and fours but if if you don't know what that score means and you're looking at the state and you're comparing it to our overall score 49.7% you know it's a little bit um it's deceiving I think if you don't understand what those different scores are but building that in we did beat the state average um overall for those and in in uh third and fourth grade uh sorry third and fifth grade we beat
095the state average there too. So in reading and then those venues can see our reading scores for I Ready um K1 had the biggest jumps in I already scores from beginning of the year to the end of the year and um that's to me that's just so important to see because it's those early learners that need to have that that readiness for the next level and I think that using magnetic using I ready is is helping teachers help students reach those goals on goal two math um yeah we do have some areas to work on in math uh but our scores showed from the beginning of the year to the end of the year in I already that we um you know made some great gains uh our SBA scores. We do have some work
096still to do. And I think that um being able to look at the new math uh curriculums and going through that process again like um Sally thoughtfully led us through with the reading, we'll do that with math this year and and hopefully get something in place that will help our students raise their scores in math as well. Um our goal for for this year for um my third one for attendance we met our goal last year. We beat our goal last year. Our goal was to be at um 90% and we were at 91.54%. So jump that up a little bit. Pretty pretty intentional with um lots of incentives, lots of um for lack of a better term bribery. about that. >> Just just helping kids uh know that it's important to be at school.
097So, uh we'll jump that up to 93% see if we can get there. Uh we did have some months, you can see there that it it did lower a little bit, but we we never got below um an 89% for attendance. So, that that was good even during some of those winter months. Um, one of my goals that I'm working on, uh, with Jay, we were talking about, uh, that one of the, well, one of the strategic goals here is the preparation for life. So, um, my goal this year is to work on um, community connections. And so Jay and I were talking about today when we met that uh one of the things we want to do this year is uh is a what do I want to be when I grow up fair
098kind of like a career fair but kids will get to make connections with different people and their different jobs and and just start that thinking about what they might want to do when they grow up which will lead to middle school and high school and and the thinking that they do there. Um, and then we also talked about possibly even seeing what Pierce County Skills Center looks like and taking uh our fifth graders there so they could see what that's like and what those what the offerings are so they can start thinking ahead to that. >> Yeah. I mean offerings, you know, Sky Skill Center Amy and I have talked about that a few times, but also others like have a two-year college there, have a four-year college there, two-year private, two-year public, um, you
099know, Grand Can University. so that they start to see early on what the possibilities are and they just don't think that's nebulous or like forever before I have to think about that. We want to make sure by the time they get to middle school and high school that they're already starting to think about, you know, what are the things I like this class? Are people enjoying more more programs? I, you know, inside outside, you know, what what really jazzed that I really want to do. And so, um, so we're working on that. And again, as I said before, we'll find resources. We get real creative and make sure we make some things happen because that that same thing can go, you know, for others, you know, as well. Yeah, we talked about that with maybe
100the fifth graders from the other two schools as well. That that would be a good um and lastly the the foundation the foundation's tutoring money that um we've gotten has been is a godsend, I have to say. We've got our our groups are starting tomorrow uh their first tutoring day. Um, and we've got five people who are ready to roll and kids. We've got parents who are have bought into it and are ready ready to bring their kids and pick them up later than they would if they had to ride a bus or pick them up at 2:30. So, >> yep. So, that we're getting that going tomorrow. And one thing I was thinking when I was listening was um the money that was given for the summer program. I didn't think to look back
101at the data for the students who went to the summer program to see what their IRA data looked like for this fall to see if that summer slump may be lessened >> would be I know that um the person who gives us that money would love to see that. That would be really helpful.orggan has that data. >> We actually have it. Morgan's gogetter. >> We will get that to the board, but also it'd be interesting for you as >> Okay, last one. I'll try to hurry. So, um so we have um four goals here. And the reason there's a fourth goal is because I actually um sent out our school compact. As a title one school, we have to do a schooltoome parent compact. Um and I sent that out to my staff and our
102TK teacher. She approached me and she said, you know, this is really great. However, TK is not reflected anywhere in this and it would be awesome if TK could be part of the school improvement plan. And I said, absolutely. Um and so she actually, I'll give credit to our TK teacher, Mrs. Craven's um she's done a phenomenal job in our TK classroom this year and so she actually drafted that fourth bowl there and she would like it to be part of the walk kids that she's already doing anyway and I thought oh that's a great tie into TK. Um so that's why there's this new fourth goal there. Um but outside of that um focusing on math and reading both goals just trying to take where students are at and increasing them up by a
103level. Um, and then outside of that, similar to Warehouser with attendance, um, that's been our big sticking point. Last year, we actually did really great job with our attendance, but, um, this year, um, this has been the best start to any school year. However, there's been more sickness at the start of any school year that I've been in it for 15 years, and this has by far been the worst for sickness this early on. Um, >> but outside of that, hopefully we can regain some healthy staff and students and not have so many absences. Um, and a lot of it kind of ties together. So, I'll just do a few generic um, highlights for everybody. Um, so we started the year off with an expectations expedition where we really wanted to hit the ground running
104with setting behavior expectations schoolwide. So, we took all classes on an expedition around the school and staff that isn't assigned to a grade level had um a positions. For example, um Daniel Adams, our media specialist, he ran um a behavior expectation station around how to enter the front door politely. And what does that look like when you need to enter and you're using the keyless badge system instead of pounding on the door, yanking it open? how do you um ring the buzzer politely or scan the badge? So um when we all took a station around the school and students walked with their teacher, we really set the groundwork for here's how you behave in the school, here's how you act as a reindeer. And I think that really prevented a lot of um behavioral issues
105so the teachers could then get going right away with academics. So we'll continue to do that each year because we all felt like that was a strong start to the year. um we were able to begin our what I need groups which is our um admin model for interventions. So students um began those the last week of September and we also started our tutoring programs the last week of September. We really hit the ground running with I Ready testing. All of our students K8 were I ready tested and we um were able to get those groups up and going um and it's really a all hands-on deck. Even our PE teacher has like a 20-minute window where she's doing um math interventions. Um, so we're really trying to utilize every key player we can to
106meet as many um, needs as we can. Um, for the first time this year, we are offering uh, four days a week of math intervention outside of a Wednesday and then um, five days a week of reading intervention. And um, we're really hopeful that with the extra monitoring that we're doing, we've got all of our MTSS meetings planned for the year. We have a really strong lead with our MTSS. Um she's really great about looking at data, giving um paras the curriculum they need, switching it up. If we have a sub come in and teaching that sub how to use that curriculum on the fly in the morning, we send her right down to Mrs. Height's room and she's so nice about just showing subs how to use these materials because that's hard when you're
107walking in. It's 7 in the morning and you don't know what what you're doing with all these intervention groups. Um and so we're hopeful that um all of this will really help our scores. um to continue to increase. And outside of that to increase our attendance, um we've got three great staff members who with the budget cuts, we weren't able to offer them the stipens to lead their after school clubs, but they said, "No, we we want to volunteer and and offer these clubs." And I think that will help with our attendance, too, getting students to do these awesome clubs. We're able to offer sewing, sculpture making, dance, and drama after school all because of the kindness of staff's heart. So, um I think all of those things will just make kids want to come
108to school and um of course our naturebased program. We're really fortunate um that that is really doing well. We have great new curriculum um thanks to Sally helping us get this going at supplemental curriculum for our environmental ed focus with our naturebased curriculum and teachers have really jumped into that. we have our second training on on those manuals um October 22nd. And so we're the teachers have really just dove into that and um have been making that really work well for us. Um and then taking a a look here at our reading overall. Um you can kind of see the colorful charts are a little hard to to look at there. So, just kind of an overall of I Ready last year where we ended the year at for reading, 114 out of 179 students
109in K through eight moved at least one level from fall to spring or they stayed in the green. Um, so we're pretty proud of that growth. Our SBA does need some work and we're we're well aware of that. And one of the things that I'm grateful for this year that we can kind of get ahead of is pre-planning when the interims will be. And it's a district-wide thanks to Sally's assessment calendar. We have it really calendared out as to when we're going to do the interums. And I think that will help instead of last year we were seeing the date of testing coming up and we were like, okay, kind of how you cram for a test last minute and throw the interims at the kids last minute. And we really found that wasn't effective.
110So, we're embedding them in earlier on and I think that will really help. Um, and then as far as our math goes, our math overall, 100 students out of 179 um either stayed in the green or they moved up a full level and that's 56% of the school. And I should have mentioned the the reading was 64% of the school. Um, and then with our attendance data, um, last year we did meet our goal. So, we increased our goal. um to 95%. So, we're really hopeful that with all the great things that we're offering kids, they'll want to be there. Um, one of our struggles is tardies and I've been working with Bonnie. We've gotten all the buses there on time. Now, we had some issues with the bridge closure at the beginning of the
111year, so that didn't help us. Um, but now we're just focusing in on parents whose students are parent drop off, but they're just they're getting there later. Um and our we have a new social worker this year and she's been really gung-ho about getting um those phone calls made and she's um already started to look at the panorama data that's come in. Um we started doing those surveys and we'll be starting up social emotional groups and she and I met with Sally earlier this week to add a component um to our afterchool tutoring program to offer social emotional learning groups. I think that will be a really nice addition to the robust tutoring program that we already have. And then the last thing on your one pager is just the attendance data. This was just
112a snapshot that I pulled um when I created this um from September 23rd. And you can just kind of see that bar graph shows a bulk almost all of the absences were due to illness already. But hopefully once we get over this um sickness, I'm on the tail end of it. but hopefully it'll be the last one until the January February um things that hit. Um and then goal four, like I mentioned, um her goal is that 85% of the TK students will demonstrate growth in at least four out of the six W kids um domains that she's accepting student. >> And that's all I have for you. >> Thank you. Good job on your attendance rate, by the way. >> Wow, that was a lot of good stuff. I'm really We were the candidates
113for over at the community center and there were like 35 people there and I just thought this is the meeting they need to be at. This is where they need to be hearing the good work that's happening. So, I hope they go back onto YouTube and they uh access all of this great information or reach out to each of you individually because there is good hard important work happening and I know that we think we're doing our best to get this out but we can never communicate too much. So, we just need to keep sharing that. So, thank you for coming and making us aware. Um I just focusing on our goals. Uh I saw multiple measures of data here presented tonight and I appreciate that very much. That means a lot to us. It
114helps educate us but also gives us I think all a clear picture. Like Allison when you said this Allison over here when you said your staff had buy in because they saw the data >> that makes a difference and so our community will do the same thing I believe. >> All right we're gonna go to superintendent comments. >> Thank you. Well, couldn't be more proud of you. Really appreciate all the work that you're doing to make sure our students um you know, learn at the very best possibility that they can and also they have really good experience. Those two measures are really important and and obviously they lead right into preparation for life and success later on. And um so I I want to let the board know that one of the things that we're
115really working hard on too and we discussed this in our cabinet meeting that um the the amount of good the number of the things that are going well um are just so far greater than the things that are challenges. Now, it doesn't mean as as I say, as we said, the biggest room in the world is Rome for improvement. And we know that that will never change. And so, we are never we're never giving up and and we'll always continue to. One of the things we're working on is is to get the word out just like we did tonight uh to our to our community, to each other, um between schools, uh to you as a board and to others. Um to to do a lot more bragging um and to do that in a
116humble way, but to also just make sure that everyone knows, you know, that we are making uh growth. You know, we we just came from the candidates forum, you know, and what not. And one of the things that just really continues to occur to me is is uh you know Allison does a really great job you know sharing out we have our individually we do well as a school but we still have a lot of people who are saying we want more transparency um we we um we want to make sure that our that our that our test scores are going up and those things and I'm like they are and we are you know and things but um the old saying is you know uh silence is golden but that's not through two communicator
117schools and you can't get enough communication. We can't continue to brag enough about the work that we're doing and and I mean the way we do it is we brag about our kids. That's how you do the brag because everybody loves to hear brags about kids and the work that's being done and we kind of stay in the shadows um because we don't really accept that that you know as our successes but we certainly do as for our kids and we want to continue to do that. So, we're going to do a lot more bragging about our kids this year and and continue to um reach for that transparency um which I believe we're really doing well. We just continue to work in that area but communicate that. So, even the things that we're doing
118well, we just need to communicate those things and so we'll keep doing that. So, yeah. Um just a couple of of things that are important. Um, it's just so interesting how you just you never know who's in your community. So, we're over at the maintenance department and we're we're actually um trying to get resources for kids in the community and stuff like that. And the gentleman rolls up on his on his tricycle Harley and and he says uh says, "What's going on here?" Well, look at the school district. We're always trying to make sure our kids have everything they need to be successful. It's like, "How about you? Who are you?" And everything. He's like, I just retired from the maritime in a maritime career and and I haven't got this to you yet, but
119because it just happened and uh we and I'm like, that would be great. You know, we have career day. We have, you know, we just got through talking about when I grow up day and things like that. And and of course, we're trying to get preparation for life, you know, doing what we need to now so that we also connect to the life hereafter. And so, um, we talked for a few minutes and then pretty soon he came rolling back up on his on his Harley again. And he says, "Okay, so I can get your kids as many I can get all your kids jobs if they want to in marriage." That was what I did. And and I I retired, but I don't I want to stay connected, so I want to be really
120involved. And so he left us with, you know, some pamphlets and things. And he's like, "It's a nine month training program, and at the end of nine, they're going to make a million money. This is how much I was making." and when I when I finished and it's a real rewarding career and so yep you just let me know and I'll be there and I feel like that's the way we are in this community whether it's the Joe Hard you know student support program or whether it's you know community foundation or whatever it is uh there's and you as board members and you know that you're pure about the caring what's best for kids you know there are no agendas here except for kids are agenda and we're collecting on that and and uh so
121um this just one more example of how we're gonna really work hard to make sure that we do a we reach out and and match those needs and resources, the needs of which are, you know, making sure our kids are successful, you know, here and beyond. And so we'll keep keep doing those sorts of things. The other thing I just wanted to mention night and so appreciate you being here. I know you got every morning in the morning, but uh I know you always ask me to do a little bit of an update as far as where we're at with the state and so um things continue to roll forth. We just um we uh I I was just out there yesterday with Brandon. You may have seen on the Facebook post, but basically uh
122taking a picture up and down. The curbing is almost complete and um and we do have our catch bases and basins in and those are a preventive measure. you know, and then the piping will start to go in and then we'll go back up 15 inches is what it'll be or if I'll send the the curving right now looks kind of funny. It's like sticking up this like >> that's that's a trip hazard. >> Well, it won't be because that'll be level by the time we finally get this really really great field that will be safe know that we'll definitely pass all of our tests like no problem involved. Um but the next step uh we we had out um yesterday morning our stadium people. So that's the first you know you watched the stadium
123go down in pain and now we and and thank you again. Uh, and now we are we had our our folks out and we're already talking about the cranes and you know what we'll need to what we'll need to shut down in order to make that happen and where's a lay down and where when will it get there and how will that be and so that was really great to know that our general contractor also has worked already on several stadiums with the um with our stadium provider and manager. So So that's that's our that's also in work. So now you'll see uh excavations done completely. Now we're just starting on the drainage system. That'll continue and then eventually we'll get to the field. We we are still on track. The weather has been wonderful
124for helping us move forward. But um the plan is still that by the end of December um unless you know weather permitting that we should have the stadium up that we should have the track the track done all except for either it depends on weather but perhaps just the last rubberized coating is all if it's something worse because of weather then it would be we'd have to put two layers on in the spring but the idea still by the end December, we're still hoping to have that all operational. Um even even the track you could get on you started Cornia and that should be in February or March so that we can have a dedication next spring. And then u we're already busy talking to others who have stadiums with artificial turf where you can
125do 247 365 like how do they make sure that the community gets the most use out of that? We want something worth beyond sports. So we want people to have all kinds of things there. And uh so we're just going to we're we're trying to get ahead of that game, too. Um so that's kind of like a stadium report of where we're at. We'll just continue to make sure we work well we're working well with the town, make sure we got all those permits ready and we have all the links ready and and uh we should by by um next March to April we should have flagpole, new goalposts, new scoreboard, uh new restrooms, um obviously stadium, track and field, play clocks at the ends and should just be a and also lighting that goes
126to the tennis courts. so we can make sure that we get this thing continually. So, um any questions on the stadium or that we'll just continue to provide that report every two weeks um as as it moves forward. So, I guess just uh to end uh appreciate again the work that you're doing as principles, as leaders, appreciate the work that's being done the district office all to support you because that's why we exist. We only exist for you. You certainly don't exist for us. We exist for you. And so we need to make sure that we continue to uh give you what you need to be the most successful that you can be. And uh again appreciate the board and for the support that you lend me, that you lend us as leadership, that you
127lend students and the community. And uh as said, the best is yet to come. We're just getting a good start. >> Thank you, >> Travis. No, just thank you guys. appreciated um the data and information um in my role for the state my or my work's biggest concern right now is well not concern but the world I'm involved in with AI and all of that right now is you know help whatever you need help with and getting the focus from product based assessment to process based assessment um especially in secondary um so I appreciate all the work you guys are doing and I love the direction we're in is incredible and I support you is 110% and my kids loved it here. >> Karen, >> thank you guys so much. It was a late night
128um just for being here. Um, I was really excited to hear um the data the and and the buying of the teachers, the um the heart that they have and um uh I'm really grateful that um to hear that MASH has gotten involved and um a part of us that's a tool that you know I I was just really excited to see it come to fruition. And then I also know that they and I don't know if they have yet um will also work with family. >> They already are doing that. Yes. >> So that's just such an awesome tool just to bring everything together. So that's it's really good for a need being met. Um >> yeah, it's being at the meeting we were at earlier. Uh not to drag out too long, but
129um you know, one of the things on the town the town council that they were talking about was just the issue with the water, which you know that we were we have a water issue in our town. And so that brought me to our field track and field and just let you know again households that you know we'll be helping with that situation. So, um, that just brings me to a whole village that, you know, it takes a village. It's not just town council. It's not just school board. It's it's a village. We're all together. Um, and and I do wish that every one of them could come here and watch one of these or or if maybe we can post out the board meetings better to maybe we post them so people can see
130it and see the data because, you know, most parents aren't probably aren't checking. I'm just I'm just listening. It's an assumption. So, we put it out there for them to hear. Um because I I do feel that people don't know. They might see numbers, but they're not paying attention to the growth and they're not seeing what we see that, you know, teachers are making a solid effort and and our kids are growing. It's it's not the doom and gloom that, you know, they might might see. We're we're we're on an improvement plan and it takes time. It's not overnight. So, thank you. >> Yes, I want to thank you too in a few presentations and one of the things when I was looking at the percentages of different things before tonight. Um, attendance was one
131of the things that was just on my mind and on my heart because if they're not there, they can't learn. So, I appreciate the everything that's being done to get kids there. And you know, I I drove through the Vessel School District and happened to unfortunately get into a elementary school at the time school was getting out. I was appalled, shocked at the amount of parents picking up kids at 2:00 in the afternoon. I was just like, "Oh my gosh." You know, and so I know that's a a major problem because parents sometimes they're not on time or, you know, to get their kids to school and it's not the kids' fault, you know, and stuff. And so I really appreciate, you know, the information that you gave tonight and and that was like everything.
132I knew you'd be working on all of the, you know, the reading and the math and all of that, but the attendance um was something I was really kind of, you know, I was interested in and I really appreciate what you're doing there and the way that your uh staff is buying into what to doing things a little differently, you know, and um and I I firmly believe with all my heart, mind, and soul that it's going to make a tremendous difference. So, thank you. Thank you very much. >> That's awesome. >> Um I echo the gratitude and when the meeting we just came from our community had the opportunity to ask some questions and right before we left the question was um about transparency and and what would a a board new board member
133do to increase transparency. I think this is one step. Your state of the school is going to be another great opportunity for us to say look we are working towards that goal of being transparent. Um and then communicating out when we are our board calendar is going to be another way if we can get that linked onto our website then families and community members can see these are the reports that we'll be having and that's how it will happen. Um so thank you for your part and also in our board calendar you guys are here and I need to thank you because we sent that by you and that's so great. We're so grateful to have that. Thank you for your input. Um the last since our last meeting, we've met with Representative Barkcus, um
134Jay and I, and he is on board to helping us with uh trying to secure some additional funding in regionalization. Also, he has some really innovative ideas on how we might be able to get some additional funding in other ways. Um I was really grateful. I was really grateful to hear his thoughts. He's um he is a minority leader on transportation and and so he had some ideas on how we might be able to get some additional transportation funds which I thought was brilliant and I told him I would not cease to nag him now that I know that that's on his mind so after that um also met with commissioner up the grove from department of natural resources additionally and um always grateful for his willingness to take our input and uh for us
135to be able to continue to remind him uh how important that industry is to our community in more ways than one. Um, just a reminder that uh we have our student representative interviews coming up on Friday. If you can be here, we need to know we need to advertise if we're going to have more than three of us. So, communicate with Cassie. Also, um we will the board will be anyone who's available be serving at the state of the serving a meal to our community at the state of the school at the middle school. So, looking forward to that. If you can be there, that would be wonderful. Love to have extra hands. Um, also a really cool opportunity we have coming up, we don't have the date yet, but keep it on our forefront
136of our minds is the House Education Committee. Um, and those are all the people who really care about education will be coming to visit the farm. Have they coordinated a date with you yet? >> And it is they're coming uh is it the 24th? That's a Friday. It's that 2 >> of October. >> Yeah. And it's actually a non- studentent day which because for conferences but it actually works out a little bit great because Todd is bringing all current and former grits kids and so some of the students have already been through the program are able to come and share, >> you know, kind of what impact it had on them and >> yeah, do we have a time? >> Pardon? >> Do we have a time? >> Let's see. >> I'm gonna say I
137I don't want to make I think it's around one o'clock. We'll get >> we'll get maybe communicated out. Um >> that is it's like a big deal. >> The House Education Committee is uh >> they're really busy individuals and they have if they're the ones that really dictate any legislation that's going to go forward. So, um I want to thank Rep. Marshall for coordinating that. He's on the education committee and really is the one that has facilitated that. I want to give my gratitude to him for that. And also, uh, Mayor Elect Emily McFadden at the meeting we just came from, one of the things that was so helpful to me, she said, "I look forward to continuing to work with the schools." And for as long as I can remember, until this last four
138years, we have not had a partnership with with our town. And I'm so grateful to have that positive working relationship with them, and I hope we can continue that moving forward. With that, thank you all for being here. I appreciate all that you do. And we'll close this meeting at 8:46.