001for board procedure BP5. This meeting will be live streamed and recorded and can be viewed on the DASD YouTube channel. And now it is 6 o'clock, so I'll call the meeting to order. Rebecca, was the meeting properly noticed? >> Yes. And Ann, can we have a roll call, please? >> Sure. Dan B here. >> Brian Fulker. >> Sue Esser here. >> Jeff Han >> here. >> Linda Lhart >> here. >> Jesse Lewis >> present. >> Gail Love >> here. >> Stephanie Sar. Megan Taylor >> here. >> Thank you. That brings us to the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> That brings us to the mission,
002vision, and equity statement. >> I happen to have that right here. >> Great. >> The mission of the divorce area school district is to provide an excellent education and engage, challenge, inspire all students to pursue their full potential. The vision of the DeForest Area School District is committed to a culture that honors knowledge, respects individuals, demands excellence, fosters lifelong learning, and supports relationship that strengthen individuals, families, and community. Our equity statement is that we believe every student can learn and deserves equitable access to high quality, rigorous, and engaging learning opportunities. So we will ask questions, foster relationships, manage resources, and create systems to increase and sustain access, equity, and safety for all members. >> Thank you. That brings us to approving the agenda. Would somebody care to make that motion? >> I'll make a motion
003to approve the agenda. Okay, >> we have a motion. Do we have a second? >> Second. Oh, >> we have some seconds. >> All those in favor say I. I. >> Any opposed? Motion passes. That brings us to board business presentation and possible approval of board policy R2 numeracy other courses and technology monitoring reports. All right. So we have a team coming up to help present our directors of instruction, director of student services and director of technology learning information systems. Welcome. Okay. All right. So now we get to talk to about numeracy and technology and other courses. So our two one of the strengths we wanted to highlight is when you look at our forward data, third, sixth and eighth grade data, the indicators to be above the state, which we are and actually in
004some of them pretty significantly. So third grade is above the state average by 8.7. In sixth grade, it's actually 19.3 to be exact. And eighth grade is 15.4% above the state average. Uh on the ACT and math we did um we were above the state um for the third straight year. If you remember we had the dip in 2022 where we fell below and we've been consistently above since then. Um areas for growth. Um as we look at preac secure we look at that cohort data. Um one thing that we noticed is similar to what we saw um in our literacy report is that from 8th to 9th and 9th to 10th um really looking at how our students are performing um and providing some support for those students which we'll talk about in a
005little bit. another area for growth when we were looking at our C data there were eight total departments that we look at and then when you think about they if within the subgroups are they able to get the benchmark of at least 90% of the population receiving C's or above um we identified subgroups that they were not able to meet that with even 50% of the classes trying to make sure I say that correctly so we so for example economically disadvantaged um that subgroup was able to meet that benchmark in only two of the departments as so there were six departments that they were not able to meet that benchmark in spe special education was able to meet it in two departments as well um our students who are black or African-American met in one
006department and our students who are met in two departments so if we think about some of the followup action steps from last year's um report many of the kind of the over there's an overlap between the literacy report and the math, you know. So, a lot of the work that we've done as an MLSS system and continuing to focus on having consistency with identifying learners that need additional support in tier 2 and tier three. Um, and then, you know, really doing being purposeful about pairing the interventions to where those gaps are. That's both literacy and numeracy. So, we talked about that a little bit at our last board meeting. And so, that that work continues specifically with literacy. I mean, with numeracy as well, sorry. Um and then I one of the big action steps
007is that we were looking at um when we were researching universal progress monitoring tools for both tier and um tier two and tier three. And so we've been able to um roll that out districtwide. And so we are using that fast bridge progress monitoring tool for numerousy and really being able to identify with more accuracy learners who are needing more intervention or if the inter intervention that we are deploying is supporting um growth. >> Can you describe a little bit Diana how that how often that progress monitoring tool is used? >> Yeah, so depending on kind of the the gap that learners have. So, if they're in tier two, typically that's happening every other week um or sometimes at our um at our higher levels maybe every one time per month or for our students
008with with disabilities every other week or you know kind of depending on the needs but so and and there's opportunity there's a couple different sub tests within Fastbridge and so students were able to kind of target like if we're working on fluency with math and so we're looking at like that automaticity of their math skills there's a a assessment for that or if we're looking at more about that number sense or long um kind of like long division or kind of those types of things, there's a assessment for that. So, we're able to kind of really target more um closely with an intervention we're providing um and knowing that if it's helping or working. I just wanted the board to get a sense that once we've identified students that have an intervention need, that's the
009progress monitoring we're doing with individual children or small groups that have been identified. >> Yeah. And then if someone's in tier three, then it's happening on a weekly basis. >> Uh last year we had an action step of working with our 612 math team. Um so we did a couple different things. Um we did a math audit where we brought in someone from CISA 6 to really just look at our program um and look at how um look at our instruction and our teaching practices. Um so out of that we've been able to do a couple different things. Number one um we've really grounded ourselves in a book called Building Thinking Classroom. um which is really about students taking ownership of the thinking and doing really deep thinking and working together to try to solve
010problems. Um so we have a lot of staff that are engaging with that work whether it be with um PDC's after school um or working with their coaches and doing coaching cycles or there's just um team there's teachers in buildings now that have done this work um that it's coming up in their PLC time as well. Um, so there's been a lot of good learning around building thinking classrooms, which aligns really well with our 612 CPM curriculum because it's really meant to be inquiry based curriculum. Um, another step this summer is we realized since COVID, we've had some teachers that um, haven't been able to do some in-person CPM training because they hadn't offered it postcoid. Um, so they're starting to offer those more and we sent some teachers to it this summer. Um, I
011was able to go as well um, and do some training from the administrative side. um and live it like like I was a student. Um so that was really nice to see and feel um so that I can continue to support staff. Um but we sent some teachers to that. Um we also added a new class at the high school um called compacted geometry algebra 2. Um this is a really neat class because it provides students an opportunity to advance in math regardless of whether they came into the high school um having advanced before. Um, and it's really designed for students that that want to continue to take math and get to that AP level, whether it's calculus, um, or whatnot. So, um, that class is really helpful. It's the first year it's running. Um,
012essentially how that class works is, um, students take math every single day, um, instead of every other day. So, first semester they're taking all geometry every single day and second semester it's all algebra 2. Um, so that's a way that students are able to to get that learning. And this year we have um I don't know if I have the exact number. We have over around 100 kids taking that class. >> That is an action step that's been that was also an it's an attempt to give children more exposure to higher level math before the ACT. >> Right. >> Um so obviously prepping them for what they want to do postsecary but also getting more of that knowledge into them before that ACT. >> Yeah. And a lot of that was teacher driven in terms
013of finding a way to continue to support all students whether regardless of where they're at um in their learning. Um the other thing we did add under capacity building last year we talked about intervention support. So, we were able to add an interventionist math position at the middle school. Um, which similar to ELA when we talked about this is a teacher that's designated um full-time to support students in math. Um, which previously um our teachers were taking on that load of providing intervention support on top of their teaching. So, this has been a way to really help um this interventionist is able to go into classrooms and do learning and then pull these students during um a period of the day to really help continue that support. and they meet daily. Um, which is something
014that's really great. Um, and then at the high school, we talked about this um, with R2 literacy as well. We added the geometry English 10 workshop class, which is a way that we can continue to support our 10th graders um, which is an area that we've found um, that we need to continue to support to try to look at that cohort data really keep their percentages up in terms of meeting advanced. the referendum dollars supported the um intervention position at the middle school and then also we were able to free up the math one of the math teachers at the high school to do more intervention this year as well. So some of those referendum dollars have helped support the interventions in math. >> Yeah. And our math interventionist at the high school previously had
015taught probably like halftime teaching halftime interventionist. This year she's only teaching the workshop classes. So the nth grade workshop and the 10th grade workshop and then pushing into support algebra 2 classes and geometry uh classes or students that needs extra support. So it's been really helpful to free her up to be able to really support our students differently. So with my two parts of the the plan here was focused on the two survey questions that were developed last spring I believe and so they did the initial survey this fall. So the data that we got back is kind of setting our baseline information. But as part of that to kind of, you know, get some action going this year with that is uh my collaboration with the library PLC. Um I've met with them twice
016now and I see them frequently as I go through buildings too as well. Um, it's been a real pleasure to work with them because they have already taken a lot of steps on their own to beef up their digital citizenship lessons and so I just continue to support them with that work. I have also included uh several of them into our tech team that we formed this year and so they've been able to work on setting the course for that as well. And then most recently, as of last week, we had a team involving some of our librarians who went to a workshop at CISA to learn a little bit more about AI and how it can be used in an educational setting, primarily focusing on our use of Gemini, which is um Google's AI,
017just like Microsoft has pilot, and then some of you know Chad GPT and whatnot. The nice thing, and I won't go too deep, but the nice thing about the Gemini for Google is that Google has made a 100% commitment to protecting student data privacy. It's the only one out there right now that is doing that. So, it's really a a great tool for schools to utilize. And we're in the process of really em embracing the idea of it and rolling it out more at the higher levels right now because they're going to be the closest to be using this in the adult world. And then we're going to scale down as we get more comfortable with the tools because research says first and foremost the adults have to understand those tools before we start putting
018it in the hands of students. So that's kind of the direction that we're moving with this. But along with that that addresses some of the uh questions in the survey with regards to um deciphering information that they read online or um protecting not giving out their personal information and things like that. So that's kind of the progress we've made at this point. A lot of credit due to the librarians and their focus of revising their long range plan which is really in line with the work that we we want to see with these indicators. Thank you. Additionally, when we look at math instruction at K6, some of the things that have been happening, the instructional coaches at K6 have done a deep dive into math back fluency and number sense, just a foundation to learning
019math and being able to manipulate numbers in your mind and understand the different strategies. They have taken that work and they are offering learning for all staff on the book studies in the spring to help them understand the research and evidence behind fact fluency and how that builds number sense in our students. They've also created a folder of resources that it has games, it has the um articles on it. It also has activities to help that they can plug and play with students to help build their number sense as well. Additionally, we've done the updated ready math curriculum at K5. So, one of the additions that has been very nice is that they built in a number sense routine. So, at the beginning of every lesson, there is already built in practice for our students
020to build their number sense, to really start to be able to subtly know how many numbers it is, how to make 10 in order to add numbers or find doubles or near doubles. So, it's really using those practices to help our students have a deeper understanding of number sense. The other thing that has been really nice is um through the referendum we were able to hire an advanced learning coordinator. I know we're going to invite her in a few meetings. You can get to meet her. But some of the work that she has done is she's introduced many resources that have been helpful and she's worked closely with teams. She's met with PLC's. She's in classrooms and she's providing she's helping them create choice boards. So for students and sometimes it's for the advanced learner,
021sometimes it's for multiple students. It's for all students depends on the needs, but it takes a standard that this class is focused on and then it will create activities that take them takes it to a deeper level. I'll give you a long problem and say find a find the most efficient way to solve this and explain why it's the most efficient or I will have you um find she has a daily problem that she's introduced to the students where they get very excited about it. It's called Beast Academy all 10. They have to use all four operations and every day explore new numbers and they have to use it to they have to use the four numbers in every operation in an equation that equals 1 2 3 4 5 all the way through 10
022and it is it's pretty challenging and our students love it. So sometimes they will do that as work of the day and they very much look forward to it. And so she has introduced a lot of really simple activities and worked very closely with our students and our staff to make sure that our students are challenged and really made sure that it's grounded in the standard and thinking about depth of knowledge. She's been a nice addition. >> Okay. Um and for that reason I think we're at that spot. Okay. um that uh we have marked the report is making reasonable progress toward achieving the desired results. So I'll turn it over to the board. >> Okay. Anybody care to make a motion? >> Make a motion to accept that. >> Okay. We have a motion.
023We have a second. I'll second. We have a second. All those in favor say I. I. >> Any opposed? We now own the report. We can ask questions. Anybody have any questions? >> Question about the u the choice boards. It's primarily for advanced students but also for some students who need special support. >> So she has met with with staff and at PLC's to show how to create a choice board and so some teams have taken off and created them for all students but she has met with staff across the district. >> Thanks. >> Yeah. >> Thank you. Um my questions are on um the MLSS intervention. Are are we identifying or should I say are there identifications be that are similar for the same kids that are struggling potentially or would need interventions in
024math and in reading? They're very similar. Okay. >> You mean like the process in which No, >> the actual students >> sometimes. Yeah. Yeah. Sometimes. Have we seen an increase in number of interventions? >> Totally. >> Uh we'll just stick with just numeracy. >> I would say that's hard to answer and I would say part of that for example um as Diana had referenced we have been able to pass also provided an additional data point for math. One of the struggles we've had as is identifying support for math students using just I ready alone. And so a lot of times it'll come also to classroom observation which it still does. However, what Pasbridge has provided is an additional assessment that can be a another point for staff. So I feel like we are finally to
025a point where as we identify students for numeracy intervention, we are we have more data to support their need and exactly what their need is and a tool to monitor their progress. That coupled with the learning we're doing on practices has really had an impact. So yes, >> because I feel like we've been able to be more diagnostic and like identifying like this is the skill gap in numerousy and so now let's develop a an intervention group to be able to to provide that and so we may have been they may have been you know part of an intervention group but I feel like maybe we're being more diagnostic or more groups might exist y but I don't know if the number of learners >> less we have less red and less >> but so
026it depends on your on your question of like does intervention more? Yes. And diagnostic, do we have more kids qualifying for intervention? No. As far as the the official 25th percentile or less in the area of math. >> Gotcha. Okay. Yes, that makes sense. Okay. >> Um, this maybe is just me personally. I would be interested in hearing more or learning more as a board about this fast bridge. sounds like an interesting thing that we've kind of rolled out more just as board education of of how we monitor or how often or I don't know something simple but it's just an interesting tool that I think we're using and the more we take um I mean we we saw this when Raz presented to when we're sitting there and we're looking and we're actually using
027the data that that's exciting stuff like we're using the data to make very informed interventions um and I think that that's pretty um jump in. Yeah. At the secondary level, being able to have these interventionists has helped us really dive deeper into the data too. Um and really determine who these students are and identify them and having more oper more spaces for them to get that support. Um I think has really helped too. And those interventions are really helping lead out what data like at the secondary level, specifically high school, it's really hard to identify data points of students. Um and so we're really working hard as a team on trying to figure out how we are getting that data um whether it's classroom data um or data through u additional screeners or tools to
028really um diagnose who those students are. So I think we're doing a better job of identifying students earlier too. Are you seeing any correlation between the students who need this extra help, you know, the who aren't as newer as they should be and absenteeism, anything like that with those particular students? I mean, I would say I don't know if we've done as deep of a dive, you know, like when when looking particularly at like our tier two, when a learner is in a tier three intervention, we're really paying really close attention to that fidelity of the delivery of the intervention. you're really looking make sure that the students participating in at least 80% of that intervention to say like yep we've really you know like we've met the mark of what that intervention tool is
029supposed to be delivering when we're kind of determining if that progress has been sufficient or not and so I feel like um you know like I don't know if we've dug deep into the attendance around our tier 2 learners but I know for our learners our most struggling learners were really paying attention for that >> and I will say that the data teams when they do come together and the teachers they do look at to see They will frequently that is actually one of the things we have them discuss well how do you see attendance playing a factor when we think about tier one and so many of times they they will I hear that conversation so many times they will think through that as well as support is how if they're not here for
030tier one >> that obviously impacts their learning >> so could you just refresh refresh me on tier one tier two tier three >> tier one is the universal classroom instruction it's what everybody is getting >> and so tier two Tier three is just defining they need a little more to help them meet the grade levels expectation. And so the tier two and tier three means they're getting a little more during Norski time support to help them >> and like usually go ahead Diana. >> Oh, sorry. Um just and then like kind of delineating between tier and tier three is just the intensity. So like how frequently the size of the group um but you know they may be the same exact tool at tier two and tier three. It's just thinking about like maybe it's
031one-on-one or with fewer participants in the group and then really being mindful of how frequently the group is meeting. So, especially like at our at the secondary level, you know, our interventions aren't meeting as frequently because of A days and B days, but if someone's in a tier three or more intense intervention, they're meeting on a daily basis. I always think of a triangle with tears. So, there's a an intervention triangle. We should probably get that back out again. I know we did for the first few years of um it's green all the way up to almost the top of the triangle and that's 80% so you're hitting 80% of the kids um that's considered tier one and then there's shades of red at the top of the triangle and that's the the the 20%
032all the way up that you're trying you're really targeting more services towards. Um, so that's what we kind of envision when we're thinking about like qualifying for intervention. So we often say the 25th percentile or lower because that's where kids start to be in the red. >> Do we have like an idea of I don't know if this is is correct or not, but an idea of when we would see improvement. Do you know what I'm saying? when when we could look at done the intervention, we expect to see some improvement by this point or that point or this time or that time. Do we >> it would vary by student one because it depends on how much they need and also one of the things that they they ask us is they ask us
033whatever in intervention you're using. It should be evidence-based and every intervention will typically tell you the length that is needed to really show. So it also can depend on the intervention that we're using as well as the skill gap and and how much support they will need. So it's it's very student dependent, but there are some factors in but one of the great things about FastBridge is that as a system we're able to kind of identify for like literacy or for math the rate of improvement that we're looking to see. And so we can be able to see a student's trend line on their um um progress monitoring data. And so for you know like so the four of us here if we all were receiving intervention based on where we started you know our
034rate of improvement would look different. You know if I was really close to the 25th percentile already I wouldn't have a highest rate but if I was very you know quite low my rate of improvement would be pretty steep. We want to see a lot of progress to you know to be able to move up quickly because we know we've got a lot of ground to make up. And so we're watching those that nice trend line to see is what we're doing are we seeing a rate of improvement that we want to see. And to Kate's point, each rate of improvement is individualized based on where that learner started. >> Okay. So then do we once we get them to where we want them to be, where they should be after we've done the interventions,
035do we I mean how do we know they don't fall back? Do you know what I'm saying? Are we checking and watching them and how long and >> well we have those standard universal screeners three times a year. So typically what we do is we if they have indicated their data shows that they are in grade level and they don't need additional support. We continue to monitor them through classroom observations, classroom assessments and the universal screener windows. Okay. >> To see if something if that changes. PLC meetings are where teachers talk about those the graphs that um Diana is talking about. Um and so that that is monitored throughout the year on a not weekly basis but there's cycles built into their PLC meetings where they talk about literacy data and then they talk about
036numeracy data of each of those students. >> I think if we were to see the textbook stuff that might be helpful for us. >> Yeah, the graphs are helpful. a little bit and maybe a walk through of the assessment calendar because in the assessment calendar it has the universal screeners and also how often the intervention groups are monitored or changed up um groups are that might be helpful. My other question and this is not going to surprise people but the I love the digital literacy and I love what you're what you're doing as far as teaching um in that. Is there any other data other than asking students? Because I again I know the answer to this. If I were to go ask my kid, are you understanding or are you using your technology? Right?
037Their answer is going to be yes, right? But is there anything out there that's like I don't know like I I'm sure there's websites that we block, right? Are there people that are mis that would create like some sort of thing in a report that would be like all right they've not understood that or if it becomes where it's like an AI thing that a teacher catches a student misusing AI or something of that nature versus more just asking them a question did they do it or not. >> Sure I can answer most of that question. Um there are tools within um the teachers power which uh one of the tools they use is called classwise that's one of our web filtering things and so through there we set up like parameters and then we
038can get alerts that say like potential plagiarism issues AI um I don't want to get too heavy in language VPNs which means they're trying to create their own virtual network to get behind and stuff. um wants to hire them >> not always but yes >> so there's data there but one of the things that I want to work with building leadership is uh developing a protocol for like technology violations that we can document them and utilize Skyward data >> uh through you know minors and majors depending on the level of infraction that then we can compare it I've always been, you know, back in the principal world. When I look at data, I want three different points of data. So that survey is more intrinsic what they perceive is. And then the skyward is more
039realistic. And then the next tool that I'm looking is, and I'm writing a grant through the state right now to fund for a um online education program. It's It's called um uh Acorn Acorn Edu Education. I might have the name wrong, but I know it's a squirrel. >> Acorn. And the thing about that is it's the only like because some of you work in private sector. I'm sure your places have you do those trainings on fishing and all that. >> Yeah. Right now we have a version of that that we're using with staff but it's not education friendly. So this one is specifically designed for education not just for the teachers in the classroom but for students K on up. It's leveled the information that can be given their short bursts. And so my goal
040would be is we can get that program in place next year looking at a how do our librarians use that tool with some of the the training that they're working on and getting it into the secondary especially at the high school because there's some really good high school stuff in there that will really prepare them to be good citizens with the use of especially AI as we move forward. Yeah, those data points sound more to me like that would prove what we're asking versus just asking. But I completely understand. And I thought we had that conversation last year in terms of >> we talked about the indicators in it was last spring because we created some baseline and the feedback we had from the board at the time is that somewhat what Gail said about
041um okay with student engagement survey result but want something more. And so we came back with the student engagement survey results and we know we need to develop something. >> Sorry. I'm sorry. >> Oh, don't be sorry. And we can it's a next agenda item. We should dig into it a little bit more too. Yeah. >> So don't be sorry. You're exactly right. >> So does that answer you a little bit like we're recognizing this is a >> I just feel like we had the same conversation last year in terms of asking about can do you identify where there's violations or you know even in terms of you know damaged device or things like that. And so >> I just maybe it's a deja vu. Well, damage device that's that >> yeah that's a different
042different thing but just in term yeah >> and I think the de debate we've we're having internally and it's something we need to discuss with the board is is that more of an OE than a result because we think of like >> that's what I'm thinking of and those are good OES I think like things to for us to think about is like how many tech violations you know something like that or that we have in place something called acorn or squirrel or something. Um that we have this or a a program in place that teaches our students and that we're following it. So that seems more operational like we're doing that versus the result of it. Yeah. >> We're we're struggling with how to measure the result of digital citizenship. I wonder too, and
043this is I mean I know we're you're following what we're asking in our policy, but as we ask to be technology fluent and we ask for it in R2, I just like I don't want to I think technology is going to get bigger and we're going to ask for more um data to prove stuff. I don't want to I don't want to say bury it, but bury it in a report that already has a whole bunch of information and we're already separating that report between numerousy and literacy. You know, is it more to the fact where it should be an R3 and R4 when we're talking about citizenship or, you know, that kind of stuff? because I think that some of those reports you know technology as it grows right and we ask for more
044data is that you know something that >> that's a good thought too because we think about you know the that blue box is the policy language of be technologically fluent able to use digital tools critically ethically and safely when you talk about critically ethically and safely that falls under R3 and R4 and it's not so much about the fact it's a tool you need to be critical, ethical, and safe if you're writing something, if you're speaking something, if you're using a device. So, >> I just don't know if it fits. I mean, when you look even just plainly at the titles, you know, R2 is academic performance, right? Does >> does how you use your device pro prove that or does it fit more under >> self-directed complex thinkers or collaborative and responsible citizens? What
045are we asking them to do to to be technology fluent? >> Um and I don't it's just it's a bigger thought I guess and I yeah sorry go ahead. No, I agree. When I was reading this report, I struggled why it was there. Like, why are we looking at that? >> Because it's always been there. >> Not always a good reason. >> And just in general, this report for me was more hard. That was awful English. The report was um was hard for me to interpret more than others. And I don't know if it was the way the numbers were structured and the percentages, but I I just I'm trying to find like always commonalities on for going up or down. And I could not for the life of me get this figured out at
046this. So I don't know why this is different than like the one we looked at the last meeting, but it was like I'm I'm trying to find, you know, okay, how we looking. I just could not find >> like the C data is a little bit different on this report than when you have in literacy. That's a huge and it's a lot to take. >> It's the attempt to try and provide a measure of other courses. So beyond literacy and math. >> Yeah, this >> um that's the attempt there. >> So I guess to me then that that begs the question of we've already separated R2 into literacy and numeracy. Do we really touch enough on the other courses that that then should be >> separate separated out right like so we see it's the
047same it's same it's R2 right but it's separated out for us to be able to distinguish the data enough to be able to know whether we're achieving or not right like does that make sense because when you think about other course like what is that do we really talk about science or social studies or global languages in it not really >> right right >> and that's and they're listed Right. >> Yeah, that's C charts what I'm referring to. Like I'm looking at going >> are we and maybe it needs to have a small little like >> to not color code it. I remember the years where we didn't have it color coded. >> Yeah, we have agree. There's there's a lot to that. Um but if I think it separated out and we did more
048explaining that could be helpful. It's just a thought >> for me. I'm just saying my small uh thought process. I just couldn't like I I usually do pretty good like okay looks like we're going the right direction. I just could not do that with this. >> I don't know if it changes what we're asking for. It's just making it in a different >> changing indicators or anything or or the actual it's just >> the way we present it presentation. Yeah. >> Yeah. >> I'm not asking for that Gail please. I'm just saying I just didn't process it as >> didn't process as well for me to say, okay, are we in the right direction? >> Yeah, we want to be able to understand that's that's helpful. >> Visual thinking maybe a graph graph would be
049more visually easy to understand. >> We like big pictures and colors. >> I'll make something. Any other questions for anybody or >> that was my only thing is I just >> Megan Sue you guys good? >> Yeah, I'm good. >> Yeah. Yeah. >> Um I would entertain a motion on the report. >> Anybody? >> Motion. >> Thank you. We have a motion to approve the report as presented. Do we have a second? >> I will. >> We have a second. All those in favor say I. >> I. >> Any oppose? Motion passes. That brings us to discussion on potential indicators provisions for this report. >> Um, okay. So, we established baseline for the two technology indicators. we were establishing baseline and so now that we've seen those results the proposal is 90% of students we
050didn't have an exact percent we didn't have a smart goal up there so in the report so now we're creating a smart goal but I think we heard quite a bit more in there of we I think our team needs to think about what else could be an indicator and come back to the board with that I definitely heard that So, but this these we would like to have I mean these we're asking our kids these questions we do think we do find value in >> surveying our students getting that feedback. >> Absolutely. >> So, it's one measure. >> I think 90% makes sense based on the initial baseline. >> Any other comments from the board? >> I read through this 14 page. Well, you only had to read the top two. >> I'm good.
051>> Okay. Any other questions from the board? >> No. >> Okay. No discussion on Thank you all very much. >> Oh, I'm sorry. >> Oh, okay. Sorry. Well, we've got these too that we we've got these proposals, but to take it back to what Bessie was great, you know, we were talking about the interventions and the interventional lists and stuff and I want to make sure that we're capturing some of that too in what we do because they are such key positions and we're seeing that they're going to be key positions and so is does that make sense that we include more of that detail in these reports just to so we don't run into issues with the community thinking why do we have these extra positions. What are these positions for? Why do we
052need this? When I was in school, we didn't have this, you know, those >> and it's good work and it's big work that we're doing and that work is contributing to our goal of meeting these R2s. And so just a thought to throw out there is is there a better way that we can continue to capture some of that too in in these reports just to show the importance of it? I don't know. I'm just I'm thinking what Rebecca said earlier that we see some of that data in the in an OE already. And I was thinking about the same thing she said before. Do we pull some of the existing data from other indicators and evidence that will support this as well. So without creating more work, right, >> but we're already looking at
053>> how that can be supporting evidence. Yeah. Yeah. Yeah. >> So, Megan, I have a couple questions. So, you're thinking I'm just checking for understanding. Um, >> possibly the board might be interested in more measures of impact of intervention. Is that what you're thinking? >> That that's definitely where I lead and maybe we need to have more of that education around kind of what we're doing. >> Okay. >> Um, I just don't want that to get lost. such an important thing that we're doing and we talk about a referendum and how we were able to fund these positions and I want to make sure that we really are showing the importance of this and we're really and we're monitoring the importance of it and we're showing how we continue to improve because I don't know
054I just I think it's very valuable to our community to see those improvements and to understand those improvements a little bit better deeper >> I'm sure all of you are thinking right now too of like what does that what does that look like um without it being like impact of intervention ultimately means more of our kids are proficient which is what our numeracy and literacy measure >> um maybe it's starting with the board on education of of the intervention system and then from there we could have bigger discussions about >> what if there's a measure in particular that would stand out but let's start with maybe some information about tier one tier two since you had that question Gussy and now this like I feel like we need more education as a group and then
055we could >> that education could probably include where where do we see that data is it in an OE do we want that data moved to when we see it here if we're talking about it I mean like that >> percentage of kids that receive interventions that's was my that >> you know how many you know how were spent >> I mean you know that one would think >> so we need to do some work on educating you about intervention and then we need to brainstorm as a team and I think we could probably then come up with what would help us monitor that bigger than just our kids are more proficient. >> Yeah. Is it's very important. Yeah. But the I mean these are our results policies. This is what we you know these
056this is the core of everything that we do and I just sometimes I feel like we just don't give ourselves enough credit. I don't know. I just I feel like there can be and I don't want to I not want to just create work to create work but >> and to go along with that you've got the interventions but I also what are we doing? I know we're able to now offer even more advanced stuff, too. And I think that that's another piece of it, too, is to hit on some of those advanced kids, too, so that we hit not just those 80% of our normal kids, but you got the >> Yeah, we want all kids grow >> 10% of our advanced kids and our, you know, like how that's growing too, >> just
057to get a bigger >> picture. I'll count that. Sorry, I don't mean to drag this down, but I look at it. If we were to put this in the paper and share it with the community, they would obviously this would be a lot to digest our two reporting. >> But if you could present it in a way that >> like everybody reading could have, you know, some high level say, "Oh yeah, >> boom, boom, boom. This looks like we're doing well. >> It makes it easier. It's good data, but it's for the most people, they won't understand." No, I I Yeah, I mean I think it just I think we just we can always do better and just making sure that we're highlight because we are we're doing good things and we are making good
058progress. We have continued to make good progress. I mean I've seen it >> we're on and just so everybody for um >> yeah the idea that we added this position so what is this position doing and how many kids are they impacting right? you know, just as simple as that to, >> you know, how many >> how many interventions were there or how many hours or how many minutes or whatever, which I would assume you're sort of tracking anyway. >> Yes, that's I don't think you'd have to invent that. Just aggregate the number. >> Well, I was thinking the individual student the progress lines and you were talking about would also be some some way to talk about that that showing that all students are improving, but What's the range of growth? >> So, we
059kind of moved on to C without moving on. It's fine. Totally. Um, gathering input for the summary statement. Does anybody have anything else they would like to add to the summary statement? >> J, you have any questions for your summary statement? >> No, not really. I think what we we talked about what whether we got the data we needed and we said yeah we mostly got the data we needed but could you think about you you know making it more digestible um and maybe like you said maybe maybe more like newspaper headlines with at least highle bullet points that would help us talk to our constituents and the press right um yeah >> okay something to do with tracking how many or intervention >> impact of nothing else. Okay, thank you and s >> All
060right, that brings us to public input which I have none. Sorry, you do not have to read that tonight. >> Can I do this for fun or no? Um, that brings us to board consent agenda. Would somebody care to make that motion? >> Make a motion to approve the board consent agenda. >> Okay, we have a motion. Do we have a second? >> Have a second. All those in favor say I. Any opposed? That brings us to superintendent consent agenda. Would somebody care to make that motion? >> I'll make that motion. I'll I'll move that we approve the superintendent's consent agenda. >> Thank you. We have a motion to approve. >> Do we have a second? We have a second. All those in favor say I. >> I. >> Any opposed? That brings us to
061press verification, which I have none. And brings us to board debrief of meeting. on the debrief. >> Well, I we we were going to use the those two questions about whether we got the data we needed and whether we um we're getting the evidence we needed. Um but let's go to the um are we are we focused on student achievement? I mean, because that's what we're we're aiming to do with the model of governance that we're in. So, um >> I would say that I think we we continue to hone in and head towards that way even more around student achievement and just making sure that we're really getting to that core of are we bringing our kids along? Are they growing? Are they doing what they need to do? So, I would say yes,
062we're we're definitely moving more and more towards that. >> What do you think, Josh? >> I don't disagree that. Side note, sidebar, I would love uh we haven't seen kids in a while. We haven't We haven't seen any kids in a while any seen anything from our kiddos in a while. >> I guess we're going around. >> Yeah. >> Well, soon you're up. >> Um yeah. No. um thinking of it in terms of with um some new blood in the director's world and ideas that help that grow from that and you know kind of the outside looking in and being a part of it now. So I think that's helping and identifying results and what we want and where we go. Um, I feel like we are given an exorbitant amount of data about our
063students achieving. It's a matter of us being able to digest that and I love being able to see the cohort information. Um, we saw that in the last report and that has been extremely helpful for at least for me to be able to see the growth from year to year on the students. Um I agree that this was student data which was really good. I also then appreciated being able to see the the or hear about the partnership between technology and libraries. Um so we again I think doing better at um making sure we're integrating across departments. And the other thing was that I felt like we were talking not just about interventions but also about um helping the kids at the the advanced end and and that um that the consolidated algebra geometry and
064I didn't realize that that was and it's to make room for more classes later but also to prepare for the test which is which is really smart. So it's it's win-win. So I definitely this meeting was about students and lots of data. Um I think that I would feel more comfortable for sure to understand more the way we had said you know we need more education more understanding you know is this is this is this I guess change in the data is it significant you know what what does that mean? What what what does it actually look like? I see the numbers. What does it actually look like with the students? I guess so that just I think once we get the education that we need on the process and and what it's happening with
065the students and what the numbers mean, what that what it actually looks like, that would be even better. I think we're trying to um spend a certain amount of time at a board meeting on student achievement and I think well I think we did tonight because that's been all yeah I mean for a while they were keeping track of minutes and stuff like that but I mean I think the agenda's been focused on student achievements so we've stayed on task and >> there's no further comments I would entertain a motion to adjurnn. Thank you, Mr. Chair. >> Okay, we have a motion. Do we have a second? >> I'll second. >> We have a second. All those in favor say I. >> I. Any meeting is Thank you.