001Welcome to the St. Green Valley Schools Board of Education Study Session, meeting of April 15, 2026. Sarah, will you call the roll? Oh, Christy, would you please call the roll? Mrs. Babs? Present. Mr. Berthold? Present. Mrs. Gilligan? Present. Mrs. Horanek? Here. Mr. LeChuga? Absent. Mrs. Solomon? Here. Mrs. Blake? Here. Okay. This evening, we are going to go through a district achievement report. Jamie, would you start us off? Yeah. Good evening, board members. I am Jamie Ball. I haven't met you yet. I'm the executive director of assessment, and tonight I really want to walk everybody through data as part of our continuous improvement process. And Diane is going to share some of the strategies that we implement to support the growth and our results. The data sets allow us to monitor our effectiveness, ensuring that from
002pre-K all the way up to post-secondary, we're delivering on our promise really to provide every student with a global competitive advantage. As we start the presentation, we want to first look at the design. This is our strategic priorities pyramid. It's the foundation for our success. Tonight I'm going to try to weave through the presentation the different parts of this pyramid to show how the foundational priorities really fuel the success we see at the top, which is in our student achievements. So hopefully you'll see that connection between all the parts of this and the results we see this evening. Before we dive into our data, I want to give you a moment to read this quote by Dr. Capuchin. This captures the core of Dr. Capuchin's leadership. She often speaks about the St. Vrain advantage, the
003promise that every child will receive an exceptional education tailored specifically to who they are. This is what we think of when we say academic excellence by design. It's that intentional work to create those systems that are large enough to offer world-class opportunities but precise enough to really recognize the individual aspirations of each of our students. We will ground our presentation in this framework. These are the different grade bands from pre-K all the way up to 14 and the data that we'll be reviewing within each of the different grade bands. We do have established metrics aligned to each of the different assessments or data sets for each grade level, and when we track this set of data, we can really measure the effectiveness of the strategies that we're implementing across the system. So we'll start off
004tonight with preschool and kindergarten, and we are really looking at school readiness indicators. We'll be looking at two different assessments. We have a TS Gold and Dibbles Eighth. When we take a look at school readiness, we're really focusing on our pre-K students, and we use the TS Gold assessment. This is an observation based assessment. When we look at this diagram here, we have two sets of data. We have literacy on the left and math on the right, and then we have gray and red bars. The gray represents the percentage of students who are showing proficiency when they enter pre-K at the beginning of the year, and then the red bar indicates that same group of students and their proficiency as they exit pre-K. So that's the spring data. We focus on both literacy and math,
005and what you see here is four years worth of data, and you'll notice that on this year's data set, you don't see a red bar. That's because we have not administered this assessment yet. But what you can see is that consistently between both literacy and math, between fall and spring, we see consistent substantial increases in the proficiency percentage in both literacy and math. We've had three consecutive years of very consistent high results in literacy as students exit, the same with math. One of the things I do want to bring your attention to is this is the first year that we've offered that five-day pre-K program, and I know we don't have our middle of the year data presented here, but right now it's trending much higher than our past years, and so we're hopeful that
006the results that we see at the end of this year show that investment into that fifth day and the impact that it has on our students. Currently we serve a little over 1,300 students full-time in our pre-K program. We'll next transition to kindergarten, and really focusing on the literacy skills. We use the assessment called Dibbles Eight, that's a literacy screener. Again, this is set up similarly where the gray bar represents the percentage of students who are at or above benchmark as they enter into kindergarten, and then the red bar is the percentage of students who are at or above benchmark as they exit kindergarten. As you can see in the three years worth of data in the fall, we consistently have between 70 and 75 percent of our students showing up not proficient in the
007skills and needing intensive interventions from day one, but the great news is in the spring we are consistently producing really great results of students who are showing that they do have those early literacy skills. This really highlights the effectiveness of our core programming and really intense interventions that we're implementing in the kindergarten levels. So this is literacy, and maybe you said it and I missed it, I apologize if I did. For math, for kindergarten, why did we not see that part? We don't have a specific screener because we're focused so much on literacy, and literacy is required by the state, this is part of the READ Act, and so we don't uniformly assess math. And understand that, but I'm just curious if there was data for early pre-K, why are we able to capture that
008data versus kindergarten when it matters a little bit more? But I think you understand what I'm saying. It's very much more foundational at the kindergarten level, right? So just curious as to why we don't capture that. That's a great question. One of the things I just want to call out is the TS Gold is very much an observational, you're looking at a whole group of students trying to see if they can demonstrate a certain skill. It may be, can they identify a couple letters where Dibbles is really going to focus on, can they have naming fluency of the letters, can they show that they have phoneme segmentation skills, which are very highly predictive. And when we compare that to what the TS Gold is really measuring, TS Gold is helping us understand really more around
009whether or not our students who are four years old have some of those benchmarks. What is the word I'm looking for? Well, the benchmark that aligns to the standardized assessments. So in kindergarten, we don't have standardized assessments like CMAS and Dibbles we use as a literacy. There's really not a comparison one-on-one standardized assessment in math. We use iReady and so you'll see the iReady test when Jamie starts talking about the upper grades like third through fifth. One of the challenges in using iReady with kindergarten is the students do not have dexterity with the computers yet. So when we talk to our teachers about the validity of their math scores in iReady, they don't think they are strong. So we don't have a really valid and reliable tool right now to be able to assess math
010in kindergarten. So that doesn't mean that we don't look at it. We absolutely have our embedded assessments as part of the Envision's math and we do have end-of-year iReady scores. But one of the things with this kind of year after year, Jamie brings back kind of longitudinal data and so that just hasn't been part of the the arc math numeracy in kindergarten. Well, we do do assessments but not until winter and spring and not even for all kids because of the computer implementation. Yeah and I would just say that the iReady assessment is a student on a computer working independently on an assessment and we do have some of our schools who administer it just to get kids used to how to engage in the platform so that by the end of the year we
011are starting to capture truer measures of student learning instead of does a student know how to engage. So is T.S. Gold paper? It is observation. Teachers are watching. They might say to a student line up 10 blocks so that they can represent the number 10 and the teacher will check off that they were able to demonstrate that. Or they might say point to the letter d or to the letter that has the sound d and so their kids are actually demonstrating that they know something and the teacher is recording that. And it's not timed. It's not a time test. It's just part of the natural instruction. So these two tests are are really different. I mean you'll also notice because one of the things that it's a conundrum for us. So when we take a
012look at preschool and we see wow 90 percent of the kids are meeting the benchmark. Why are they coming in at 29 percent of the kids meeting the benchmark? So there's just a lot that the assessments are different and the the benchmarks are different. So for example in preschool you meet benchmark if you can identify a minimum of 10 letters and it goes much higher by the end of kindergarten you have to be reading. So the so it continues to grow and the tests are different and that's why we we use certain assessments to to share out as part of a district-wide achievement because these are standardized. Just a question another if I may I know we we I think through gosh I may be saying the wrong department where we talked about looking at
013different platform software platforms. Are we looking at possibly trying to standardize between the two? And the reason I'm asking kind of probing at that is because you have the preschool which now everybody can attend and we said we're going to a five-day program this year right and then you don't come back particularly in math and if I go back to some of our past math the same data in past years what have you like when they are coming in they're still kind of particularly in math low somewhat in reading and literacy as well and that's probably understandable just at that early stage but just wondering if there's some something we're doing to standardize the way we evaluate the two so that they are more they're more similar than I say this thing but maybe similar
014just wondering yeah we've looked at different things like that and I will tell you there is a work group at the state right now for early childhood and they are looking at a number of assessments and the Colorado Department of Education is also looking at assessments and now because they're two different departments they have different visions and values and it would be lovely if the assessments were aligned but it's very difficult when you have two different departments that share different values it's also very difficult to get reliable assessments with children so young it's why we don't see a huge market for standardized or reference non-test with really young children is it's very very hard to have valid and reliable assessments as I was saying I know that there is a difference when they do come
015in I have seen that over the years and I think the other piece of it too is just that balance of time we administer the dibbles assessment it is a one-on-one teacher student assessment three times a year and then in between based based on looking at our fall data we have 70 percent of our students who every other week also has to be administered one-on-one progress monitoring screener to see if the interventions are working and so that is a lot of time that the teacher is taken away to do that intervention screening as well as the benchmark screening and if we were to add math to that the load I'm not sure would outweigh what we'd be getting from it and so we we have to do that little dance especially with our littles thank
016you so I think we're looking forward to seeing the results from the five-day preschool I think the results that we're also seeing trending up in kindergarten our kindergarten teachers are just really enjoying the dibbles assessment we for a number of years we use PALS and Jamie made the point that with dibbles it has a really strong progress monitoring tools so the teachers are really seeing the growth and they're feeling confident they can see the results in their classroom I expect to continue to see the kindergarten results climb over over time so it's really exciting and because of the fundations program our strong use of early reading training for our teachers the phonics all these things are working hand in hand just providing great results for our kids it's exciting all right we're now going to
017move to grades one through five where we really start to prioritize reading and math proficiency we have two different assessment sets that we will be looking at both CMAS and iReady again we use iReady for more progress monitoring we administer that in the beginning middle and the end of the year and then we layer in our CMAS data which is administered one time a year and the combination of these two different metrics enable us really to track student growth and achievement and make with that iReady middle of the year it really helps us make in time adjustments if necessary so as we move into elementary we'll start focusing on the reading proficiency I've highlighted this evening grades three through five our language arts data for CMAS again this was from the past year we just
018finished administering the CMAS language arts this week and so we'll be looking forward to receiving that data but how we look at this graph there are four different sets of bars they represent four different years the bar that's on the far left is our our benchmark pre-pandemic metric of 2019 and then the other three bars are our last three years we have 2023 24 and then 25 the way this reads is the red bar indicates the percentage of students who met are exceeded in third grade the gray bar that's right next to it is the fourth grade's result in that year and the dark blue is the fifth grade results for that same year that's st brain data the green line that's cutting across is our state average so we can see how we are
019doing in comparison to the state when we look specifically at 2025 compared to 2024 we can see that our fourth grade increased their score from the previous year third grade maintained we had a slight dip in fifth grade but really strong results overall that light blue bar on the the right of each of those sets of data is the i ready proficiency and i put that in there so that you can see that comparison between CMAS and i ready CMAS let's remember this is administered in the first couple weeks of april and it's considered an end of year assessment where i ready is administered in those last couple weeks of school and truly represents that additional six weeks of instruction are these fifth graders uh were they doing remote learning in kindergarten or would that
020be six i think it's our sixth graders actually is it this okay i was like is it fifth or was that the group that transitioned up the current fifth grade was over oh i see okay got it so it's in here the current current fifth graders and the fifth graders up here got it okay thank you yeah the fifth graders right now yes started kindergarten okay with mass by 2025 the 2025 or greater yeah which i think is especially astounding that our kids are outperforming the pre-pandemic scores it's it's it's really astounding and i guess the other thing to mention here is let's follow that the fifth grade data in 2025 and let's back it up so in 2025 we had 53 percent proficiency the year before that you would be looking at the gray
021bar which is 48 and then back to 2023 you would be looking at the red bar if you follow that forward they continued to improve each year so even though in that particular 24 compared to 25 there wasn't the increase we are seeing that cohort of students showing that increase yeah we'll now transition to math proficiency the graph is set up exactly the same as the one we just looked at it just now shows us the math proficiency again you can see the pre-pandemic data on that far left and when you compare that to the far right the 2025 data you can see that we've made great gains in our math proficiency since we've came out of covid we are outperforming the state by a great amount if you look at third and fourth grade
022specifically they both increased and fifth grade maintained the proficiency this is the first time if you look at this past year's data the third graders it's the first time we've had a grade level above 50 percent and so i think that really speaks to some of the strategies that diane's going to talk about here shortly and the work that we're doing at those earlier grades in math and the output that we're starting to see as they move forward so we're excited to see the progression of that third grade from last year that's now our current fourth graders also the other thing i just wanted to mention is another difference between c-mass and i-ready is c-mass is very strictly timed where i-ready is not all right diane so we are going to be excited to see
023our results on i-ready and c-mass with this season's math scores we did implement a new curriculum in visions 2025 it is in the envisions family which we used previously in visions 2.0 the strong math scores and results from our students is one of the reasons we kept the same publisher our teachers had familiarity and and we're seeing really good signs so we're very hopeful that we're going to continue to see strong achievement same thing with with ready gen it it has been very exciting to see the growth and really when you take a look at all the interventions and support all of us when we had the the very you know wonderful supportive funding that came from the federal government to get us through that period of learning loss each district came up with their
024own best ideal looking at the research on how that funding should be spent you know we put a lot of money in triple a so that students could get that extended date so we would prevent that learning loss and you can see in our scores that it made a dramatic difference now that we have students this this group of kindergarten students are those who were born during covid right and so we're going to continue to see the next generation of students that were not impacted by the pandemic and so it's exciting to see the data all the hard work of our teachers with the extended day and also the extended year interventions that have paid off all right now we're going to transition to grades six through eight and we shift a little bit from
025foundational skills and more towards advanced course participation specifically to math so we'll be looking at the data of the percentage of students who are engaging in algebra or higher math coursework this visual in blue shows the longitudinal percentage of students in eighth grade who are participating in algebra or above coursework we use this metric because it is a strong predictor for high school graduation and college and career readiness the data table along the bottom is the percentage of students or i'm sorry if we look at the percentage of students up above the 40 percent 95 percent of those students are passing the advanced coursework with ac or higher grade so we know that they're being very successful within the coursework one of the things i do want to point out is in this specific metric
026the goal is not 140 is a very healthy strong percentage of students engaging in advanced coursework we are trying to prioritize ensuring that we have multiple entry points into advanced math pathways and advanced course pathways so that the students who are highly motivated and also have the skill set to show that they're ready that at any point along middle school they have the opportunity to hop into an advanced pathway because we don't want to eight keep them and say oops you missed your opportunity and so you're going to have to live with that we continue to try to find creative ways to help kids who really want to engage in that to be able to move forward one of the advantages around the students who are able to engage in the math advanced math participate
027course participation is by the time that they get to high school at the 12th grade they start to be able to engage in ap calculus or other science courses that are advanced which is often the expectation for students who are wanting to go into stem careers excuse me another advantage is it allows students the ability to engage in concurrent enrollment courses at the end of their high school career so when we look at that connection it's because we we want to make sure that students have those opportunities later so when we take a look and you know we're we hang our hat on saying we want to provide each and every child with a strong competitive advantage so taking a look at the data point of of advanced math making certain that we have multiple
028access points one has typically been fifth grade an advanced math class during fifth grade so that students can enter sixth grade into seventh grade math it's one of the reasons we added a second access point during the summer project launch which was a fifth grade accelerated so if you weren't in accelerated math in elementary school you could be in a month-long accelerated program and that could be an access point one of the things that jamie is working on with greg george right now in our curriculum department is an additional access point for sixth grade students and seventh grade students so that we can identify students through i-ready who are showing good skill level taking a look at the curriculum compacting what they they need to have as the essentials and then giving them that opportunity
029to accelerate so we want to give every single champ a chance for a child to be able to to grab into it if they so desire and if they are willing so a whole plethora of opportunities and i'm so glad you brought up robotics and stem because we really feel that there's another advantage when we couple really robust instruction with opportunities to apply our thinking and our skill sets and our numerous numeracy skills into those authentic learning situations so those two together really set our kids up apart from many others in the state so to add to that or to ask a question ai is becoming and i know we've talked been talking about this for a couple years now but ai is becoming more prevalent in the workforce meaning you almost have to do
030your job using ai and it's part of your performance at the end of the year for most most jobs so similar to the robotics and the stem portions that we have like i know my son is in a i'm going to take the robotics whatever the test is at the end of the year to get our next year sorry to get his uh certification i think it is what are we doing in relation to the ai portion of that of the stem to help our students be prepared for those jobs because by the time most of these students that are now like fifth graders by the time they get to the workforce it's probably they're going to probably be expected to know how to do that like proficiently yeah diane i'm going to have you
031answer that yeah in a brief very but we actually could have a full study session yeah we're doing it so i'm diane can answer it but we probably need to go deep in the space with the board because there has been a lot of work related to ai both at the innovation center and in schools and in professional development that would be a good study so okay good so yeah top level totally real quickly um it's very emerging and there's lots of learning progressions that are coming out so we actually are we're just keeping very in tune with the research in this hyper accelerated you know innovation and we are building our progression as well taking a look at what are those foundational skills from computational thinking machine learning and also giving kids the opportunity
032to really understand how ai works robots humans autonomous all those things and then how do we build the scaffolds so that students are using it safely productively ethically in a real um in a teacher scaffolded way not on their own so it's under development and yes it would be great to talk i could almost see at some point probably when most of us are not here and a blessing here like in this this space um i can almost see that being a requirement for graduation at some point to be honest with you it's fascinating in our student advisory um one of the the students who who explained to me um when i said like what do you think what do you need and he said you know i'm taking a look at the schools that
033i'm planning on applying for duke mit stanford university of colorado boulder and i'm looking to see what skills they're using in their colleges so that i can prepare myself to be ready in college so when you hear things like that i think we've got kids that are super savvy and they are aware of the skill sets that they want to bring forward so they can be um successful into whatever chosen path they have it's exciting thank you all right we'll do a few celebrations of our pre-k through eighth grade 3496 students engaged in our project launch opportunities this past summer we had 94 student engagement in our middle schools in either extracurricular co-curricular or athletic activities which is an incredibly high percentage and connecting students to their school um across our elementary and middle schools
034we have 291 robotics teams this past spring we had 12 middle school and four elementary school teams qualify and compete at the vex iq robotics world championships and then lastly we had four different schools receive the super stretch growth school award and that really um well it's for three schools in reading and one of the schools also received it in math and it it's an award that goes out to schools that have really exceptional growth that would show that their students are growing well beyond what you expect to see in one year so some really great things happening which then leads us into the pk through 14 or sorry then grades nine through 14 and how pk up through grade eight has prepared students for post-secondary readiness jamie can i just stop you right here
035um some people might find it strange that we have extracurricular activities embedded in our achievement report but this has been a superintendent goal for a number of years because there's a lot of strong research that when kids are connected to school outside of the classroom they're better engaged in the classroom and that's why we continue to highlight the extracurricular participation thank you um the far left bar is our baseline year that was 2016 54 percent of students in grades six through 12 at that time were engaged in co-curricular extracurricular extracurricular or athletics and so i put that in there so you could see that reference to where we started if you go all the way across the red indicates the percentage of students who are engaged versus the gray which is the students who are
036not we had 84 percent of all six through 12th grade students engaged in activities or athletics if you look over the past couple years we've been relatively stable and we had a pretty good bump this year um and so we're really excited to share why we think some of those percentages and some of those we've captured some additional students later in the presentation we'll now take a look at our high school achievement data around sat and psat this is a comparison of the last two years remember two years ago they transitioned college board transitioned to digital and the scores came back very different than what were expected and so this is why we have two years of data the 2024 data was the new baseline so the red and the blue bars represent the st
037brain scores over the past two years with the increase indicated above that and then the two grayish bars are this the state scores over the past two years and their increases if you take a look the first set of bars is psat grade 9 st brain increased the total score 22 points compared to the state remaining stagnant in psat grade 10 that's the middle set of data st brain over the past two years increased by 15 compared to the state increase of one total one point on their total score and then the sat grade 11 st brain increased the score 17 points compared to the state it's 10 so not only do we outperform the state on all three but we really saw double digit gains in each of the different levels which is just
038fantastic results we're really seeing that positive trend align to some of the strategies that we've been implementing next we'll highlight our graduation rate and really this is the celebration here the graduation rate is the ultimate like pulse on the healthy system it's the collective result of a community that really commits themselves and dedicates their time to ensure that every student walks across that stage when we look at the blue data that's st brain's historical data longitudinally compared to the green line which is the state so not only are we outperforming the state by a tremendous amount but 96.8 percent of our students are crossing that finish line on time in the four years which is an all-time high for us and it continues to be the highest rate in the denver metro area even though
039we have some of the most rigorous requirements we'll now turn to student retention we measure this through dropout rate this is the kind of timeline from 2010 to 2024 the blue is our specific dropout rate data the blue line represents our trend you can clearly that we have decreased significantly when we compare that to the red line that is the state trend line and even though the state is decreasing it's still hovering right around two percent not a whole lot of change where we have less than a percent and this really reflects those strategic moves and expanding opportunities for our students according to their interests we then look at the levels of support we provide students we report out on expulsions each year this past year we had three and really that's that commitment to
040keeping students connected to their school communities creating an environment where they feel safe where they feel supported where they feel valued if we look at the historical data for expulsions the blue bars represent the total number of expulsions we had in that particular year and the red line represents the district's total enrollment as you can see on the left side our enrollment of students as a district was lower in the past but we had much higher expulsions and we saw a pretty significant drop and i don't know jackie if you want to speak to that yeah you know um expulsion data is tricky because because we have fewer expulsions does not mean our schools are safer so we have to use this strategy very carefully we actually have more kids than the three that have
041been put out of school but we have deferred part of their expulsion because they have agreed to get some counseling sometimes we defer an expulsion because of the age of the student if they're in middle school we'll take a look at that and not try to keep them out of school for a full year if the parents and the family are very cooperative and the student is cooperative and remorseful for the behavior we might defer an expulsion they may agree to um to get some counseling they may agree to some additional tutoring and some support to get them caught up so part of these numbers really tell a story about what the family and the student is willing to do to restore what what damage they've caused there are some expulsions that i will not
042defer because the behavior is either so dangerous um or the family or student will not cooperate with us and that's generally what these three represent so um sometimes we look at expulsion data and we we interpret it as oh our behaviors are going down that's not always the case and low expulsion data does not necessarily mean that your schools are safer because they're dropping every expulsion has its own story we deal with these very individually we talk to every parent after an expulsion hearing to see what disposition they're in and what kind of support they can give their children and whether they're going they're willing to supervise that and make sure that their student stays on track and there are times we pull we pull back on a deferred expulsion it really is kind of
043a carrot we don't have to we can offer a deferral and then if the student hasn't met all the requirements we can keep them out for a full year so that's just a little bit of context about expulsions definitely 40 expulsions is too many that means we didn't have other options for kids and we weren't putting interventions in place sooner but zero expulsions is not always a good thing either because that sometimes can tell you that a system or a school is tolerating behaviors that they shouldn't tolerate and so we just pay very close attention and there are stories behind every one of these and it's really the stories um that tell the story it's not the numbers and this is 20 like 20 25 26 school year so like 25 that issues three that
044would be this current school year it was from last year so 24 25 yes the graduation dropout and expulsion data is all from the past year because it doesn't finalize until and get released until january now in 19 and 20 zeros expulsions make sense because the kids weren't in school all right we'll move on to the opportunities um and really the next few slides are how we are engaging our students um in the things that they're interested in uh ap we're going to first look at the exam growth um the blue bars and the number at the top represent the number of exams that were administered that year uh we are we administer them in may we are very close to 6000 for this year it's just increasing um and the percentage that's on the
045bottom represents the percentage of uh of tests that had a qualifying score and that's a score of three or higher and a qualifying score is important because it opens up the opportunity for the student to potentially get college credit for that um back in 2010 i know it's not on this graph we had 300 approximately 300 exams and a very selective approach as to who was able to enter those exams we continue to grow the number of courses and opportunities that we have so just to give you some reference in 23 24 we introduced ap pre-calculus at four of the schools last year or this year we're up to six schools offering it um we introduced ap cyber security which is now they switched the name to networking um in 24 25 new course this
046year is ap african american studies we've got that at two of our schools we'll probably be expanding that um and then new courses for next year is ap business with personal finance and ap cyber security it's the level two so i guess they got the name and the other one got changed to networking so um as ap keeps um creating new coursework and we keep implementing it we're giving our students more opportunities and we continue to see the increase quick question how do we um support the costs of taking ap for this many students it's there's a big burden there is a big burden we do have money in the assessment department set aside where we um based on school size population we um give out specific amounts of money that the schools can choose
047to use as scholarship money in whatever ways they see fit we also reduce um the cost for any students who are free and reduced lunch qualifiers to 15 instead of the i think it's 90 or 100 per exam so that's a different budget no we cover that we um we we pay out of the assessment department that remaining balance we we only charge the student or the family that 15 dollars so okay that still gets gets covered we used to have some grant funding that helped cover some of that that doesn't exist anymore but we we do have money set aside to support um this work and the foundations gala this last year was to create a scholarship fund for any opportunities or activities that students might need a scholarship for and so that will
048also be helpful in this space and that could be used for ap exams as well okay yeah all right when we take a look at the awards and recognitions that come with all of this uh course taking and um passing of exams with career hires we have awards and recognitions there's two specific student um awards you can earn an ap capstone diploma you have to have to look this up um you have to have a three or higher an ap seminar a three or higher an ap research and then four additional ap exams of your choice so a total of six um that gets you the ap capstone diploma we had seven students earn that award this past year and then the ap scholar a student gets to select any three exams of their choice
049and as long as they have a three or higher on all three of those they qualify for the ap scholar award so you can see we had 77 ap capstone diploma awardees and 1026 ap scholars so that's the all-time high for both of those and i would suspect that we will continue to see that increase with the number of exams that are being taken we also for the first time had all eight of our comprehensive high schools earn the ap honor roll recognition this past year and that really is around increasing the access to um ap for all students and so it combines some of the demographics that we track and making sure that we're increasing the participation across all of our demographics if we take a look next this is our advanced coursework um
050this graph right now represents all students in six through twelve we're going to tease this out moving into next year so we're just looking at the high school level but currently this is um the percentage of students in secondary i will say that if we were to remove middle school it's around 85 percent of our high school students are engaged in some type of coursework that is considered advanced and again it's really that strategic planning and ensuring that we have opportunities for students to engage in these types of coursework i have a quick question yeah well how do you determine and that's a great question it is a very good question um what i did this past year is had our curriculum coordinators we review every single course in the course catalog between sixth through
051twelfth grade and based on the content um and the standards that are within that course it is either yes or it is a no it's typically an honors class or a class that is above a grade level um it is a certain number of concurrent enrollment classes that are above grade level all of the ap and all of the ib classes okay i can imagine that's a little challenging too because i would think that there are some students who are studying ahead but ahead of their grade level but maybe not in an honors course and that's going to be a combination of students in a classroom it is a very tricky metric yeah to monitor and we do have the support of our district tech services they run scripts on the back end that say
052here's the magic numbers and okay yeah that's a fun one yeah the next one we'll look at is concurrent enrollment this is also another fun metric to track a lot of these um the metrics that we're looking at right now will be transitioning into the accountability framework moving forward and so it's going to require higher levels of detail in the reporting and so we expect that we'll be more sophisticated in what we can report over the next few years but concurrent enrollment this is really our students engaging in college coursework if you look along the red line that is the total number of courses that were taken and then the blue is the total number of students it only makes sense that if you have 1745 students taking 3162 courses we have students taking multiples
053if you look here we have had a 604 percent increase in in the number of courses that have been taken over time and this past year this this school year we currently have 412 students who've taken a minimum of 12 credits and that's important because that's the equivalent of at least one semester of college so some really great work happening yeah yeah you know i just look at this data and i'm i just see you know a sea of kids who want the challenge like and they're ready so when we talk about having that strong academic foundation and that foundation and then also the innovation so when we put together the the focus programs the p-techs the plethora of classes at the innovation center our career elevation technology center all of the different kinds of
054ap courses our students are seeking them out and once they have success with one it's contagious they want another they want another um heather you talked a little bit about you know what are some of the ways that we're bringing the costs and managing them so a couple years ago we launched um the advanced placement summer institute we had it at eerie last year this year i'll be at frederick high school we actually make a little money on that and that allows us to provide professional development so our teachers get in at no charge like it doesn't cost our district and um the the thing that really distinguishes sometimes an advanced placement course between a typical concurrent enrollment courses is those teachers get pedagogy training along with a very robust curriculum so they know how
055to elevate critical thinking get the students writing get the students doing the critical thinking with the the close reading it's pretty impressive and many of our teachers are now becoming instructors inside of the advanced placement summer institute so not only are they you know teaching it on their own but they're master level ap instructors and being sought out nationally to to be teaching at these these institutes so when you think about that intentionality about providing just a rich array of classes for students to take um they're hungry for it i'd say we're also seeing um so much of our students the graduation rate um that intentionality around the eighth to ninth grade transition looking for ways to make sure students make that bridge very cleanly successfully and then um we for many years we've talked
056about credit recovery that is a very powerful tool when students get behind they can recover the training one of the things you might not have heard about is unit recovery and it's one of the programs that our area assistant supes are working very closely with our high school principals the difference between unit recovery and credit recovery is rather than waiting for an entire semester to fail that course it's an innovation right it's that foundation innovation in an academic course to say how can we make sure that you don't fall all the way behind that we're going to get you on track even one unit ahead so it's exciting to see that alongside the grad track tracker that you know really dina and your team they have perfected that um at the at the high school
057level starting with seniors then they took it to junior sophomore ninth grade just looking at the data if the students giving them that support and now taking it to the middle school all these things are coming together to see high rates of that graduation level um when they have the strong access to those programs that are going to launch them into their future together it's just really exciting and i think date uh jamie has some data on the next page that really talks more about um the work-based learning experiences the internships and all those ways that students are taking their academic um learning and applying it in post-secondary workforce ways yeah thank you yeah just to highlight you know how we keep our students engaged and really help them move through high school successfully we
058have over 40 cte programs at our high school level this past year 44,014 credits students had the opportunity to earn college credits this was through ap ib or concurrent enrollment classes we have four different p-tech programs where students can earn their associate's degree alongside their high school diploma at no cost to the student and um this this school year we've placed 203 students in high quality internships um with industry partners and we'll even have some of those students completing it through the summer but really exciting work just wanted to give you an overview um to show all the different ways that our our students can engage to be future ready um we have two years worth of data um to present tonight 2025 is in red 2026 is in blue so we've kind of elevated
059um the number of spots um we see students engaging in in these different programs so we've got the cetc um that's seen a little over 300 increase um the innovation center is pretty stable a little bump in p-tech um specific to that increase in um i believe it's the trojan tech program that isn't all the way to full capacity yet it's it's moving there um and then we have our cte and different focus programs showing good gains so overall um about 600 increase from last year really exciting stuff um if we take a look at our signature programs um these are the programs that are either first of the first of its kind or nationally recognized um and we really are strategic in kind of implementing that cutting edge technology combined with robust programming we've
060got three new um signature programs that i've added to the bottom so specifically that intro to quantum programming the motion and performance studio and our pre-law program um and so these strategic opportunities really are giving our students access to world-class opportunities when we look at the saint brain advantage by numbers um we have 181 all-state musicians whether it was state choir band or orchestra this past year and we were awarded the best community from music ed for four straight years um we have the highest percentage of championships by students um in colorado so since 2019 we've had over 250 athletic championships we had 23 robotics teams um across our system qualified for world tournaments um this is the highest number we've had yet to date and um just those 70 plus focus programs um with
061open enrollment uh policies really to help families and students select the the school that meets their needs and their interests the most and we'll wrap up um tonight i want to bring us back to that foundational pyramid that strategic pyramid that we started tonight's presentation with when we look across this slide right here um this is nearly 180 million dollars of direct economic impact and that doesn't happen by accident um this is the direct result of the core foundations of that pyramid with strong district finances u is a high functioning school board and the strong visionary leadership we have across this district um the results are really the testament to that work and the strong foundations and we're getting that return on investment for our community another celebration is 1200 uh industry recognized certifications will
062be earned this year alone and when we think about teachers doing things outside of contract time that doesn't just happen anywhere um that happens in a healthy system our teachers are going out on their own to seek professional learning so that they can be the best that they can be for our students um we know that when you think about this return on investment our partners know that when they invest with us their time their resources they are joining a system that is fiscally sound we're expertly governed um and we're laser focused on providing our students that competitive advantage um because we know that those students are a future workforce um in turn we're able to collaborate we turn these dollars and partnerships into student opportunities i hope you've seen that throughout the presentation um
063and we call this our saint brain advantage it's the intentional work to create a system again that's large enough to offer world-class opportunities but precise enough to recognize the individual aspirations of each individual student so thank you um thank you for your leadership and hopefully you um can see the great work that is going on here within saint brain thank you jimmy any words to explain here um i don't know board members have any other questions or comments um you know i thank you a lot of work going in and all this together too so yeah you're welcome if you do have questions reach out it makes me excited for my kids who are in this district and all the opportunities that they to participate in sure so thank you for putting this information together
064for us you're welcome yeah okay thank you jamie and diane yeah okay i think that's all we have for this part of the meeting um with that i'll request a motion to adjourn so on the second is carol and padley all in favor