001and CAMASS science results from 2023 and later cannot be compared to those from prior years due to changes in the academic standards and and I have that on this slide even though on the previous slides we're comparing it to previous years. So keep that in mind that there have been some changes in the test formats that we need to pay attention to as well. Comparisons of PSAT and SAT achievement with results prior to 2024 are based on paper based previously to what we're doing now which is computer-based starting last year. So and then the definition of representativeness how well the demographics of the tested student population mirrored the demographics of enrolled student population. Again the the data that I'm sharing is aggregate data. The state also provides disagregated data where they do look at the
002various student groups. Um there there is an abundant amount of data that we can look at if anyone has an interest in digging deeper. Um this is just our total student population and on the SPF reports when they come out they will give some scores related to those disagregated groups as well. All right. Then when we talk about high school, they take the PSAT in 9th and 10th grade and the SAT in 11th grade. On the English English-based reading and writing achievement side, uh we have a notable achievement level of 505 for the average scale score for Kansas City Schools, which meets the expectations for the state. It is a little bit below the state's average, but still um worth celebrating. And interesting to note, the 65.6% 6% is a higher rate of students that
003met or exceeded than what the state demonstrated. Uh unfortunately when we are rated as schools the percent met or exceeded is not part of the calculation. It is all based on that scale score. So longitudinal again knowing that we can't always compare it to previous years but it's good to see some trends over recent years at 11th grade stands out. And it was kind of nice for me to be able to change the the vertical scale because previously it went up to 500 and I had to change the scale slightly so it could show that our achievement level was slightly above 500. >> That's awesome. >> Yeah. On the math achievement side um approaching we did not quite meet expectations in all grade levels. Um there there was some positive change to our performance levels
004when we compared to ourselves. Uh but still not meeting that level of expected achievement as set by the state. Okay. On the visual of the longitudinal growth um a positive trend we can see with the 11th grade math SAT. Um it's the highest level of achievement we've seen in three years. Um so we're seeing that upward trend. It's good to see that little downward trend in 10th and and nine and so we we hope that that trend turns around over time. Then we look at growth and our district has identified that growth is what matters most and so we pay attention to that at the local level but also the state emphasizes that with the way that they determine the ratings for the schools. Um they weight it heavier than they do achievement and and
005so we appreciate that and respect that. So growth is measured for both ELA and math and it typically compares the two consecutive years uh to provide an indication of what happens in between the assessments for students. The student growth percentile shows the student change over time relative to other students who have performed at a similar level. So if a student was um uh not quite meeting expectations one year, everybody that was grouped in that performance level, they're compared against that group to determine the student growth percentile for the next year. The median growth percentile then summarizes the student growth rates for the entire group. Um calculating the students in order of how they their SGP is and then picking that middle number to get the median growth percentile. So for our schools we have CAMass
006ELA and math growth. Put them both here on the same slide. So on the ELA side we see that three out of the five grades where we have growth data um we are above the expected level of 50 50 or higher is what we want to see. A couple grade levels that fell a little bit below. Um so our preference will be a C. A lot more green there on the math side. We are approaching in all grade levels that have gross data and longitudinal growth data. The visual to demonstrate what that looks like. Again, some positive trends that you can see. Fourth grade is on an upward trend. Uh even though, you know, if we uh look at fourth grade there, that's that's pretty reasonable. um that 54 that we see for ELA is
007slightly higher than it was last year. And so we want to keep that trend moving upward. Longitudinal math growth kind of all over the place. Eighth grade, we see an upward trend. So that's uh we hope to see that continue. It is still a pretty low medium growth percentile, but we want to see that upward trend continue. For PSAT, SAT, we have U both areas below the expected growth level. So it's interesting how when you look at the spreadsheet and the the data um that I shared with you previously the the the state median growth percentile is also at 49 for a lot of these which is unusual because 50 is usual usually what you want to see for the growth percentile and it's still the cut point that is expected for the um SPFs.
008However, our school is equivalent to in 10th grade the 49 SGP at the state. So, um I don't know if they're going to make any adjustments on the SPF because of that, but just notable. So, we're not too far off of what the state performance level is when it comes to growth SAT, PSAT, uh English based reading and writing growth over time. A positive trend in 10th grade and a positive 10 trend in 11th grade. And on the math side, pretty pretty consistent on the ninth grade side. Um, a little bit of an upward trend in both 10th and 11th. So, just a brief summary, and it's it's really not very detailed as far as the summaries go, but uh, the participation rates were higher than state participation rates in all grades, all content um,
009for CMAS. However, on 10th and 11th grades for PSAT and SAT, it dropped below Colorado rates. So, uh we we prefer not to see that. Three out of six tested grades have increased the percent of students met or exceeded on CMAS ELA and five out of six tested grades have increased the percent or exceeded on CAMS math. Three out of the five grades have growth percentiles for CAMAS ELA that are at or above expected values. And 13 out of 21 or 62% of tested areas demonstrated an increase in average scale score. Okay. So there is the overview of the aggregate data for our district. And before too long, we'll have school performance framework data to share with you all. >> Great. >> Any questions about uh state assessment? >> Um ju just one question for
010clarification on my ignorance, but um participation rates in the 10th and 11th grades um dropped below the rates. Is the SAT or PSAT is that required by the school is as part of their curriculum or is it optional? the the state um allows for parent excusals. Okay? And and so if um parents choose to excuse their students from testing, that is allowed. And the parent excusals are not counted against the accountability participation rate, but is measured as far as overall participation rate. >> Do you know what the participation rate is roughly? Just for my reference, just curiosity. >> Yeah. So um on the early slides there were columns that had >> Yeah. So the lefth hand columns we have the canon this is PSAT SAT math. >> Okay. >> Um so you can see 10th
011grade was at 78.3% for Canon City schools and the Colorado participation rate was 84%. Um for this one uh both 9th and 11th grade were slightly higher than the state. But if we go back and look at um English based reading and writing, you see that 10th grade is below the states and 11th grade is also below the state. >> Very good. Thank you. >> Yep. Any other questions? >> Thank you, Brian. >> I have some thoughts if you're okay with it. Okay. >> So, that's a lot even and I've seen the and Brian and I had met on the data both when we had achievement as well as when we had growth and then as he began to do his predictions on what it might meant for the frameworks this afternoon we spent some
012time at the accountability unit from CD just talking through what we think where we what we think we're seeing I I like how you said you said the district has prioritized growth we recognize that growth matters most and what's interesting when you look at the slides especially Toward the end there it was seemed yellow lot of yellow on the growth side. The state has given more because they too recognize growing someone ultimately is the goal of the work right you're you're behind so be it. We work forward but then when you actually look at the year-over-year on some of the growth they were trending a little bit up too. So it's a very mixed bag there. There is an embargo on all of this in so far as looking at the school level performance frameworks,
013the district performance framework. I think the embargo lists on 93. Is that right? Yes. 93. So, a lot of more to talk about at that time. The accountability committee that when we come together on Monday the 8th, we'll be going over that and looking at it. Um, but I guess I would just like to thank you Brian for helping sense make out of this because there's a lot of complexity when you start splitting between achievement and growth and then longitudinal and what are NGPS and all this sort of thing, right? But also for for you guys as as a board to please know that we're open to questions about it as a governing board and also as a community. That's a fair thing to ask questions about. The district is committed to not only achieving
014at high rates, but also growing over time. And I see things in there that I think are worth celebrating and things that we really need to have some conversation around just in terms of and what are we doing to do better because um there's some good things and there's areas certainly where we recognize that we can do better. So there's more that's a conversation that'll continue to grow and it's not talking about people working hard or otherwise. I'm just saying like, you know, we I think there's some space for us to grow. So, thank you board for your patience with some of that. Um, and we'll and we'll talk more after the frameworks are released. Yeah. Great. School leaders, you'll be finding out more real soon. Thank you, Brian. >> Thank you both and all
015right, next we have request to address the board of education. Miss Solano, do we have anyone this evening? >> No. >> Thank you, Mr. Hartman superintendent report. >> This is actually short um short in part because the days are just going really quickly. There haven't been too many of them. I've out of town a little bit as you know end of the week two weeks ago dealing with my my own needs as a parent to help support my child, my youngest kid with his um his start of college for the year. So So it's not reporting on a whole lot, but I want to build this a little bit on upon what Brett had said earlier. um last Friday. I think what's important to hear about um the opportunity to showcase at the high school
016is twofold. One is that they sought us out for that. Um a United States senator came to the school district, right? The United States senator and his team actually wanted to see an example of innovation, the big three, and blurring the line between what's possible when it comes to things like career certification, earned college credit, and high school education in a rural setting and Kansas City schools was selected for that. We showed up at the high school, and I said this in front of the senator, and I said it in front of Mr. Summers, too. We showed up at the high school because that's where those things are most tangible. Now you can talk about CTE. You talk about Perkins funds, talk about CIP, talk about revenue and turning it into programs and options and
017internships and apprenticeships and relationships with your local college and all of those things. But I think it's really important to celebrate our wanting to be a showcase as a representation for the whole of the district because the work that we're doing around innovation at that 912 space doesn't happen unless we're already thinking big at that prek to 12 level making sure that we're foundationally strong which is what Mrs. Hammer was talking about. Making sure that we're exploring the idea of career before we ever even get to the idea of trying to innovate on these things. So I just wanted to say and it's a little weird coming on the heels of looking at data because now I'm talking about an anecdotal observation but I think that that was really a moment for the high school
018but also for the school district. So just you know a lot of celebration I I spent the evening and this has nothing to do I I would be saying these same words regardless of who that United States senator is. There are 100 of these people. I don't care what party they're familiar with whether or not they're lame duck any of that stuff. But for somebody to say, I want to learn something. Where's a good place to learn about it? And for us to get picked was just really cool. I I at 10 o'clock at night, I was still like, "Wow, that's really cool." >> Yeah. And then just a little bit of celebration, too. Brett was talking about how for him, formerly Brett obviously was our principal at the high school, but he was an
019instructor there, he was an admin there, a parent there. And when he said, "For me, it was really that pep assembly that that's when that school year started. I was I was overwhelmed with a lot of pride, not only for Gabe England and the other three kids who had saved a life and the fact that we were able to honor those kids that day, but for our senior class and then the presentation of the Tiger Dome and the work that Dave Laughlin has done with that, it is on point. And for anyone that hasn't been inside the Tiger Dome just recently, I know that you're aware of Dave's hopes around marketing and engaging with the community, but then a capstone manifestation and actually went back and reclaimed all the correct data about state and conference
020championships and they created newly banners. These B I banners, but there's a home of the Tigers that goes back to the visitor section over there. Um, people come to this town to watch their kid play a game, whether it be volleyball, wrestling, basketball, so be it. We have a lot to be proud of over there. So, those are my thoughts. >> Indeed, we do. Thank you, Mr. Hardman. Couple policies this evening. File ABF wellness policy presented to the board for second reading and final vote to take the current polic policy from wellness coordinator Brian Bailey Warden as part of the triannual review. I have a motion please. >> I motion to approve file ADF wellness policy presented to the board for second reading and final vote. I'll second >> motion and second. Further discussion hearing
021none. Roll call, please. >> Matthew Alexander I. Brett Miley I. Robin Reer. >> Last policy this evening is file BEDB agenda presented to the board for second reading and final vote. Update the current policy to align with current practices. May I have a motion, please? >> I move that we approve file BB. >> I second that. >> I have a motion and a second. Further discussion hearing? None. Roll call vote, please. >> Matthew Alexander I. >> Brett Miley. >> Hi. >> Robin Reese. >> Hi. And no old business. We do have one action item this evening. It's the 2025 regular bianial school director election. Recommended that the board formally state its intent to participate in the 2025 coordinated election. We have a motion. >> A motion to approve the bienial school director election recommendation. I'll
022>> second. >> Motion and a second. Further discussion hearing? None. Roll call, please. Matthew Alexander I >> Brett Miley >> Hi >> Robin Reer >> I motion passes for the election we have no miscellaneous business with no further business before the board we're journed >> thank you everyone >> thank Yes.