001All right, it is 5:00 pm on February 10th, 2026. We're going to call to order the special called board meeting for our data work session here at the central office. Uh roll call. All members are here and in person and we are going to start off with a schoolboard recognition and I believe Miss Elaine is going to come up and do that and I this was supposed to be in January but January was a little crazy for everybody so this got pushed out a little bit. Yes, but we're happy to do it now. So happy school board recognition month board. Thank you for everything you do for the children of Woodford County. Um, I have a special honor to get to be James K tonight. So, um, I'm going to read this just as it's
002written, but imagine I'm him. Whereas, Woodford County is proud of our public school system and the teachers, administrators, staff, and schoolboard members who work together each day to provide a quality education for our children. And whereas Ambrose Wilson, Adam Brookler, KT Gould, Sheri Springgate, and Sarah Macau represent and serve the respective districts and the people of Woodford County on the Woodford County Board of Education. And whereas these board members are serving our community with integrity, honor, and a commitment to our children's futures. And whereas January is a time in Kentucky where we recognize the contributions and services of our local schoolboard members. Now therefore, I, James K, Woodford County Judge Executive, do hereby join my counterparts across the Commonwealth, declaring the month of January 2026 as school board recognition month, and urge all citizens to
003join me in recognizing and acknowledging the contributions of the members of our Woodford County Board of Education and thanking them for their service to our community. Signed and duly noted. Oh, so we have a copy of the proclamation for each of you. So, kind of how we do on a normal meeting. If you wouldn't mind to line up here and we'll have you hold them up and we'll snack snap a picture. All right. Thank you, Lane. Thank you, Judge K, for this as well. We are going to go ahead and move into our work session all focused on data. So, we have Mr. Ryan Asher and Mr. Scott Hunley here to present to us. hand it over to you, gentlemen. >> All right. Thank you very much. Good evening. Um, just for those perhaps watching,
004I'm Ryan Asher, chief academic officer. Uh, Susan Tracy is also one of our teammates. She is, uh, director of of, excuse me, director of student achievement. One of her roles is district assessment coordinator. Uh, Susan's not able to be here tonight. She's homesick today, but she's watching and and on text if we needed for any questions. Uh, Mr. Hunley here, Scott Hunley, is our coordinator of curriculum instruction and assessment. So there's actually a portion he's going to talk about in uh basically our plans for continuous improvement. Heavily involved with that. And then also I'll mention Amy Oats who is our MTSS coordinator who's very critical uh uh and talented in uh the data aspect and pulling that all together for us. Uh so our agenda what you see here uh very strategically aligned. Dr. Jones
005and I have gone through this. I want to go through some demographics first. We're going to look back to spring 2025. Uh the KSA data is all the way from back then. Uh but uh we'll look at that and and pull out some what we call pluses and deltas from that and then go right into our plans for continuous improvement. Some things that you've already seen. Uh but we want to show you those a little bit more in action and what that looks like. Then progress monitoring data data what our current winter data looks like and how we're tracking towards our goals. uh do a piece on post-secondary readiness really defining that and elaborating on that one goal work that I had talked about I believe last month and then into uh some whole child
006uh data when you talk about behavior and mental health and then finally just a sneak peek at the impact survey which is the teacher survey that just was released last week. So, uh, periodically just chime in if you have questions. Uh, I'll stop at each, uh, kind of category, uh, for anything further, but, uh, please call out questions as we go. All right. Uh, the demographics that we're looking at is from each of our uh, eight schools. Now, uh, when we consider the upper right there, our virtual learning academy is indeed its own uh, own school. It is an A5 program just like Safe Harbor. Uh, so now we are up at up to eight. our enrollment over time. Uh last year I went all the way back to to 2010 and it's remarkable how
007steady we've been that long. Uh but you can see there we are down just slightly uh in 2026 in overall enrollment. I think to note here uh this is by uh grade level. So at the bottom there our our grade levels average about 286. Uh I've seen that go down slightly over time. But one thing to point out here, I've circled K and six because what you'll see here on the next slide is a uh three of our four elementaryaries decreasing enrollment because our incoming our current K is much smaller than the fifth grade that they exited to sixth grade. You can see a swing there of of what nearly 80 plus students uh between those two classes. our preschool enrollment. You see it took a big dip uh after COVID there, now working its
008way back up to 139 total currently. Uh here's the se excuse me, elementary data that I was talking about. Uh you can see uh the between the 24 and 26 obviously as last year. Uh so you can see a slight downward slope on three of our four elementaryaries with Simmons being the exception there. Uh and if I remember correctly, Simmons did not see that low kindergarten incoming quite like our other schools did. Uh our secondary enrollment pretty steady over time. Uh the uh you you'll see slightly decline in WCHS from 22 to 26. You got to remember and you'll see this on the next slide that um are WVLA. A number of the majority of those are high school students. So that that could be attributed there. And our middle school down slightly over time,
009but still pretty steady. >> Sure. >> Uh what is north side I mean southside rather looking at as far as capacity goes? I mean I know we've got the dip there which is >> I remember that kindergarten class like when it was uh yes like building capacity because I'm thinking about the precedented growth that we're going to experience especially at 33 and how that may impact that school in particular. So that's >> I don't recall Dr. Rabburn, you were do you know building capacity at Southside perhaps? >> It's okay. It it was just something I thought about. You could email me. I'm just curious because I that's something that I am concerned about. >> When I checked at the beginning of the year, Dr. Gold, um there were still about 70 >> Okay. >> spaces.
010>> Okay. >> Um there available. So let me I'll get the updated. >> Yes. And that's totally fine. I'm sorry. I should have emailed that. I just didn't think about it until just now. I apologize. Um, okay. Yeah, that's all I had on the secondary. Uh, here is our alternative programs as mentioned uh since its inception really taken off. Our WBLA um and a number of our students who were at Safe Harbor, you'll see back to 2020 have now gone the um virtual route. As far as student demographics, uh ethnicity to your left, the pie chart you see there, predominantly we are nearly 70% uh uh white. Uh Hispanic is our growing population. We hover in between in in my tenure at this position, it's been 16, and this is about the highest it's been.
011We're nearly at 19%. Next would be two or more races, African-American and then Asian. And then if you look to your right, uh some C subgroups, categories, um you'll see there from free and reduced down to homeless. I do want to point out homeless does not mean that they do not have a roof over their head. It just may mean that they are living with someone else, other friend, family member. There's a more broad definition of homeless there. >> Mr. Asher, >> do you have that student demographic data? um the second chart particularly um historically like for the past maybe five years >> I do not on hand but um anything in particular from that that you're looking for? >> Yeah, I would just like to see uh really kind of all the categories. Um
012how we're trending on free and reduced lunch, gifted and talented, special education, English learners, migrant and homeless. I would just like to kind of see what that looked like maybe four or five years ago. >> What chart are you referring to? I'm sorry. The second one under student demographics by the pie chart that's got lunch. >> Yeah. I just kind of want to see what that's been looking like over the past few years. Um I'm just interested. >> Yep. Uh the way that I did this last year is just kind of take notes and questions here and then add it to the pres presentation and I can reshare and uh >> point you to which which slide to look at. >> Yeah. Thank you. >> Can I ask a follow-up question too? Um, for the
013free and reduced lunch, I was just wondering if that is uh if we're on par with other counties because I mean that's almost half of our population. Um, so I was just wondering if that is something that Well, I appreciate Miss Springgate's comment about is that has Ic increased or decreased the all these different demographs, but also how does that look as far as similar county demographics to us? >> I mean, that's hard to say when you say on par with different counties. There's quite a swing on that. Um, Jessine, do you recall that all >> Okay. >> Yeah. I mean, there can be a great swing. Um, there are some districts that are 80% and above. Um, but that would be something have to dig for. >> I wonder if the like Kentucky kids
014count or something like that might have. >> It's on It's on the It's on the school report card actually. >> Okay. I I'll look it up then. It's no big deal. I was just curious. >> Uh, now staff demographics. So, what we're looking at here is all certified staff on the lefth hand side, a breakdown of gender, uh race, race, ethnicity. I will uh note that there's a pretty large number that did not indicate. Um and so that's all certified staff. And then on the right hand side would be certified teachers only. I'll give you a minute just to look over that. >> Can I ask for the same the same thing? And honestly, I don't need like the breakdown of everything. I'm more interested in just the total number of all certified school staff,
015the total um number of all classified staff um for the past maybe five years. >> I would really like to see that growth, what that looked like, what those numbers look like yeartoear. >> Uh class, yes, classified is the next one we're looking at here. uh same kind of breakdown when you say gender and race race ethnicity uh to note 108 did not indicate so that could certainly skew >> or just not reveal certain categories. >> Yeah, that's one thing I noticed is just the amount of people that didn't. So it's hard, you know, sometimes it's hard to use data that is incomplete to make decisions and there's a pretty decent chunk of employees which I mean they're their choice. they have the right to disclose that or not. just when we look at it
016as do we need to adjust anything like you know >> what we're looking at as far as recruiting >> not we as the board but you and the staff right it's hard to do that with some of the information right >> okay that completes our demographic uh section so yes make note of those and we'll follow up as soon as possible uh so now let's get into our academic data at this point uh so we have three tiers of data three levels I should Okay. Uh classroom data that's and it's bigger on the triangle for reason. Uh that happens more often. And then district school and we will look at that a little bit later. Uh that's essentially three times a year we do we do specifically the district uh um what we call universal
017screeners. And then our state obviously is annual one time per year. So I will note this is back from spring of 2025. We'll be looking at KSA, ACT and EOP a little bit later. That's end of program for um career and teched. All right. So, state assessment results in reading. What I've pulled here, this is from uh the school report card. Uh you'll see the color codes there. Elementary um is is gold there as compared to the blue teal color state. Uh the reason at secondary level you have school district um those are separate. uh middle was representative of Woodford County middle school district although it aligns here would be maybe a student that is in an alternative setting is not at Woodford County middle but we are still accountable for that student and then
018same thing and you do see a slight discrepancy here uh from the red being Woodford County high school the middle gold is students that were a total number that were accountable for um so this does represent above state average uh across the board in reading and this is um I'm sorry the percentage we're looking at and all of these will be our percent of proficient distinguished uh results in math same thing here from left to right um how we compare to state averages I'll just keep moving through these ask questions uh as we go our science here um if you remember the science assessment itself was adjusted uh but nevertheless still performed uh above state average pretty well above particularly at 11th grade. I do want to point out if you go sorry let me
019go back one uh KSA as far as high school goes you only got one grade level for reading math because it's taken at 10th grade and then as we go ahead into these other areas that's just one grade level of 11th grade social studies uh same thing here now we one grade level per level at elementary it's at fifth grade middle school it's at eighth grade and high school is 11th writing um across the board. Uh let's see. Actually, I should have adjusted that. That middle school would be uh eighth grade as well. Yes. Not sixth through 8. It would be eighth grade. All right. Now, as we drill down into subgroups, on the left hand side, you're going to have third through fifth reading. Right hand side, third through fifth math. And I know
020we've got a lot of numbers here, so I drew out just a couple what we call plus and deltas at the bottom. Um the color coding for these uh bar graphs, blue would be two years ago essentially 20 spring of 24. The green is spring of 25 and then the state average for the 25th. So there are more than just these single plus deltas, but just pulling out one and what we've really focused on. A plus for this would be an increase in free and reduced proficiency uh from 24 to 25 in both reading and math at elementary. Uh however, a delta is just our overall proficiency rates for the two groups of of special ed and ELLL. If we go to sixth through 8th, um same color scheme here plus being similar to what
021we saw in uh elementary increase in in free and reduced and their minority, but that was only uh in reading proficiency actually had a decline in the free and reduced proficiency for math. um a delta would be and this is this is a consistent thing we're seeing the the proficiency rates for special education in ELLL and and most significant at the middle school level 10th grade um again same color scheme pluses to pull out here free and reduced Hispanic and two or more races math proficiency quite an increase in those areas so from blue to green uh of those bar graphs. Uh delta would be the EL proficiency rates well below state average in that department. All right, so I want to get right into So this is that data was quite some time ago,
022but let's go ahead and get into our plans for continuous improvement. Uh Dr. Jones brought this to uh the CNI team uh soon after results were released. And while we are right in these two areas, we are a high performing district. Uh when you consider right here, uh when we look at and I put IEPs and PSPs, IEPs are students uh individual education plans for special education students. PSPs are program service plans for ELLL. So we we have some hidden issues, so to speak, here where our our novice is higher than it needs to be and our proficient distinguish is lower. So we're in th those two categories when you consider all students and then students with individual plans. So certainly as we do goal setting and you'll see some of that here, we're looking
023to move up a level uh with both all students and our students uh with individualized plans >> is and I don't know if you've looked at this or not. Um is there any correlation with the the groups that are dropping? Is there any correlation with attendance? like those groups that have gone seen a decline from 24 to 25 >> um >> and looking at attendance like are they coming to what I'm getting are they like coming to school less and maybe that's why their academics are suffering >> um those are looked at on an individual basis I don't know that that could be a blanket statement that would add up to the overall group um decline um >> but I I don't have that as a collective >> idea >> I was just curious if
024there's any indicators like that that kind of show >> those are always looked at um at at the school level and at the individual level when you today Amy Oats was leaving she said I'm going to student support meeting at the high school because that's exactly what they do they identify students with needs whether it be academic behavior attendance or all the above and they make plans individually for those students >> Ryan the online students that you mentioned earlier are their scores reflected in all of this >> they would be on those when it had the uh bar graph for and it said district the middle they would be reflected there. Yes. >> I do have a question about the ELLL students. It's kind of in the same vein as what you just asked. What
025about the time that they've spent in our school and the correlation to their test scores? Because you know if you think about people that may be moving in, moving out of the district, could they have come from a different region, maybe a different district or not maybe being in school at all and then test with limited time in our district? Now when they are newcomer, brand new to the country, there is um they are not assessed, correct me if I'm wrong, in reading the very first year. Um I believe they do take the math assessment. Uh so there is a lapse there, but nevertheless, that's still quite a bit of time to make up. >> Absolutely. >> So that is definitely a factor. Um and really causes some year-to-year variance of that population. >> Could
026I ask one question? So for when we're looking at the bar graph and we're looking at 10th grade for math and for reading, is there a way to pull out are those where those students are enrolled? Are they coming here or to the new high school building or are they virtual learning? Do you see what I'm saying? >> That breakdown would be school only. When I do subgroups, are you looking at the blue and green subgroups? >> Yeah, I'm looking at the 10th grade reading and math. >> WCHS only. >> That building only. It's not okay. >> The the previous ones that I did before subgroup that middle column would include all. >> Okay. >> All right. So, I really want to stress is okay that is what it is back in spring but but
027and and we address new or we plot new goals and and how do we plan to meet those goals. So, I want to go through some of that. Next, um I want to rewind back to November 2025 and we really much believe in action planning strategically. And so I used this graphic back at that board at at that presentation where the umbrella piece is our WCPS strategic plan that we've been working on. Dr. Jones brought in uh with Stutter at the beginning of the year. And then underneath that we have to the left hand side the graphics you have there are our our portrait our long range portrait plan. and then of course CIP. So we've had a lot of development since that time uh because we have developed a strategic plan and I'll delve
028into that a little bit more and since that time um just last month uh approved the CIP. So we'll we'll dive into a couple of those things. Um specifically as related to student achievement data, we obviously are focused on the pillar of successful and engaged students. And I'll give you I just kind of highlight a few of these bullets uh that you see here because in developing this and I know some of you are involved. These are what must be true if we want successful and engaged students and we have these commitments. Okay, what must be true? Well, we've got to have high expectations for all. Uh we want them to demonstrate the competencies of our portrait of a learner. Uh they're equipped for future uh for their future with necessary skills. We want to
029celebrate student success. We want to include student voice and of course stu we want students to feel safe, valued, celebrate, celebrated and empowered. That's when they can achieve is when they uh feel thense of belonging in in those aspects. And then finally the uh they're presented with authentic and real life learning experiences. And one thing that we've kind of grappled with and I'm proud to say we've got to plan forward is you got to answer to accountability test data but at the same time we've got these skills behind you of the portrait we we know that they need. How do we do those things together? And so I'm gonna elaborate on that in just a bit. Sir, Um virtual education is different. Yes, >> it's different. Um however, that whole aspect, the virtual world is
030real life anymore. So there's that element of it as well. Um we have improved our support of those students and and are looking to improve the the opportunities for them. We do offer and there is quite a few of them that take advantage of a hybrid schedule where they come in for career and tech classes or performing art classes. So they do have those opportunities under a hybrid or dual enrolled schedule. All right, I want to take a minute here. Well, I spit acronyms out all the time. Uh a more recent one is HQIR. And we talked about this and Miss Springgate, you were asking me questions about the funding and everything for it and uh in in specifically with math, but I want to take some time here to understand what when I say
031HQIR, what that means. So, if you wouldn't mind just peruse this. It's very short, easy read. And um I'd like you to just come up with one takeaway, one thing that stands out to you from reading over this. What is an HQIR? Thank you. >> Okay. Thank you. >> Certainly something we want to achieve. Anything else stand out? just reference materials that it's it's materials that are going to be accessible to teachers and students so that they can make sure they're achieving what they need to. Okay. >> The cost effectiveness um number stood out to me and honestly I would like to go ahead and look at that that study, but it is it really 40 times that of class size reduction which I think is probably the number one thing in my mind that
032really impacts student achievement is the smaller class size. So this can have up to 40 times >> per the study. Yeah. >> Wow. >> And Sherry, I would recommend you look at um on that note that you look at John Hattie. J O well just John but Hattie is a ht and look at he has effect sizes >> for all of those and it's pretty eyeopening to see. >> Yep. I highly recommend that one. >> Thank you. Mhm. >> Anything else to share on >> evidence-based? >> I I think that that's externally externally validated. I think that that's really important because we can say we're going to do this, but without the research and the data that supports that its effectiveness, um it could be limiting. I also wanted to agree with Ambrose with the
033culturally relevant, free from bias and accessible to all students. I think that that really is vital to all learning styles, all learning opportunities and again relevant um culturally. I think that that is is huge especially as we talk about our different learning types >> and different learners that we have in our buildings. >> I don't have anything different than what's already been mentioned. I think they covered it pretty well. >> All right. I just wanted to build just a little bit of background knowledge for you. And again, when we say these acronyms, we live them. We say them all the time. Well, I'll take that back. We did this ourselves. When I say we, the two of us, Susan, Dr. Jones, and I've done it with two three principal groups, >> all the other collaborative
034groups that we have to really understand this before we can move forward. Um, I also want to a little history to this uh of why, and you notice it says Kentucky Department of Ed at the top, and they're talking about >> curriculum. Um, that has shifted over time. If you recall the legislation of Reed to succeed uh several years ago um and at that same time took the curriculum decision away from sitebased at that time to be locally to be superintendent or designate. Now as we choose these HQIRS we do not take away that school voice. Mr. Hunt well I did it first when we did ELA now he's doing the math very much involve teacher voice. We have reps from every school every grade level. Um, we, as I jokingly call it, we speed
035date the different programs as we dig through them and and and what are the uh pro pluses, excuse me, uh, pros and cons of them to ultimately come up with a decision. Um, and Mr. Hunley's going to take you through a little bit more of that here in a bit. But again, just want to build some background knowledge, give you some history there. And this is what we're really focused on. Well, this is one piece of what we're focused on in terms of resources. All right. So I said that image of bringing both together deeper learning or what you could consider portrait along with standards mastery answering to and so this is a uh Miss Tracy came up with this several years ago uh before we developed our paths and this was our our dream
036at that time and now it's it's we're we're coming to more of reality. So what we're looking to do moving forward is uh what I call our new iteration of our paths and and combining these two areas of strong local curriculum. So it doesn't uh it acknowledges and aligns to our portrait of a learner but it also is is driven by standards and it's anchored in these HQIRS. And then also when we talk about and this is uh this is where the real world and relevant type things come in local priorities such as projectbased learning. I I I'll point out the flag project once again from from Southside and there's many others out there. Uh but that's when we want to remain committed to those as well. All right. Um, continuing with our plans. Okay.
037Under under the umbrella of our strategic plan on the left hand side there, the column you'll see is from our uh our long range portrait plan. So, we remain committed to those. That is a living document. We're going to continue to adjust that and we are going to add in that HQIR language into that as well. What is more recent is over here to the bottom right and this is from the C DIP and and hopefully you'll see the alignment of these. So at this point um I'll use the middle school as an example. We really needed to do this because a lot of those and by design ear from years ago a lot of the instructional resources and curriculum were teacher designed but if you can imagine there's been a lot of turnover in
038time a lot of changes in education and so we completed an instructional re resource inventory to determine where the gaps are at where the holes at um and what do we need to do to address those based on that inventory. So have had two wonderful meetings uh and really set the uh path forward for our middle school uh in this area and I'd use that just as example because we've done it at all levels. The next thing is to implement that HQIR for ELA and math uh that are determined to be uh reliable, valid, and aligned to Kentucky academic standards uh K through eight. And then at core courses gets a little bit different at high school because they have so many different courses. you won't have an HQIR for every single um offshoot uh
039but looking to do that for core courses and then not only and uh again Mr. Hunley's going to take you through a graphic here in just a minute not only do you provide that resource but then the the professional learning and ongoing has been a big thing meaning you don't just do one to start the year and then hope they get it. There's a lot more embedded uh coaching uh a lot more even learning walks that we'll be doing with our reading program uh that is supported by uh an outside resource. And then one key one and this this connects to those gaps that we're seeing with our special ed proficiency and ELLL right here uh in terms of the accommodation needs of students with those specific plans. Again, I think oftentimes we train on
040something several years ago and you take for granted or you lose sight that there's been a lot of turnover and so this is something we need to repeat. Uh we need to structure. Um and that's certainly high on the priority list. Uh particularly at our middle school as you saw those gaps there, but it's needed across the board. Um so what does this look like when we say HQIR in support of it? Uh if Mr. Hunley could walk you through this here. Oh well it it's a question but it can I can wait. >> Let's go through this first. >> Yes. Yeah. >> I do want to say before I jump into that we we have taken our curriculum review cycle and extended it out so that when we choose a program when we have
041worked with our teachers when we have made a decision to commit to something that is um green lit by ed reports and comprehensive in nature um that that we give that program time to work. And so as before I get into talking about professional learning, we want to ensure that we we have given it the the appropriate amount of time and the support uh that I'm about to talk about to to give it a chance to work. Uh because we know um honestly if you've ever had a job in the third year is about the year you start to figure it out. Um and and and with the same goes with programs as well. And so, um, what we're going to do with our, um, curriculum based professional learning, um, is really make sure that
042we have a good timeline set out for this. And this is just an example of our, um, K through five ready math, uh, that we are we are working on. Um, this timeline kind of shows that, um, we started this spring kind of in some of this work. We are going to have Huntertown and, uh, Southside pilot this, uh, coming up. Um, North Side and um, Simmons are already have the programs. Um, this year is Simmons first and North Side's had it for a couple. Um, but it in June we're going to have that initial training for all our teachers. We're going to ensure that they have uh, a good solid understanding of what the program provides um, and how to use it um, and what what fences and freedoms. Um, the one thing about
043HQIRS is that if you don't follow them the way they're supposed to be followed, and there are some there are obviously some freedoms that go with it, but we got to determine what with clarity to our staff what those fences are and what those freedoms are. Um, and so we want to make sure we have that clear understanding up front and then it doesn't become just a resource. It it is a high quality instructional resource uh so that it's used to fidelity. Um and then after that um at best practice academy we've had some of the recommendations from the company to come back and do um some mathematical practices work that that uh will help them. Um I guess the first one is productive struggle and so how do we allow kids uh as teachers
044we always just want to help so much but sometimes that's uh we love them to death uh and and so we got to allow them to struggle a little bit. And so that's part of that they've got we've got to learn some of those things about this program. Um and then with the fall we are going to have uh some learning walks. We are going to have some um different opportunities and PLC's for our teachers to learn how to uh do do uh that intellectual preparation which is the which are those unit and and lesson internalization protocols. Um this is what it looks like to understand what this unit uh is really trying to accomplish and what this lesson is trying to accomplish. Um, and that's just that PLC work. That's that con um that
045plan, do, study, act. We just have to go through that a few times to get, uh, get used to it. And then finally, um, we're going to have those fall and spring learning walks to support our teachers and give that feedback. Hey, here's what we saw that was going well. Here's some things that we can improve on, plus deltas. Um, but but really what I want you to understand out of this whole thing is that this is really going to be um, a lot of not just giving you the program, but supporting you in it. Um, and so our teachers, um, I think that's a lot of what Dr. Jones heard in some of our rounding sessions was, hey, can we get a little bit more support on the resource and and and with that
046resource, some of that training and so really tried to be intentional about what that looks like. Um, and this is just an example of K5 math. We have other subject areas. Our literacy grant um, provides us some other uh, middle and high school things that we can do as well um, as well as elementary. So, Yeah. So, we actually are going to have I Ready um do that and so we have a really good relationship with them uh currently and they have uh we have had rave reviews of some of their trainers. Um that was another thing that we really wanted to make sure like we vetted these people. Um they are quality. the the uh professionals we're going to put in front of you are ones that we know are going to do a
047good job. Uh because the worst thing you can do is is set this course with a a bad start. Um and so we have a relationship with them. We feel really comfortable with them. That really went into some of that decision- making on why we went with this company as well. Um and and so we we did a lot of that work. >> Okay. Now it's my question. So and this is already just like we use already reading already. >> Yeah. And so we're just incorporating math into that. Correct. >> We use the use math assessment suite. >> Okay. >> As far as the path like my path, they students have had that for both reading and math. This is the actual curriculum. >> Okay. So, I guess my question as a parent, but also
048as a community member and a board member, and I think that this is a question that um a lot of families have on their minds, like how do you incorporate a program such as I Ready? And I I love data driven. I love the the components of it. So, I'm not trying to challenge that at all, but just help us understand how you would incorporate classroom teaching and something that's on the computer because I think that and I teach remotely so I get that. Um, >> sorry, you mean I'll speak up. I'm sorry. So, I'm asking how do you incorporate classroom teaching with a program such as I Ready to facilitate those learning prompts? So, how does that marriage work? And how do you how do you I know we're going to have training and
049that sort of thing, but how do you set that up for success where you don't lose the humanistic component of classroom teaching and you're not just relying on the computer to do all those things, but I do see the benefit in the consistency across curriculum and consistency across um the capacity. And I I do understand a little bit about I Ready and how it tracks where you need to change and gives you more information in that area and that sort of thing already. So just >> answer that question for me. I do think I think we probably need to clarify the difference between what the I Ready pathways and that diagnostic is versus what the pro this um HQR will be. Um the what you're what we're used to currently are those I Ready pathways.
050They give us the universal screener. We get some of that data back and those are computer-based. This is a HQRIR that's a program that is obviously our ability to use the computer but it is mostly um not computer based. So the educator will take the program and then deliver it >> will be the >> Oh yes the instructor of this it is not an online a a toz thing. >> Perfect. I love that. >> The instructor what we coach our leaders on when we go back to the my path the computer-based part of it. Um there there are usage reports not only on time but also lessons completed and passed. So we ask our leaders to monitor that. Okay. because we don't want students just well we don't want an astro astronomical amount of time
051per week. I think the sweet spot is 40 minutes. >> 40 minutes. >> Um that's recommended and it literally green lights on on the dashboard the x amount of students that have reached that. Um and and that's not a lot of time over the course of 5 days, 40 minutes. No, >> they do that typically in rotation format. But if we have a school that is exceeding that, we will ask them to pay attention to that, to address that if needed, if it continues. So a common practice is in our PLC's starting with the first five minutes of that PLC is looking at those at those usage reports and just making sure that we are we're we are actually in the sweet spot as opposed to leaving them on the computer all the time. Perfect.
052And so we are absolutely making sure uh that that's something we are considering. >> So this is more about consistency. >> Yeah. >> And validity. Okay. Gotcha. Thank you so much. >> Glad it has that monitoring too that you can pay attention to and look back >> and see where they're at. >> That's helpful to know. >> Yeah. >> All right. anything else along those lines are continuous improvement plans. And believe me, there's more that goes into continuous improvement, but I just wanted to whittle it down uh to kind of the highest priority of things. >> Dr. Jones, did you have a question? I just wanted to make a I I love that you asked that because um I'm hearing that a I'm hearing that a lot from families just wanting to know like the
053types of activities that we're doing in class >> um and and reducing that time on computers. >> Yes. >> Um >> and that you I can't wait for you all I I think you all need to engage in some of the learning walks as well when we do this. But students are talking. There's a lot of discourse talking to each other. A lot of problem solving with Ready Math. Um >> it's it's perfect. It's the perfect partner for our portraiture work because it totally like it's embedded. All of those skills are embedded. I'm really really excited about it. >> And and thank you for making the distinguish the >> distinguishing distinction. Thank you. I was like what's that word? distinction between what we're already what we're familiar with with I Ready and what this looks
054like because you see the name being the same and you I did it I equated >> misunderstanding just that that these are the same thing. We're just getting more computer time. That's really not what it is. >> Thank you very much. >> Um I is a pretty big conglomerate, right? They have a lot of lot of uh resources that they they supply. Um to Dr. Jones point like how it supports our portrait work in the middle when Mr. Mr. Hunley was talk about the training on productive struggle because we want kids to be resilient learners. So you're going to meet challenges but you got to be resilient through those and struggle through those to be successful. All right, moving on now kind of the current aspect progress monitoring data. Um so this is that middle
055area. We have I ready as we were just talking about K through eight now. Um and then we use STAR 9 through 11. So, while KSA state level test only gives us one grade level, STAR does a much better um in terms of three grade levels. I'm not going to we're not going to look as many charts and and numbers on this. I'm going to go straight to the the goal tracking. Yeah, I know this was just to say upper left and this is I mentioned Amy Oats earlier. Um, obviously the platforms themselves have ways to break down the data, but then she also is just very proficient in uh, Looker Studio uh, and is downloads or uploads uh, all the data into these um, into these workable tables that each of our our schools
056have in order to break it down any which way they want. So, this is just a screenshot. We're not going to get into these, but I Ready upper left for uh elementary, Ire left. Uh you see the tiger there for middle school, and then star over on the right hand side. Um and and when when you hear me talk about MTSS meetings, this is a lot what we're doing. Okay, let's let's look at our gender um um data, how that breaks down. Let's look at ethnicity, so on and so forth, so they have the tools that they need. Um so, let's go right to the goals and where we're at. the blue highlight of blue. The first two rows are elementary. So think back to that metric that I showed you how we're trying to
057go from high performing to top performing. So 62% of students and as of now if you look over to the right to that we are right at that projection for uh based on winter data. Um below that 60% of students in math we're at 59 now. And I've greenlighted these because you'll see the progress from fall to winter. Even though it may be 1%, it's progress. In the middle there, the kind of light yellow tone, 60% of middle school students proficient in ELA, uh, making our way to 56%, which was a 9% increase from fall. So, progress made there. 55% in math, uh, we're at 52%. Again, pretty significant growth from 47. And then high school, uh, notice the asterisk there, the stars. While our KSA is only 10, our STAR data is three grade
058level. So that gives you a more comprehensive view, but tracking well there at 59 nearly 60% uh at uh proficiency projection uh based on STAR and then some really good growth on math there where nearly 70% are at the proficient level in math. So um again this is you hear me talk about MTSS. This is we do this at the district level. We model it for schools to then take back and duplicate at the school level to where they can make those individual student or or student group plans. >> I I did have a question. Um so our our goals for 25 to 26 only with I Ready because the KSA data is different than the I Ready data. >> So we we want to know by the end of this year, right? And that's
059the unfortunate thing with KSA. we we've got to wait. But they are they're correlated. They you get a projected proficiency from I Ready because there's a correlation study to say if a kid scores X on on uh I Ready, they the correlation study shows that they'll be proficient on KSA. >> So progress monitoring, like I said, this is a tool we have three times a year. We only have KSA once in the spring. And so we don't want to be surprised. We want to progress monitor and have something that correlates over the course of the school year. >> So for instance, if you look at like the second elementary one by spring of 26 is measured by I ready 60% testing proficiency in math. >> The spring data shows 50% right now >> last spring.
060>> No, that would be spring 25, but we were actual >> in KSA. So we want to increase that from 50% last spring to 60%. And in the meantime, we've tracked that in the fall of this school year, we're at 58, and then at winter, we're at 59. >> So, do we want to increase the KSA data from the spring to the >> Yes, we want that to match uh the 60%. >> Okay. Because it says I ready data, the I Ready data. So, >> that's the projection. >> The very first line is the actual KSA and then everything else is I Ready projections, right? So do we want our KSA data to be increased to that or do we just want our I ready data to >> we're saying because that data is increasing
061this should show a trend >> to parallel with the KSA >> in statistically proven to predict within a very close window. If I already say 60% on that spring test are going to be proficient on KSA it's very predictable. >> I think the answer is yes to we would want them both. for KSA I should be instead of just the I Ready spring I should say I Ready spring and KSA both should be at 62%. >> We just won't know the results until >> you could say that. Yes. But for the here and now to really track and progress monitor we want to know in fall we want to know in winter. We want to know in spring we want real time data to progress monitor and we use instruments that correlate to KSA. >>
062Yeah, that that makes sense. I just don't want it to be like, oh, our ready data has gone up. And that's great because I really what I would like to see is our KSA data also going up that same kind of amount or that same kind of percentage like you know what I mean? I just want to make sure that that that is also a goal. Not just our internal ready testing, but also our KSA for the the next um testing cycle. So, I just wanted to double check that. I'm assuming that you just answered my question that I had about that, but I'm that does the te the way that the test goes as far as like the type of questions, the way the language is in the questions and the expectation of the
063questions from I Ready is it parallel to what the KSA test looks like. Are we preparing them to take I know we teach not for the test but the prepar the correlation when we're talking about correlation in scores is the test similar in those um those types of questions the to prepare them to be able to understand that test >> to a degree but we also have other platforms that I mean even down to how it looks on the screen through pair assessment things like that that they get that type of practice >> okay >> um it's not an exact match in terms of >> um just the presentation of it. But again, there are other platforms that we have that are test banks uh assessment providers that literally look the same presentation. >> And
064I guess that's what I'm saying as far as like tracking the scores and the correlation between the two. If the testing is similar in some capacity as far as like the way that the questions are written or the the way that they look or the time allotted, does that does that lead you to believe that that the correlation is stronger between the like how do they how can they >> share that study with you study from Ire um with KSA. So they took sever like a huge data set >> and said okay >> um students that score in this range how did they consistently do on KSA >> I'll share that with you and that's long been math back to when we had Matt had correlations >> correlated very well >> and year after year
065when I was in principal both positions I would go back to see how close we are and it's within singledigit percentages >> so it's a very strong correlation >> as a predictor >> okay that's good thank question. >> Thank you. >> I'm sorry. Uh it says uh 60% of students in grades three to five will meet projective proficiency in math. Well, if you look at the other information, there's many subgroups are not even close to that. >> So, I'm trying to figure I'm trying to better understand. We want to get 60%. But how do we raise all the subgroups >> there? There's there's are more goals and you probably don't on the C dip. We actually have subgroup uh achievement gap goals. And as I pointed out, what we really want to reduce is novice
066reduction for special ed and ELLL. And that's what we're really focused on to get them out of the novice level, bump them up even to apprentice, uh, is still a a mark a measure towards proficiency. So yes, while this is overall all students, we certainly have subgroups, particularly on the sped and elelll uh numbers that we looked at before and strategies to align that most specifically the accommodation piece that I mentioned there. >> Does that answer your question? >> Yeah. And I'm sure you >> not really, but I I'm just I'm trying to better understand >> if it's realistic, >> how you meet the needs of all of these subgroups when you come up with a a s you understand what I mean? Because some of the subgroups, they don't go up statistically. They don't
067go up a whole lot. >> Well, when you look at let's go back to the slide where you're looking at those groups compared to the state average. We're below state average. >> Yes. And so we know we've got like we can increase those. You know what I mean? Like we we definitely should be. >> So that's part of that's part of the strategy to get to the 60% is to Yeah. >> to raise all groups. >> Yep. That's exactly right. >> And then I'm I'm assuming afterwards if we see we have not accomplished that. >> Yeah. >> Then we come up with new strategies. >> That's exactly right. That's plan do study act. That's exactly right. Yeah. >> Absolutely. >> Okay. But to be honest, we our leadership team, we're we're headed for top performing.
068So when you look at those results, if other districts are getting those results, we ought to be getting those results for all of our students. There's no reason we shouldn't. >> And I guess when we go back to that chart, one of the things that I consider is that statewide data. And that's people that have don't have necessarily the same resources that we have that are contributing to that data. So when we say we're slightly above that in a district that is well resourced may know we had to cut the budget significantly but well resourced. We have you know great educators, we have great buildings, we have lots of things that are in our favor, lots of community support. I would like for us to be much higher than that um as far as like
069as shooting for a goal or something of that nature or at least on par with communities that look similar in demographic and and resource as as we do. And so that's I guess when we look at our state data that is great. That's a great tool, but that takes in a lot more statistics, a lot more test scores and that sort of thing than maybe something that is more like I would like to see a snapshot of how are we performing compared to districts that look like ours and immigrants. >> I would reference this what what you see up that that's a metric aside from we don't we don't base our goals on state average, but it is good. >> Right. But when we're looking at that, yes, >> we're basing our goals right here,
070which >> through such analysis of top performing and high performing schools, this is the these are the ranges that they fall in. >> Um, and >> to note, we are in that high performing range where our proficiency is in the 50 nearly to 60% range. We're looking depending on subject and grade level. Um, and we are certainly within that novice range when you consider all students where we are falling short as I mentioned before and answer again >> to your question. We're falling short particularly on the IEP which special ed and ELLL students and so we are a block behind as you on this chart and that's what our goals are based on not state averages but here in the analysis uh compared to high performing and top performing. >> Okay. >> Can I ask
071Dr. Jones a follow-up question? You said that where we should be. It's >> where we're headed. >> Why aren't we there? >> I can't answer that. Okay. >> I showed up six months ago. >> Okay. I just I was just >> Sometimes it's just focus, Mr. Wilson. Sometimes it's focus getting everybody engaged information about, you know, for instance, my my own children, they do not like the pathway in I Ready. They they've they did it before. They don't like it. But I've told both of them and you were both one grade level behind in math and look at you now. You are above grade level. So it did what it needed to do. You didn't love it, but that's why I made you do it because it was what you needed to do to get
072where you need to go. And I think sometimes it's just getting everybody on the same page, >> you know. >> We're gonna be there. >> You know, I do want to just acknowledge I think that um you know, the board changed a lot after you left, Mr. and and so I do think that the board shares uh a considerable amount of um I don't want to say fault or blame but you know we needed to be um realistic. We needed to be honest. We needed to uh really look at what our data was telling us and it was telling us you know things that that were not so flattering. And so I think to just honestly look at the data and have honest conversations and be realistic about um our needs and and where we
073could have should have been improving because if you look at a district that has the resources and that has the demographics. I mean it's like we're starting you know half halfway in the race. We we've got that big head start. Um, and so to end up losing the race or or falling behind some districts that literally are are not even close in terms of demographics and resources was was not really acceptable. Um, and so I'm really glad that um we're looking at this in terms of uh a goal of becoming one of those highest higher performing districts and and having the um the data to really bear that out instead of just you know the kind of sticking your head in the sand and pretending everything is great. >> Yeah. And I'll say you reminded
074me of your kids. My kids hate the productive struggle part of it, but that is such an important part of it. So >> resilient learner. Yeah, >> everything you guys are putting into place, the portrait of a learner that you've instituted the last few years has really shown results. And so, you know, just keep keep doing what you're doing because um it's difficult for the students, but it's supposed to be. And so, you know, everything that you guys are instituting, obviously, we need technology. We're not going to get away from it because they're going to use technology in their lives after school. Um, but I do appreciate what you said earlier about, you know, we still need the teachers to teach. We still need to have that mixture and limit the amount of technology. Um
075but but yeah, I'm glad and and when you set goals, when you are at 50% and you set a goal to get to 60%. And we're like right there, that's impressive, too. So I I do thank you for sharing that breakdown. >> I think one of the other things to consider here is uh by providing a resource, teachers don't have to spend a lot of their time designing or creating. >> Um and that takes a little bit of that load off of designing every single lesson the way it needs to be. We know this is a quality resource and a quality lesson. I can spend more time designing these vibrant learning experiences that address maybe that portrait of learner and take things deeper and further. >> That's a great point that >> Yeah, thank you
076for pointing that out. >> And that creates consistency which is huge, you know, >> when you design curriculum like that >> for the for the HQIR, those resources will be just as helpful and beneficial for the EOL and the special ed. That's where we really need to focus. I think what you're and I was I was hoping we would get to it, but um with an HQIR, uh special education teachers, ELLL teachers, they all have the same language to start from as the home room teacher. This is what what our instruction is. Um and that way as we're designing scaffolds or differentiating that instruction, we have a baseline that it we know is grade level instruction and then we work from there. And so all of our kids that may um be performing lower will
077be exposed to grade level content um and then have that same um ability as far as the teachers to collaborate and work towards providing them whatever um specially designed instruction they need uh to meet those goals. >> And Readym Math also has those built into that. So like for EL for students with special needs, >> it has ideas and recommendations for those supports. So, of course, our expert teachers are still going to to take those and and make them even better, but it's so good to just have a place to start to say, "Where do we need to go from here to get them access to grade level standards?" >> I wanted to mention something about the productive struggle and I wanted to highlight the fact that kids handle that productive struggle and have the
078resources to manage that productive struggle or support them through that. like you just said, my kids hate it, but we got through it. Not every kid has that opportunity. And I just wonder if there's ways as we move more toward this just to help our educators recognize that productive struggle piece and also offer some resources that may assist students that may not get that additional level of assistance at home for whatever reason. It could be that, you know, mom, dad, parent, caregiver, whoever may not, you know, maybe at work when they're doing their homework or maybe they just really struggle with doing it outside of of a school environment or something of that nature. So, I just wonder if there I know we spend title one money on parent education nights and caregiver education nights,
079but that might be something that would be really a great resource to help parents and caregivers with, but also help teachers realize like or can we build in like I know we have hive time and things of that nature um just to be able to further assist our students through that. >> I think it's a productive >> struggle um and it it's underneath resilient learner. They learn the indicators that learn from successes and failures, have a growth mindset. And so those those are daily need to be daily incorporated across the board. >> And I think some of those trainings that I mentioned earlier are going to arm and equip our teachers with that knowledge and that um and and then we equip our students with that and so hopefully that that spreads and it just
080one of those things that that grows and >> I'd love that for that to catch hold. >> Absolutely. I was thinking just taking a like that community that connection to home to school, you know, if we could if we could help our parents and caregivers understand that process of it, too. >> And then I just had one quick thing. So, will you update us about the costs and the funding sources? Um, because I assume there's a cost associated with having them do they'll be doing our curriculum for all subjects at all grade levels or just math. At this point >> we already have ELA reading um we are have already purchased that through the grant and through uh previous funding um math partial grant we've applied for another grant. Go ahead. >> Yeah. Um and
081so we have if you remember we got the math grant maybe last year the year before um we had that math grant through Simmons. So, that's going to help with some uh some of those costs, but we also have um title two funding um that we're going to use um for quite a bit of especially the professional learning side of things. Um so, we're really trying to piece that together right now, but we're trying to use all of those grants uh first before we even look at any sort of uh cost of the others. But I will say one thing to note is that math uh HQRS are quite a bit less expensive than a a reading or or an ELA one is. And so we found that the cost is not been as um
082as great as the ELA one was. >> Just less material. >> Yeah. I just think just as a board member I kind of want to have in mind like how much are we spending on curriculum to these companies and then you know I understand it might be covered this year. I don't know if it's covered next year. I don't know if it goes up. I don't know if that's a yearly kind of expense. Um and then of course I think um you know when you balance that with um the the savings of you know I mean that's really an amazing amount of savings for an HQIR is almost 40 times that of class size reduction in terms of cost effectiveness. Um, but I just want to keep in in mind like exactly what what we're
083looking at and what this >> and I do Sherry I do think in the future it >> it will become and it and we will be very like as as we purchase more of these in the future. But there is a rolling like um like this year this grade level is looking at this content, next year this grade level. So like um and we were committed to keeping our cycle we ended up with was seven years >> seven years um and then re-evaluated at the end of those seven years to see do teachers are we getting the results we want to teachers like it you know and then we may even re-up it another seven years. So, it's like a while there are some recurring costs each year, it's it's more like and and I'll
084bring this to the board, but when there's an upfront cost for that particular piece, if it's coming out of general fund, like we'll have that. >> We're just starting. So, yeah. >> Thank you. Do they offer any train the trainer kind of opportunities because that could be a cost-saving measure instead of having an outside trainer or or is it part of >> I'm glad I'm actually glad you brought that up. We've um we we have talked with the companies um of working with some of our coaches and those sort of things to help help support them uh and their learning, but also helping our administrators understand how to use this product and how that goes. But it's I do think it's um we can we got to look at this long term as opposed to
085just one year um and what does that look like? And so that's what I've tried to lay out like here's what next year looks like, but within with that in mind like what what do the following years look like? And so we're trying to put those things together. Sherry, I did want to say one more thing about with HQRS, they kind of like she me like Dr. Jones mentioned is um we are kind of starting with grade levels and and where the state has required K through three, we went ahead and did K through five. And so we're just kind of doing it that way and seeing what money we have and then figuring out from there. So yeah, being intentional about it. >> Mr. Chairman, >> I have a a comment. It's not a
086question. It's a comment >> and some of the discussion in the night has made me think of it more often than I I think about it a lot but tonight from what I'm hearing it just I get frustrated about u you know Dr. Jones you said it's tougher but we work through it. You said it's tougher but we work through it. You said it's hard but we work through it. Many of our students don't have we at home. That's what I was saying. >> They don't have it. >> We have to be that in school. >> We have to be that and we I don't you know we can't lose focus on that. >> I would I mean common sense to me if if someone is struggling because they don't have we and we make
087it not harder but we make it more >> rigorous. >> Vigorous. >> Yeah. >> They're going to get further behind. >> Well that's the great thing about having an incredible staff. >> Oh absolutely. you know, um, and when they talk about the MTSS system, it's the best I've ever seen in the state. >> But I >> hands down the best I've ever seen. >> But I do think we >> Yeah, >> I I think I'm right about this. Maybe you But >> a lot of kids, they go home and they're raised by a grandfather. >> He's not going to be able to pick up on this new stuff. Uh, >> anyway, >> Ambrose, that was my point that I was trying to make. How do we support how do we bridge this to home to
088where we can effectively support our students when they leave our building? Um, and I I think programs like mentors and meals, like being able to provide more resources for our students, not only while they're in our buildings, but also after our buildings because not everybody has the same support system or, you know, parents, caregivers can absolutely love and care about their their children and want to help them, but it could still be a struggle. We have all levels, right? even if you have the ability. I mean, I I struggle with homework with my children. I mean, I don't remember. I was taught math in a completely different way than >> But you know, that's even further to my point when you said I even have trouble. >> Absolutely. >> That's good. That's very true. Yep.
089>> Okay. >> It's very true. >> All right. Next section is on postsecary readiness. Uh and this is bigger picture and uh really a a path we've set out on this year. Uh, anybody recognize that emblem there, that icon? It's actually from KDE in and United We Learn. So, what post-secondary readiness is, and I was at a conference one time, and it's not all about just getting them to graduation. It's about the day after graduation. And that just really resonated with me. That was a couple years ago. Uh and it wasn't until recently when we started uh working on career readiness type things where um this came to light and and we really got everyone around the table. So what that means is and we do have accountability results but I feel like graduation rate
090is pretty simple. You know what that means right? They got the cap and gown they got the diploma. Uh there is again some data district as as opposed to state how we stand. Uh but then to the right postsecary readiness and it's almost been a checkbox of sorts uh but we're we're bringing that more to light and how we work on that for all students uh that are in our in secondary in our district. Um let me delve into what does it mean to be postsecary ready. Um so this is KDE. It's a it's it's a it's a requirement. Uh obviously you want to try to get everybody there. You can meet it through academic side uh ACT benchmark which will be SAT in the future. Uh we'll talk about that in just a minute.
091Dual credit as you notice there AP uh passing that AP exam uh or placement exams and that's much more rare. On the career readiness side they can be industrys uh passing or that EOP which I mentioned before and we'll look at that here in just a minute. Uh these are a little bit more rare. the KDE approved apprenticeship or workbased learning. Uh but CTE dual credit we are expanding those offers. So ultimately what this means is all students and some qualify in both categories but students qualify in either the academic or career. Um so let's look at some of those. ACT has been the previous measure for that academic readiness uh that we are switching to ACT. The state is switching excuse me SAT. Uh but here is over time uh as compared to state
092averages as usual. Uh one thing I do want to go over is and this happens this year this spring that our students will be taking SAT. So this is a graphic they've put together for the students. On the left hand side it uh explains SAT and the differences from time to uh what areas are assessed and the scoring at the bottom but also the note that it's adaptive verse fixed. That mean essentially means that those question levels are going to adjust based on the student uh the individual taking them getting them right or wrong. it's going to adjust and students are going to be they're going to be I don't want to say used to that because you just take you just answer the next question that comes up but that's the other measures that's
093that they're used to whether it be MAP or I ready those are the same type of adaptive assessments um so we will have to get you see the benchmark values we'll have to readjust because while uh ACT is is uh the benchmarks are 1820 now we're we're in the hundreds so that'll be that'll be an adjustment for us and as I talked about earlier. Um SAT has just not been a re regional. We haven't been used to that. So that's that's going to be a pretty drastic uh change in uh just mindset I guess or just uh the the data piece of that and so more to come on that but that starts this year. Um part of academic readiness is those advanced courses whether it be AP dual credit. Um I I want to
094reiterate uh and you saw I showed you some data. I don't have it not tonight but how we have increased those enrollments in that not only for all but also for uh minority and subgroup populations. So as I mentioned before in this the the policy change back in 2019 has worked and so our enrollments are way up in those. when we talk about AP um here is the uh placement or excuse me the exam totals from 2025 so this would be relatively this is older um upper right you'll see that 371 students 602 exams uh 66% pass rate pretty close to what was previous um that doesn't match does it doesn't match the graphic they had 53% % that bar graph or excuse me yeah bar graph doesn't look correct but regardless 66% in 2025
095and then it has the breakdown by AP course at the bottom I'll give you just a minute to look over that see if you have any questions >> on the one you were just talking about Mr. Asher the school summary um is this information available by subgroup also how many uh free and reduced lunch and AP classes how many African-American how many ELLL >> likely so I'm not as well verssed I get this from Amanda Best who is the assessment coordinator at the at the building >> uh but I would assume so most platforms allow you to do that >> okay I think it's on the next slide >> oh it is >> I think so >> that that is just enrollment Okay. Okay. >> Okay. >> Uh so we'll go ahead and go to
096enrollment. So, do you have to choose a CTE when you're there? >> I just went to scheduling not, but I'm still confused about this. Do you have to choose a CTE pathway? >> Highly encourage. Highly encouraged. So, say you don't have one that that fits what you want to do postgraduation or >> because I had a parent a rising ninth grader parent approached me about this and I was like this this makes some sense to me. Um because she's >> the subgroup. Yeah. Okay. >> The conversation was about what what do you do when you have a student who doesn't want maybe they want a CTE path that's not on here, right? and maybe they don't know that they they want a a traditional high school experience that doesn't involve dual credit or AP. What
097is the benchmark of their success? >> I would first say give it a chance. They're eighth grade going into ninth grade. >> There's a lot of exploring to be done. A lot of and and that's part of the CTE exploration. You don't have to commit to one from eighth grade. Okay, I'm going to be an egg and I'm going to be an egg throughout. But if there's slight interest, let's let's try it out. >> Yes. >> Uh that would be my first advice. Your track, I guarantee none of our tracks at 8 to 9th grade are what we thought they were going to be at that time. >> Um so I I would say have a little bit of an open mind there and just try something of interest out. In terms of if they're
098interested in something we don't offer, that's a difficult one. While we're trying to expand our CTE pathways, there's also financial implications of that. We've lost, you know, we don't have our relationship with our neighbor any longer. Uh so we've expanded by two more pathways. We would like to do more uh to try to offer as many as possible. >> Well, and I asked M Dr. Jones about Mr. Asher asked Dr. Jones about this after our meeting because I said like for example mental health I and I understand that this is related to what the state offers and the state doesn't offer mental health. I decided I wanted to be in mental health when I was a sophomore in high school. So what I did is I took AP psych. I took regular psych. AP psych
099was the only class that I took but it was a different time back in 200 1996 to 2000 when I was in high school but there's no mental health but it would fit. I was looking at our curriculum. I was like that would be an easy track. So I guess my question is you know sometimes we don't have to expand financially to be able to to create a track but the state limits the tracks that we can >> they do they have the established pathways but on a side note and actually she asked me about that we do have AP psych you have >> there's an interest there there is while it may not be a CPE pathway that content uh is certainly addressed there >> and the content would be and I don't want
100to belabor the topic but I guess my question is okay so say someone is like I don't want to necessarily do any of these, but I have an interest that I can get my interest fulfilled based on the different classes that are already offered at Wher County High School. But are they is that child recognized that student recognized as having because they didn't choose a CT path that's laid out, right? And maybe they did or didn't do any dual credit or AP classes. So, are they still considered a success? If we're basing it on college and career readiness based on CTE tracks and did you enroll in these dual credit or AP classes, I guess is my question. Where do those s and that was a conversation that the parent approached me with and I
101was like that makes sense. Where do those people fall and how is there a measure of success? >> Let me go on a little bit and I think I'll address that and that's what the one goal work is all about. Um, so moving into CTE, uh, here are our current pathways, um, and different tracks underneath each of those. Um, as I mentioned, we've, uh, been able, and you've heard me say a lot about this, um, the law and public safety in terms of our our fire science and then over under health sciences, our our EMT program that we house here has been a major success in collaboration with the city. Um this is um they are currently just now starting EOP for this year. Uh so this would be spring of last year. This actually
102is the very same slide because we did this meeting in April of last year. So I had current data. Uh so this is a little bit older. Um >> end of program. Yes. Another acronym. >> Everything's an acronym. >> Absolutely. Um are we are we okay to move forward or any specific questions there? >> Uh another element of post-secondary readiness is dual credit. Uh our primary partners that we have currently you'll see there at the bottom asbury, BCTC, EKU, Midway and Murray. uh each of them uh kind of have their concentration. Uh Midway has been a great partner uh not only what they offer but financial uh financially uh for our students the opportunities they can get there. So uh it's been um very beneficial to have them as a close uh literally neighbor in
103that in that area. We have uh 551 students enrolled in dual credit courses. So you combine that with AP, we've got a lot of students taking advanced coursework. Uh there's the breakdown uh by um ethnicity uh in terms of overall enrollment. >> Can I ask a general question about um counseling students on whether to go the AP route or dual credit route? Because I've had a lot of parents ask me about that because when they went to high school, dual credits weren't a thing. So they only had AP. So when they now have students and that question of well what's better, a dual credit or an AP? Can you just talk a little bit about how they're guided in that choice? >> Um, that's that's a oftentimes it comes down to the course. So, I
104I hesitate to say a blanket statement there on what's better. Sure. Um, for my my own children personally, we went the dual credit route. Felt like they could literally pick up credit. It was a financial savings there. Uh, but there were some AP psych for example. Um, just it was an area of interest. So it really was individualized. I want to say I I would not say that one is better than the other. Uh it comes down to the specific course. It comes down to the to the specific student. Uh there is a little bit of gamble. Well, in both of them, there's a gamble meaning that you have to pass with that three or above an AP. But at the same time, you've got to pass the course uh for dual credit. And those
105are pretty rigorous. Those are college level uh rigor. Um, so you you have to you have to do your work and be committed to that as an individual student. So again, can't say one is better than the other. It it really I suggest meeting with their counselor once they get further along. Um, if they do have an interest in in in mental health, then obviously take that AP psych because that's really going to be beneficial. So um, just individualized approach is is the best way. I will say the other part of it too is, you know, your AP course in high school, and correct me if I'm wrong, does not go on your college transcript as far as your GPA. These do. So, if a student doesn't do well, they could essentially in the dual
106credit impact their GPA longer term in college, which can also impact their keys money and that sort of thing, too, because if you get below a certain GPA, they'll take some of your keys money or suspend it or whatever it may be. So, I think that just talking to your child about are you prepared to take the college level rigor because this will follow you um is impactful. And then the cost and if they if the credits transfer, that's the other thing. If you you know, you want to make sure if you're going to a completely different school outside of your university, a university outside of Kentucky, you're >> making sure they can transfer. I would say too just to the question that you asked about kind of the difference or how parents are guided
107one of the things that my oldest said he was like dual credit classes are great. I mean both of mine took them but an AP class it is so rigorous that prepared him more for college >> than I mean even though dual credit courses are college courses. I mean just the rigor and intensity of those AP courses >> he felt like >> there is beneficial in that way there is some variance you know I put up how many partners there so just like any school there's variance in the rigor and what the uh course expectations are so that that's fair also >> I did have a quick question so when we're looking at the information on the dual credit um can we get some statistics as far as like number of credits earned grades past
108fail um like just I don't know. I'm kind of a geek, but I like for dual credit and AP both. I I like to see some kind of a statistic saying like, "Hey parents, we had this many credits earned and that was this amount of money." Or just something it doesn't and I know it's different because different credit hours cost different in different schools, but just something so that parents can kind of see that and and kind of have um like, "Wow, that is such a a nice opportunity that kids have now." And then, you know, maybe I will help them have those conversations and explore which is best and which makes more sense based on where the kids might end up going and that sort of thing. >> I think that may be something
109they cover at on dual credit night. Um, so I should be able to get that from them. >> I love that. >> High school. >> I had a question, but the the chart below well the chart I'm looking at it below. That's why I said that. Um, the students so students in dual credit courses that's total, right? Total students, not total classes, right? Like so if you have if you're taking two dual credits, you count as one student. Not that that counts twice. Right. >> Correct. >> Okay. And then the percentage like 36 African-American students equates to 7% of the total students that in that 551 number or is that >> correct >> the number the percentage of students the student body of African-American students at the school? >> No, that's 7% of 551. Okay.
110And I don't have that, but that's what I showed before. >> Uh 36 African-American students is actually nearing 50% of the African-American population. So I don't know if you recall me saying that that it's over representative, over represented in in that area. >> Having that column might be helpful just to to not flip back and forth. Just to see it visually together, it would be great. >> Okay. one goal. So, how how all this builds up. So, um I'll be honest, I originally this was part of my career readiness academy and I just couldn't wrap my head around it. I just didn't I wasn't proficient in it. Uh so, that's where one goal came along. Uh we're partnered with them free of charge uh grant-based. Um and college and career planning integral college and career
111planning integral to the high school experience for every high school student. Um, so if we break that down, uh, this is something we put together. Um, and it'll go back to the demographics, right? You saw our high school enrollment, you saw SHA enrollment, you saw WVLA. So, and hybrid opportunities, it can get confusing. What do you mean by all these? So, we've developed what we call a continuum of programs. Uh, and this outlines it right here. Uh, all the way from left to right where you're in-person learning or then go into partial or full remote virtual learning. uh we have brought representatives from every aspect of this around the table starting early this year to start to build a common vision that regardless of what program or part of the continuum you're on we are
112trying to prepare you for again that day after graduation. Um so there is more to this and we use it internally like okay how does a student apply or enroll in such a program? How do we schedule them under hybrid? What are they eligible for? So this has been a very good graphic and meeting structure for us to uh literally get on the same page. So with one goal and I can go back to that if needed but really you look at the vision and I'll go down and this answers your question Dr. Ghoul. What about those students? It's really all students and I mentioned this when you asked me about one goal last time the three E outcome we've really wrapped our mind around. So no matter the program, the ultimate goal is to
113produce graduates who are enrolled, employed, or enlisted. And that's success. We want that for 100% of our students. So while this is something we haven't really tracked before, it's out there and it's a little bit harder to track track obviously once they leave your doors. Uh but really this is our our collective vision and really something we've bought into. Um kind of has a nice ring to it, right? The three E. And wouldn't that be wonderful if 100% of our graduates, regardless if it's safe harbor, WCMS, or excuse me, HS or WVLA, that that they are are prepared uh for one of these three areas. So that's what that work's all about. Um I started with a core group, then started bringing in others, including uh Dr. Jones of how we are going to start
114expanding because it takes a lot of people across that whole continuum uh to to meet this this final objective. But uh it's been really rewarding work thus far. It is actually gonna we it's going to be several years that we're doing this right now. Although it was interrupted by those snow days, there was a student survey given, a staff survey given of like again wrapping your mind around this and making po just that term post-secondary readiness. What does that mean? Um so excited to look at that data at our next meeting a little bit later this month. Uh but that's what one goal is all about and again just kind of bigger picture beyond uh some of that state assessment data that we looked at earlier. >> Are we trying to track it? Are we
115reaching out to students postgraduation to see where they are or >> Yes. A little bit more difficult. They don't all pick up the phone. Um >> but that's part of it is putting in systems on how to be as efficient as possible with that. >> All right. um that closes up post-secondary readiness. Now into um you've heard me say MTSS quite a bit. Uh that's yet another umbrella concept because underneath that whole child, not only academic attendance uh that's been mentioned before, but also social, emotional, and behavior. Um >> yes, absolutely. >> Mr. Wilson's head's exploding over here, but >> you're in such a good school district. >> Yeah. Oh, I know we are. I know where >> to Dr. Jones point how we structure supports within MTSS is multi-tered systems of support. So a
116lot of I've seen a lot of districts or not districts just a lot of where the the triangles the other way. We like to flip it up upside down. Think of it as a funnel, right? All students get tier one uh programming. Uh this is specific to behavior and seal. So all of our schools uh implement PBIS. they imple implement trauma-informed practices, so on and so forth. Uh, but then some need extra support and so it's down to tier two. Um, and that's obviously more individualized and then on down to tier three where that's really intensive and really typically on a one onetoone basis and and oftentimes involving outside services. Um, so the data to go along with that to figure out how they move from tier to tier. Here's our behavior data. uh platform
117that we use. Again, that Miss Oats puts this together. Uh we are currently, as you'll see on the colorful board there, we're at 1,270 behavior events, but if you'll compare that, you'll see uh a significant decline from 22 23 well and 23 24. Slight uptick from last year. We'll be taking a look at that uh in MTSS coming up. but contributing factors there and more acronyms PBIS, MTSS, and BAR. Um, I can't say enough about BAR and what that's done for our secondary level in terms of behavior, attendance, credits earned. Uh, it's been a a wonderful um structure for them to follow. >> I was just talking to Miss Swimford about that today and she was just raving about how that has made a huge difference. >> I think you shared some statistics with us
118recently about how much or how the improvement we've seen. Yeah. Um, as you ask about Dr. Ghoul, we also track mental health. So, the way that we do that, this is, you know, this isn't taking a test, right? It's a little bit different. Uh, mental health sessions. Anytime counselors spend roughly 15 minutes with a student on one of the following issues, they log that and that goes into this platform here. So, record count to this point, 2454. Um, again, slight uptick from last year, just like so there's a correlation there with discipline. uh but down from previous year especially 22 23 um similar contributing factors except you add in the mental health supports there that we have available to all of our buildings. Uh so uh certainly tracking that and supporting that as needed. >>
119It's interesting to look at the different reasons you know the self-referral source is pretty large and I think that that really speaks volumes to the awareness that our students have and their capacity to seek help within their school is that yes >> yeah 31% >> and that is a big part of bar is to have those relationships built so that you have a trusted adult and >> so hopefully that's reflective of I can't see I'm looking at the behavior data slide and I can't see it very well but >> I gave up. >> Yeah, I can't see any of it. So when you look at when you've broken it down into the subgroups um in terms of the behavior events and things like that, how are we um when you talk about free and reduced
120lunch and uh break it down by ethnicity there? You know, I think sometimes I'll be honest, I hear from people that they feel people uh you know, students of color are are disciplined disproportionately more than others. And so I wonder what our data looks like. And I know that that could take some time to get after, but I just I can't see it very well. >> So free and reduced is uh so that's at 60 looks like 68% and well >> well no I could say that we're at 49% for the district. So there is discrepancy there. When you go over to the ethnicity the blue uh royal blue at 58% is white. Uh while we are um that's about 10% difference where we are 68% white. The 20.7% would be Hispanic. Our population is
121what I say 18. Um nearly 19%. So not real discrepant there. Um I know that four that's the category code for for African-American that's at 9.8%. Uh and we are roughly uh upper four 5%. So you have a few percentage point discrepancy there. Um and then the pink seven I believe when I I it's not live. So when I hovered that over that before that's 10% that is two or more races and we are at about 8% uh overall population. So not major discrepancies although you know some to take a look at uh with the exception of the free and reduced that's nearly 20% difference of total population. >> So 20% above or less >> above. Okay. when you when if you consider that we're at 49% of our total population is free and reduced
122yet 68% of your behavior referrals. Um I wonder if this >> Oh, I was still on the mental health side. >> Sorry. >> I wonder though if it is individual >> students or if they have multiple writeups, you know what I mean? That that may come into play too. We would have to break that down. Well, and I think about um with that the um I'm trying to think of there's a word I can't place in my head right now. I apologize. But like the disciplinary track versus the mental health resolution kind of um oh restorative justice practices is what I'm looking at like What does that look like as far as kind of just speaking to your point Sarah about the disciplinary was it suspension versus let me refer you to mental health or
123like a counselor or something >> that's true >> a provider of some sort like >> or reunification in the classroom like what does that look like? Is it >> do we have data on that like suspensions broken down by >> or just behavioral intervention like what what is that >> some are different than others like saying you stop that is different than she got sent home for 10 days >> right and that's what I'm saying like the different types of behavioral interventions versus >> I think that's a really good point because uh when you are in infinite campus and you are logging data for discipline um there's really not the option to say that it is over here as a meal health referral, right? Uh that would go on that would only go on to
124the mental health when when they go to the counselor. And so as a principal, I may not have logged anything for a discipline, right? >> But I did send them there. And so I I really like that's something to think about how we could get that information >> or even there were plenty of times that the right decision is to refer for a mental health as opposed to handing down the discipline. >> Right. Right. I really >> just would be interesting to to pay attention and kind of see and then because you don't really know if you're doing something well if you don't measure it, right? >> And then tracking was that student refer like did you get that student back in your office for a disciplinary action or was it that was a resolution
125versus a reoccurring >> student? it >> and I'm going to go back I'm going to go back and now bar has quite the structure that's implemented or secondary that's those weekend and we got what are called block meetings and they have support student support meetings >> where they're having those conversations >> whether whether it's either side behavior referral yeah mental health or both >> I mean it really has to get down to that level uh in order to um fully support the student >> absolutely >> thank you for that insight too. >> Go ahead. >> I I just said thank you for that insight for both of you. Thank you. >> Last thing, and I do not have this broken down very much. This we just got this last week is the impact Kentucky survey.
126Uh so it's the working condition survey. So these are just the categories and they're they're compiled of all the uh questions underneath. So we have not and we will do that this month at the district and school level break that down. Uh but the first thing that stood out to me and I emailed this back to Dr. Jones when she sent it is up in every area since last survey uh which would have been two years ago I guess. Um so that is positive. Uh I'm sorry that the teachers this is the teacher survey. >> Oh yes yes this is the teacher survey. Um that is taken in it was the November December time frame. Uh so just got this back last week. One thing and and we have to dig in deeper that as
127a CNI team we were happy to see is professional learning up uh pretty significantly 9% from last time. So that speaks to the structures that we put in from our leadership summit to best practice to cohorts tomies. Um that is validating for us and then also resources while it's up it's still at 55%. And so when we're talking about the approach we want to take with high quality instructional resources, again, we got to dig into those answers a little bit more. But my initial thought is, well, that's that's a need that's been identified for by teachers as well. >> Could I ask you a follow-up question about that? What are resources? Is that a number of teachers, number of I mean, what are >> that's why I say we got and we looked at it
128just a little bit. It is literally curriculum resources. What am I going to use with students? But it also talks about technology, facility improvements. It talks about those things as well. >> The high school was up quite a bit in their uh facility. And so that was right where they moved to the new building. That makes a lot of sense, right? >> I'm not I'm paraphrasing, but something to the effect of my building needs a lot of repairs. Agree. Or like, >> but when we did look at that, the one that was talked about the resources that you use with students, that was in the 50% range, I believe. So just an initial look at we looked at it yesterday in fact. >> Do you care to share that data when you kind of break
129it down? I know it breaks down by school and it breaks down um um and I also wondered what what was the do you know what our percentage rate was of folks doing the the survey? >> High sometimes it's low. >> I don't. >> Is it still open? Are you still gathering? >> No, it's closed. It is the the it's live. Um >> uh the what's it called? impact. >> No, no, no. Um, panorama panorama. >> The platform is live that has it all broken down. >> Yeah. I just I think we've I've seen it broken down like you've broken it down for us in in different years just kind of saying um I don't know if it was school level or or how you broke it down, but I just remember it being um
130broken down a little bit more. And I understand you haven't gone through all that yet. So, just whenever. No rush. >> I have two like follow-up things about two different things. So, I apologize this is going to be a little bit disjointed, but just the way my brain's working tonight. Um, I would like to see data related to extracurricular activities like clubs, like just involvement, student involvement, especially in high school, um, as it relates to post-secary readiness. um you know to see if there's any correlations between the number of students that we have that are engaging in clubs or sports or just volunteerism or anything like that that boost their um not only kind of the portrait bringing the portrait into it but beyond the classroom what that looks like and how that correlates with
131career and post-secary readiness in general. Um especially as we look at building resumes, building um college applications and that sort of thing. um just to see if there's any correlation or you know academic studies that lived experience that maybe you may not have just from your own um lens that maybe we can offer um the other because I do think we do a lot of that in Wford County and I think we should look at the credit that we you know how that may benefit our students. Before you jump to your next point, I was going to say I think Coach Johnson gave us some of that on the sports side. So, we can probably steal some of what he already provided on that presentation, but then I agree. The extracurriculars, the other ones. >>
132Yeah. >> Um, that'd be cool. >> Sports are entered in IC, so that's an easy report to pull. Um, something else you mentioned. Go ahead. >> I was going to say a lot of those CTE feed some of those as well, uh, those extracurricular activities. And so, that is good information to have. And um but it's also that comes through that yes >> channel. >> Uh the other question I thought about was when we talked about disciplinary referral referrals and like restorative practices and how that all looks. Um I was thinking about areas like for example the bus system like when we think about discipline on the bus and how does that kind of correlate to how that resolution happens or um other areas that are not necessarily within the school day. Like I mean
133I know that we don't really monitor etc but that would be another area of like is our students what does those disciplinary referrals look like? Do we track those in IC? Okay. >> Yeah like in IC as he mentioned you tag them like the location and habit. >> Okay. >> Uh and hours it before during after all that is logged in IC. Well, I think too like about the correlation of like getting on the bus and going to school or coming home, maybe you don't want to go home or you know what does that look like or the anticipation of that. So, because those behaviors of course we know with trauma can play out in different ways. That's it. That's all I got. Thank you all so much. This is a lot of information. It's
134great. >> The impact participation rate was 83.4%. >> That's a high return. >> Wow. I think in years gone by we've made avenue for for folks to do that during like work hours or something of that nature >> faculty meetings. >> Yeah. So I think that that's an important thing to do like just to make it easier for >> What was that? Um I think in years gone by I had asked that we allow our staff to do that during work hours so that they could spend like have certain set aside time where they could go and take that survey because we really need that data right to be able to retain recruit to be able to kind of understand how our folks are feeling to like just have areas of improvement. Um so I
135really like that um that we had such a good participation rate that makes me super happy. >> Thank you all for all your hard work on this presentation. It's amazing. close with this image. Dr. Jones alluded to it earlier just the plan do study X cycle. It just it's continuous. Uh there's always challenges. There's pluses, there's deltas, and you just have to respond to them and be resilient. Right. >> Absolutely. >> That concludes my presentation. >> Mr. Asher, I wanted to thank you so much. This information is invaluable. I mean, it's >> I will keep this information. Uh but under student demographics, you don't have to do this tomorrow, but I think I think an interesting demographic would be how many students have two parents at the house, how many students have one parent at
136the house, how many students are being raised by guardians, how many students are being raised by grandparents, because not everybody is like this room right here. Right. >> And I think that information I think would be important to us to understand as we sit here and make decisions how many are out there. >> Well, it might be interesting too to see how many foster parents we have residing in our county. >> I would include that also. I just think it's because when I when I was on the board in the previous years, I was stunned by grandparents and how many children do not have two parents at the house. I I mean I was stunned. Uh maybe I just stun easy, but uh I think that information would be helpful if you >> and I
137know we do have a caregiver caregiver group because I see them on parent square the notifications pop up. So maybe there's some analytics that are available there. Um and you know can you talk a little bit about how you would go about a survey like that like to collect the type of data that he's asking about? Would that just be a survey that you would create and send out to all the households? cuz I'm guessing in order to get that type of information, >> it's probably there, isn't it? >> Yeah, it's in there. >> So, one of the things that I'm wondering about is as you gather that data, if there's households that don't have internet, don't have access to technology or don't do it like what is the right so what would be like
138we talked about the completion rate of that survey from the staff. I would also be interested to see what the completion rate would be for the group that Mr. Wilson's talking about just so we can not only look at the data that we do get but kind of see like all right only 40% responded to this or provided that so maybe they don't have access >> well and I think about the um not only the access but the you know when we have people that may be fearful of what that data collected will what are we doing with that right and even though we have good intentions behind it you know not every person lives in you know the security of okay what is that what happens or um I do think infinite campus would
139probably give us a good snapshot when we think about different addresses for different parents that would indicate a separated household or one parent listed in vers or one guardian or um I don't I just I think there were probably but I think that's a really good point because there are barriers in place that we may not know and I would say our family resource coordinators and our social workers and that sort of thing would be able to give us a good snapshot of what maybe that looks like too. Our ELLL um instructors and staff. >> We do get data every year when we do online registration as well um which is a very high participation because they have to do it right. So um you know about access to internet and things like that. So
140um we do have quite a bit of a reliable data there >> and that might be invasive. >> Yeah. I don't know. We'll have to I'll have to look at that. Yeah. But yes. Yeah. >> It's important information. >> I I just want to say before you conclude how much I appreciate our curriculum instruction department. >> Absolutely. Big time. >> I've worked in 20 plus districts over the years and this one is stellar. This one is stellar. They are always out in schools. they are always working around the clock committed to do what's best for students and I hear it all the time from teachers from uh principles you know just about how good our curriculum instruction department is um and I'm thankful to have a board that asks questions like this it's rare and
141it's I'm thankful to have a board that cares enough that to ask questions like we've asked tonight so thank you. >> Thank you all. >> Thank you very much. Appreciate all the work you guys put into this. >> Uh can I have a motion to adjurnn? >> So move. >> Motion by Mr. Wilson. >> Second. >> Will you guys turn your mic on? Vote. All right. >> Who do we thank for second by Dr. G. All those in favor? I All right. >> Thank you, Dr. Joe.