[00:00:02]
GOOD EVENING, EVERYBODY.[1. Opening Items]
WELCOME TO THE TUESDAY, 21ST, MARCH 2023, BOARD WORK SESSION.WE DID CONVENE IN CLOSED SESSION AT FOUR O'CLOCK FOR PURPOSE OF DISCUSSING PERSONNEL MATTERS.
I APOLOGIZE FOR THAT AND PEOPLE AT HOME.
NOW WE'RE READY TO GO BACK INTO OPEN SESSION IF I CAN GET A MOTION TO THAT EFFECT.
WE ARE BACK IN OPEN SESSION AND WE'LL BEGIN WITH THE PLEDGE OF ALLEGIANCE.
>> WE HAVE AN AGENDA FOR TONIGHT'S SESSION.
DO WE HAVE A MOTION TO APPROVE THE AGENDA?
>> ALL RIGHT. WE CAN MOVE FORWARD WITH OUR AGENDA.
WE'RE GOING INTO THIS DISCUSSION ITEMS KRA ASSESSMENT DATA.
[2.01 KRA Assessment Data]
>> GOOD EVENING MEMBERS OF THE BOARD.
IT IS A VERY DATA FILLED EVENING.
LOTS OF DATA TO DISCUSS THIS EVENING AND OUR FIRST UP IS MS. LIZ SATTLER ABOUT DATA-RELATED TO THE KINDERGARTEN READINESS ASSESSMENT.
>> GOOD EVENING. I FEEL LIKE A MONTH AGO I SAID I'LL SEE YOU SOON TO TALK ABOUT THAT KRA DATA AND SO HERE I AM.
[LAUGHTER] THAT'S A GOOD FOLLOW UP, BUT THANK YOU FOR HAVING ME TONIGHT TO GO OVER THIS WITH YOU.
THE KINDERGARTEN READINESS ASSESSMENT.
JUST TO GIVE YOU SOME ADDITIONAL BACKGROUND INFORMATION ON WHY WE DO THIS, WHAT WE'RE LOOKING AT IS WHEN YOU MEASURE A STUDENT'S SKILLS BASED ON THE CRITERIA OF WHAT WE WOULD EXPECT OF PRE-K 4 FOR STUDENTS WHEN THEY LEAVE.
WE'RE REALLY SEEING WHERE THEY ARE WHEN THEY STARTED KINDERGARTEN.
THAT GIVES US A LOT OF OPPORTUNITIES TO IDENTIFY DIFFERENT NEEDS, TO IDENTIFY STRENGTHS AS WELL.
IT ALSO ALLOWS FOR US TO PLAN FOR PROFESSIONAL DEVELOPMENT THAT'S APPROPRIATE TO SUPPORT THE TEACHERS.
IT REALLY JUST GIVES A GOOD PLAN FOR THE FAMILIES AS WELL.
THERE'S A NICE INDIVIDUAL STUDENT REPORT THAT GOES HOME WITH THE KIDS AND IT HAS THEIR SPECIFIC SCORES ON EACH OF THE DOMAINS.
THEN IT HAS SOME STRATEGIES ABOUT THINGS YOU CAN DO TO HELP YOUR CHILD.
JUST A LITTLE BACKGROUND THERE.
THE KRA IS ADMINISTERED IN THE BEGINNING OF THE SCHOOL YEAR, SO PRETTY MUCH THE WINDOW STARTS.
IT OPENS RIGHT AS THE SCHOOL YEAR STARTS AND WE CAN GO UNTIL OCTOBER.
THEN THIS YEAR WAS A LITTLE BIT OF A UNIQUE SITUATION.
TYPICALLY THERE'S A LONG WAIT TO GET THE DATA.
BUT THIS YEAR IT WAS EXPEDITED.
THE PRELIMINARY WAS OUT THERE.
ONE THING THAT WE DON'T HAVE YET IS IF YOU RECALL IN THE PAST, YOU'LL PROBABLY REMEMBER SEEING THE NICE, PRETTY CHARTS AND CATALOG DESCRIPTION THAT IS NOT OUT THERE YET.
WE JUST HAVE OUR BASIC INFORMATION THAT WE HAVE BASED ON OUR REPORTS AND OUR SYSTEMS THAT WE HAVE HERE.
TEACHERS ADMINISTER THIS AND TO GIVE YOU AN IDEA.
WE HAVE OBSERVATION, WE HAVE SELECTED RESPONSE, AND THEN SPECIFIC PERFORMANCE TASKS.
WITH THOSE, WE'RE LOOKING AT LANGUAGE AND LITERACY, MATHEMATICS, SOCIAL FOUNDATIONS, PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT.
AS A RESULT, WE LOOK AT THREE LEVELS, DEMONSTRATING READINESS, WHICH IS THAT THE CHILD HAS MOST OF THE FOUNDATIONAL SKILLS AND BEHAVIORS NECESSARY FOR KINDERGARTEN.
WE HAVE APPROACHING, WHICH IS SUM OF AND THEN FINALLY EMERGING VIEW.
YOU CAN SEE, I KNOW THE MAP IS VERY TINY, BUT THE GOOD NEWS IS YOU CAN SEE OUR RESULTS FOR THE KRA THIS YEAR.
WE HERE IN CAROLINE COUNTY, WE'RE AT 50 PERCENT.
YOU CAN SEE OUR SURROUNDING NEIGHBORS WHERE WE FALL WITH THEM STILL CONTINUING TO MAKE THE PROGRESS THAT WE LOOK FOR.
YOU CAN SEE OVER A COUPLE OF SLIDES IN THE FUTURE.
YOU'LL SEE THE COMPARISON WHERE WE WERE IN THE PAST AND WHERE WE ARE NOW.
BUT THE GOOD THING TO KEEP IN MIND TOO, IS THAT THE STATE SCORE WAS 42 PERCENT DEMONSTRATING READINESS.
>> BECAUSE I'LL BE HONEST WITH YOU.
I DON'T CARE REALLY WHAT THE STATE DID, I CARE WHAT WE'RE DOING.
>> NO PROBLEM. BEFORE WE LOOK AT THE HISTORY IS TO GIVE YOU A FEW MORE NUMBERS TO LOOK AT.
SPECIFICALLY LOOKING AT THOSE POPULATIONS, ESPECIALLY THOSE KIDS THAT ARE GOING BACK TO BLUEPRINT OR TIER 1 KIDS, STUDENTS WITH DISABILITIES, YOU CAN SEE 35 PERCENT OF OUR STUDENTS WERE DEMONSTRATING READINESS,
[00:05:02]
APPROACHING WAS 23 PERCENT AND EMERGING IS 42 PERCENT.ON THE OTHER SIDE, WE HAVE ENGLISH LANGUAGE LEARNERS.
THE ONE THING TO NOTE THAT AT THE END OF PRE-K, THAT IS WHEN ALL OF THE SCREENING START TO SEE IF THEY REQUIRE ENGLISH LANGUAGE SERVICES.
IT'S IN KINDERGARTEN, THAT'S WHEN THEY START RECEIVING THOSE.
DEMONSTRATING 20 PERCENT, APPROACHING 47 PERCENT AND EMERGING 33 PERCENT.
THEN THE OTHER BIG PIECE OF SORRY, RACHEL.
>> TWO DIFFERENT WAYS TO LOOK AT THIS; KIDS THAT ATTENDED OUR PRE-K PROGRAM AND THEN KIDS WHO HAD DIFFERENT PRIOR CARE.
PRIOR CARE EXPERIENCE CAN BE A CHILDCARE CENTERS AT THEIR HOME AND JUST STAY WITH YOUR FAMILY AND FRIENDS, FAMILY CHILDCARE PROVIDERS, NURSERIES, OR HEAD START PROGRAMS. YOU CAN SEE THAT THE STUDENTS THAT CAME TO OUR PRE-K PROGRAM WERE DEMONSTRATING 40 PERCENT, DEMONSTRATING APPROACHING 22 AND EMERGING NINE PERCENT.
THEN YOU CAN SEE THE COMPARISON THERE WITH THE OTHER PRIOR CARE PROVIDERS.
>> JUST A QUESTION WITH THE STUDENTS WITH DISABILITIES AND THE STUDENTS WHO ATTENDED PRE-K WITH THE DEMONSTRATING IN APPROACHING, I WOULD SAY THAT THE SCORES ARE ACTUALLY MUCH CLOSER THAN I WOULD EXPECT.
IS THAT BECAUSE OF [NOISE] SERVICES THAT YOU'RE PROVIDING THROUGH SPECIAL ED?
>> I WOULD SAY SO. THEN SOME OF THOSE KIDS KEEP IN MIND AND I DON'T HAVE THE EXACT FIGURE ALSO ATTENDED OUR PRE-K PREPROGRAMMED TOO, SO POTENTIALLY NOT ALL OF THEM, BUT A GOOD HANDFUL OF THEM DID.
WE'VE BEEN USING OUR EARLY LEARNING ASSESSMENT WITH THEM IN PRE-K 3 AS WELL AS PRE-K 4 AND THAT'S A GOOD PREDICTOR FOR KRA AS WELL.
>> STUDENTS WITH DISABILITIES, THEIR NUMBERS ADD UP TO 100.
ENGLISH LANGUAGE ADDS UP TO 100 PERCENT.
STUDENTS AT CCPS, THAT NUMBER DOES NOT ADD UP TO 100 PERCENT.
>> IF YOU TAKE THE STUDENTS WHO ATTENDED PRE-K AND OTHER PRIOR CARE TOGETHER, THAT GIVES YOU YOUR 100, IT MAY ACTUALLY TAKE YOU TO 99.9, BUT YOU DO THOSE TWO BECAUSE IT'S THE SAME GROUP THAT WE'RE COMPARING BASED ON PRIOR CARE.
>> IT'S LIKE MACKINTOSH VERSUS BRANDY IN MY MIND [INAUDIBLE] IT DEPENDS ON WHICH ONE YOU WANT.
>> [LAUGHTER] BRANDY EVERY DAY. [LAUGHTER]
>> OTHER PRIOR CARE COULD [NOISE] HAVE SOMEBODY WHO JUST DOES A HOME WITH A PARENT AND FOR SOME OF THAT HOME CARE?
>> YES. THE DIFFERENT OPTIONS THAT WE HAVE [INAUDIBLE].
>> THEN THE FIRST TWO GROUPS, THEY DIDN'T HAVE ANY OTHER PRIOR CARE AT ALL.
>> THEY WOULD BE INCLUDED IN THOSE TWO PRIOR CARE COLUMNS, WHETHER THEY ATTENDED OUR PRE-K OR WENT TO A PRIOR CARE, OTHER OPTION.
>> JUST FOR DIFFERENT [INAUDIBLE] SPELL IT OUT SO IT'S A LITTLE UNCLEAR.
IF YOU LOOK IN 2018 TO 2019 THAT'S WHERE WE STARTED MAKING OUR BIG GAINS.
YOU CAN SEE THE YEAR 2019, 2020, THAT IS THE YEAR THAT WE JUMPED TO 55 PERCENT DEMONSTRATING READINESS.
THAT WAS ALSO THE YEAR THAT WE WENT FROM 14TH IN THE STATE TO FIFTH.
THAT WAS DEFINITELY A LOT OF THINGS THAT YEAR WENT INTO PLACE.
WE HAD OUR NEW IMPLEMENTATION OF THE NEW CURRICULUM, REALLY USING THE EARLY LEARNING ASSESSMENT AS THE TOOL TO SEE PROGRESS IN PRE-K 4 AND PRE-K 3.
WE ALSO DID A LOT OF REALLY STUDYING THE DATA AND LOOKING AT WHAT AREAS WE NEED TO TWEAK AND WHERE WE NEEDED TO ADD ADDITIONAL MATERIALS FOR INSTRUCTION AND THINGS LIKE THAT.
THEN WE HAVE THE YEAR OF COVID WHERE WE DO NOT ADMINISTER.
THEN WHEN WE CAME BACK, AND THE THING TO NOTE TOO IS THAT YEAR, FIRST AFTER COVID, SO '21, '22, A LOT OF THE JURISDICTIONS SAW A DECLINE IN THEIR PROGRESS, AND AGAIN BASED ON COVID.
THEN YOU CAN SEE THAT THIS YEAR WE WENT UP A LITTLE BIT.
BUT THE OTHER THING TO POINT OUT TOO, IS IT'S IMPORTANT TO REMEMBER THAT EVERY GROUP OF KINDERGARTNERS WE GET IS A COMPLETELY DIFFERENT SET.
YES, SEEING THE PROGRESS [NOISE] IS AWESOME BUT THEN IT ALSO SHOWS US THAT WE DO HAVE A GOOD FOUNDATION PROGRAM FOR OUR KIDS TO PARTICIPATE IN.
ANY OTHER QUESTIONS ABOUT THAT? [NOISE] I BROKE IT DOWN BY SCHOOL TOO SO JUST YOU CAN SEE WHERE WE ARE FOR THIS YEAR.
WOULD YOU HAVE ANY IDEA WHY SUCH A BIG DIFFERENCE? I THINK THE LOWEST IS 30, HIGHEST IS 67, THAT'S A SUBSTANTIAL.
[00:10:02]
>> I THINK THERE'S A LOT OF FACTORS THAT COME INTO THAT.
I WOULD SAY PROBABLY NUMBER OF TEACHERS, I CAN'T REMEMBER [NOISE] WITHOUT LOOKING AT THE TOP OF MY HEAD, THE NUMBER OF KIDS WE HAD LAST YEAR AND THOSE IN THE PROGRAMS TOO.
A BIG PIECE OF THAT CAN BE WHERE THOSE KIDS WENT IF THEY ATTENDED PRE-K4 OR IF THEY JUST CAME STRAIGHT THROUGH TO ASK FROM KINDERGARTEN.
SO THERE'S A BUNCH THAT I DON'T HAVE A PERFECT SOLUTION TO WHAT IT IS, BUT IT DEFINITELY GIVES US A LOT OF FEEDBACK THAT WE CAN LOOK AND SEE IF WE CAN ALSO LOOK BACK TO SEE WHERE THOSE PARTICULAR GROUPS OF KIDS WERE ON THE ELA, WHICH IS THE EARLY LEARNING ASSESSMENT, TO SEE IF THERE IS A DISCONNECT BETWEEN THE TWO.
>> WE'VE ALSO SEEN AND THIS COULD BE PART OF IT TOO, IN THE KRA DATA.
WE'VE ALSO SEEN A DROP OFF [INAUDIBLE] BEFORE A DROP OF IN DAYCARE PROVIDERS, NOT EVEN JUST STUDENTS ATTENDING OUR PROGRAMS, BUT IN THE COMMUNITIES AS WELL [NOISE].
OUR YOUNGEST KIDS AREN'T PART OF IN-HOME DAYCARE PROVIDERS LIKE THEY USED TO BE WHEN WE WERE PUTTING FORTH CURRICULUM, THOSE THINGS.
LOT OF TIMES WITH THE FAMILY MEMBER, AND I THINK THAT CAN SHOW UP AND THE TWO AREAS THAT ARE THE LOWEST ARE TWO AREAS THAT HAVE THE HIGHEST CONCENTRATIONS OF POVERTY IN OUR COUNTY, MUCH HIGHER THAN THE OTHER AREAS.
THOSE CAN HAVE AN IMPACT AS WELL, AND THEY'RE ALSO THE TWO AREAS THAT HAVE THE HIGHEST AMOUNT OF ENGLISH LANGUAGE LEARNERS FOR CONCENTRATION OF OUR FAMILIES TO KEEP THOSE SERVICES AS WELL.
SO I THINK THOSE THINGS INTERWEAVE AS WELL THAT WE'RE SEEING AND AN FES IN PARTICULAR WOULD GET MY EARS OFF ABOUT THE TIME OF THE PANDEMIC HIT, WE SAW A DECREASE IN PRE-K KIDS.
I'M EVEN WORKING WITH THE JURY CENTERS TRYING TO FIGURE OUT WHERE THEY WENT BECAUSE THE BIRTH RATES WERE THERE.
SO THE KIDS SHOULD HAVE BEEN THERE, BUT OUR PRE-K NUMBERS WERE DOWN AND WE WERE HAVING A HARD TIME LOCATING JUST WHERE DID THEY GO? BECAUSE THEY WEREN'T IN OUR PROGRAMS, THEY QUALIFIED FOR PROGRAMS AND JUST TRYING TO CONNECT THEM TO SERVICES AND THE PANDEMIC PIECE REALLY.
>> WAY TO REDUCE OUR CLASSROOMS.
>> YEAH, I MEAN, IT REALLY THREW SOME WRINKLES [OVERLAPPING].
>> I'M JUST THINKING THEY'RE NOT REQUIRED TO SEND STUDENTS TO SCHOOL [OVERLAPPING].
>> CORRECT. YOU'RE 100% RIGHT.
>> YES. PRE-K ROOMS WERE SOME OF THE MOST IMPACTED BY HAVING TO CLOSE THEM BECAUSE IT'S HARD TO GET A FREE CARE TO WEAR A MASK IF YOU REMEMBER THOSE CONVERSATIONS AND THE QUARANTINE GUIDELINES WERE WHAT THEY WERE AND DEFINITELY HAD AN IMPACT ON PEOPLE'S ABILITY TO SEND OR WILLINGNESS TO BECAUSE IF I SEND JOHNNY AND JOHNNY GETS QUARANTINE OFFERED FOR THE NEXT 10 DAYS, I CAN'T KEEP [NOISE] DOING THAT.
>> I THINK THE OTHER PIECE TO PIGGYBACK ON THAT TOO, IS WITH COVID WE WEREN'T ALLOWED TO SOCIALIZE.
SO A LOT OF KIDS OF PRE-K IS THAT SOCIAL FOUNDATION SPACE, SO NOT HAVING THAT OPPORTUNITY AS WELL, OR A MODIFIED OPPORTUNITY WITH THE OTHER RESTRICTIONS IN PLACE [NOISE], SO THERE'S DEFINITELY A LOT OF FACTORS THAT CAN PLAY INTO THAT.
>> THIS YEAR'S KINDERGARTEN AND THE TESTING WAS DONE IN OCTOBER?
>> YES. SO BEGINNING OF THE SCHOOL YEAR, SO SEPTEMBER, OCTOBER, PROBABLY MORE SEPTEMBER THAN ANYTHING.
>> BECAUSE JUST A QUESTION, FES AND FEDERALS WORKING BRAINS WERE THE TWO AREAS WHERE WE HAVE JUDY CENTERS AND A LOT OF RESOURCES THAT MAY NOT BE IN DENTON OR PRESTON AND IS IT BECAUSE THE STUDENTS DID NOT TAKE ADVANTAGE OF THAT, YOU'D THINK THAT PRE-K EXPERIENCE? MY THINKING IS THAT IF THEY'VE GONE THROUGH PRE-K, THE JUDY SAID AND IT'S IMPORTANT THAT THEY WOULD BE MORE READY FOR KINDERGARTEN THAN WHAT? IT APPEARS THAT THERE'S A BUT.
>> IT CAN BE A FACTOR, ESPECIALLY TO JUST BECAUSE THE JUDY CENTERS HAD MORE RESTRICTIONS WHEN IT CAME TO NUMBER OF KIDS AND THINGS LIKE THAT, ESPECIALLY COMING OFF FROM KINDERGARTEN.
SO [NOISE] THEIR SCHEDULE WAS PROBABLY MORE MIXED UP THAN PRE-K SCHOOL SYSTEM THAT WAS AT CROSSROAD.
>> YES. BUT HISTORICALLY, THAT PATTERN WAS PRETTY SOLID.
[OVERLAPPING] IF YOU WENT THROUGH AND THEN IN THE PRE-K3 OR PRE-K4 AND THEN INTO K, WE HAD A GOOD THROUGH LINE PRE-PANDEMIC.
IT WAS A VERY GOOD THROUGH LINE FOR SUPPORTS.
>> THE JUDY CENTERS GIVE THE CLASSROOMS A LOT IF THE GREENSBORO AND FEDERAL PROGRAMS GIVES THEM A LOT OF BOOKS, A LOT OF LANGUAGE IN MATERIALS AND DIFFERENT THINGS TOO, SO THEY'RE VERY SUPPORTED IN ADDITION TO EVERYTHING ELSE.
>> I FORGOT THE ONE, WAS IT ONE? HOW MANY KIDS WERE WE OFF FROM THE CARE? I THINK IT WAS ONE CANDIDATE?
>> SO EVERYBODY GOT IT EXCEPT ONE CAN CANDIDATE?
[00:15:03]
[OVERLAPPING] THERE WERE QUARANTINE I WOULD SAY LIKE THAT.>> IT'S A REALLY GOOD PICTURE [INAUDIBLE].
>> ARE THERE ANY OTHER QUESTIONS?
>> IT SEEMS PRETTY STRAIGHTFORWARD THAT THE CHILDREN THAT GET THAT JUMPSTART, IF NOT ALL ARE GOING TO BE BETTER.
>> YES. DEFINITELY, IT SHOWS THE SIGN.
>> NOT TRUE IN EVERY CASE BUT PARENTS NEED TO TRY TO HAVE THAT HAPPEN FOR THEIR CHILDREN.
THAT IS COMMON SENSE, BUT WE ARE TRYING TO SUPPORT THAT.
>> MRS. EDWARDS DISCUSSED LAST MONTH [INAUDIBLE].
EXPANDING THAT ACCESS TO PRE-K.
>> WE MOVE ON. THANK YOU LUCIELA.
THE NEXT PRESENTATION IS A LITTLE BIT MORE IN-DEPTH [LAUGHTER] THAT'S OKAY.
[2.02 MOY Assessment Data / Maryland Report Card Data]
IT'S BECAUSE WE'RE TALKING ABOUT TWO DIFFERENT ASSESSMENTS, THREE, REALLY.MR. JULIUS, WILL WALK THROUGH IT AND MS. MCCORMICK IS HERE AS WELL, AND DR. DOWNS AS WE WALK THROUGH THE DATA.
SO WE'LL BE TALKING ABOUT THE DIBELS, MOVING ON TO [INAUDIBLE] WHICH ARE USED FOR READING AND MATH, ESPECIALLY FOR ASSESSMENTS HIGH SCHOOL ELA.
THEN THE LAST PIECE WE'RE GOING TO TALK ABOUT WHICH THIS BOARD HAS NEVER BEEN THROUGH THE CONVERSATION OF THE MSDE REPORT CARD, WHICH THEY HAVEN'T DONE SINCE 1819, I BELIEVE.
>> THE YEAR 1819 [LAUGHTER] [OVERLAPPING]?
SO WE'LL WALK THROUGH KIND OF EXPLAINING WHAT THE REPORT CARD IS AND THEN WHERE OUR DATA LANDS RIGHT NOW AND [NOISE] WHAT WE HAVE IN PLACE GOING FORWARD.
SO WITHOUT FURTHER ADO, MICHAEL, IF YOU WON'T MIND.
>> ABSOLUTELY. THANK YOU. GOOD EVENING.
JUST REAL QUICKLY, PRESS THE BUTTON.
CONGRATULATIONS ON YOUR APPOINTMENT.
I HAVEN'T HAD THE CHANCE TO SAY TO YOU IN PERSON SINCE THE LAST TIME YOU WERE HERE.
MR. [INAUDIBLE], THANK YOU FOR JOINING US AND WELCOME.
>> LIKE I SAID, I HAVEN'T BEEN ABLE TO BE HERE WITH YOU GUYS SINCE NOVEMBER WHEN WE DID HAVE SOME DEBATING OF THE YEAR ASSESSMENT DATA.
THAT WAS A LONG POWERPOINT, AND THIS ONE HONESTLY IS EVEN LONGER BECAUSE WE HAVE MORE DATA.
BUT DON'T WORRY, WE'RE NOT GOING TO READ IT SLIDE BY SLIDE.
I TRUST THAT YOU CAN CHECK ON THAT ON YOUR OWN, BUT WE WILL GO THROUGH IT AND IF YOU HAVE QUESTIONS, PLEASE FEEL FREE TO, DON'T THINK IT'S INTERRUPTING.
SO WE'RE GOING TO LOOK AT DIBELS EIGHTH EDITION.
I READ THE HIGH SCHOOL ELA AND THEN OUR MSDE REPORT CARD AS DR. SIMON HAS MENTIONED.
YOU'VE PROBABLY SEEN THIS IF YOU RECOGNIZE IT.
THIS IS A TEST THAT WE USE TO IDENTIFY STUDENTS THAT MAY HAVE POSSIBLE DEFICIENCIES OR STRUGGLES IN READING LATER ON.
THIS SLIDE IS SHOWING YOU WHAT WE LOOKED LIKE LAST YEAR.
THE TOP GRAPH IS THE BEGINNING OF THE YEAR, THE MIDDLE YEAR AND END OF THE YEAR LAST YEAR, AND THE BOTTOM IS WHERE WE ARE AT THIS POINT THIS YEAR AND IF THERE IS AN OVERARCHING MESSAGE THAT I COULD GIVE FOR ALL OF OUR DIBELS, AND THEN I READ IT DATED TO COME IS THAT WE HAVE STARTED AT A STRONGER POINT THAN WE WERE LAST YEAR AND WE ARE SEEING THE SAME CONSISTENT GROWTH THAT WE SAW LAST YEAR AS WELL.
>> JUST THAT THIS MAY SOUND SIMPLE BUT JUST FOR THE BOMS SAKE AS YOU'RE WALKING THROUGH OR ANYBODY WATCHING AT HOME, BOY IS BEGINNING OF YEAR, MOE, MIDDLE OF THE YEAR, EOY, END OF YEAR.
JUST FOR ANYBODY WHO MIGHT BE WATCHING OR ANYBODY WHO WOULD WANT TO ASK.
BECAUSE THAT WILL KEEP REPEATING AS WE GO THROUGH WITH THE DATA AS WE WALK THROUGH IT.
>> YES, FOR DIBELS AND I ALREADY WE HAVE DOY, MOY, ABSOLUTELY.
THANK YOU. YOU CAN SEE HERE THAT AT THE BEGINNING OF LAST YEAR, WE STARTED AT 12 PERCENT.
WE STARTED AT 12 PERCENT THIS YEAR TOO, WITH OUR STUDENTS BEING ABOVE BENCHMARK.
BUT WE'VE MOVED THAT THIS YEAR FROM THE 12 PERCENT TO 14 PERCENT LAST YEAR, WE'VE MOVED IT FROM 12-17.
YOU CAN ALSO SEE THAT OUR STUDENTS IN THE ACT BENCHMARK CATEGORY IS SLIGHTLY, WHEN I SAY SLIGHTLY, 3 PERCENT LARGER THAN WHERE WE WERE AT THIS POINT LAST YEAR.
SO AS AGAIN, MY OVERARCHING MESSAGE WOULD BE WE STARTED STRONGER THAN WHERE WE WERE LAST YEAR AND WE'RE SEEING THE GROWTH AND ACHIEVEMENT FROM OUR STUDENTS ON OUR DIBELS ALREADY ARE COUNTYWIDE ASSESSMENTS THAT WE WERE SEEING LAST YEAR.
THIS SLIDE SHOWS THE COMPARISON OF FEMALE TO MALE.
THIS IS ALL STUDENTS, GRADES K THROUGH 5.
THIS SLIDE IS ALL STUDENTS GRADES K THROUGH 3,
[00:20:03]
NOT BROKEN UP BY GENDER, JUST THE ENTIRE GRADE.ALL STUDENTS, GRADES THREE THROUGH FIVE.
>> JUST FOR THIS SCHOOL YEAR NOT [OVERLAPPING] NOT IN COMPARISON TO LAST YEAR? BUT JUST THIS SCHOOL YEAR.
IF YOU TAKE A LOOK AT THE BEGINNING OF THE YEAR VERSUS THE MIDDLE OF THE YEAR, AND IF YOU EVEN ARE NOT EVEN LOOKING AT THE PERCENTAGE, YOU'RE JUST LOOKING AT THE COLORS, YOU CAN SEE THAT OUR BLUE HAS OBVIOUSLY INCREASED, WHICH WE OBVIOUSLY WANT OUR STUDENTS TO BE ABOVE BENCHMARK, AND THEN OUR REDS ARE WELL BELOW THAT BENCHMARK OR DECREASING.
>> THANK YOU. YES, AND I'D LIKE TO HIGHLIGHT FOURTH-GRADE, IF YOU TAKE A LOOK AT THAT, THAT BLUE IS AN EXPONENTIAL GROWTH RIGHT THERE, GOING FROM 6 PERCENT TO 22 PERCENT AT THIS POINT IN TIME.
THERE'S A LOT TO BE SAID ABOUT THAT PART FOR THAT.
>> THIRD GRADE, IT SEEMS THE OTHER WAY, THE OPPOSITE, I MEAN.
>> SLIGHTLY IT DROPPED DOWN BY 1 PERCENT.
THAT CAN ALSO BE DUE, IF YOU SEE WE LOST ONE STUDENT IN THIRD GRADE.
SO WHEN WE'RE LOOKING AT THE NUMBERS OF STUDENTS, THE SLICE OF THE PIE THAT EACH STUDENT COUNTS FOR, IT CHANGES.
THOSE 376, I DON'T WANT TO SAY STUDENTS WERE LESS, BUT THAT ONE STUDENT THAT MAY NOT DO AS WELL ON THAT 375 COUNTED MORE THAN THAT ONE STUDENT WITH THE 376.
>> SORRY, ABOUT THAT, I SEE YOU'RE TRYING TO UNMUTE.
>> OKAY. I REMEMBER THE LAST FEW TIMES WE'VE DONE THIS.
>> I TRIED TO MAKE THEM COLORFUL.
I FEEL LIKE EVERY TIME YOU GIVE US THIS, I'M LIKE FLIPPING BACK AND FORTH A COMPARISON THING.
THIS DAD IS ALL FINE AND DANDY, BUT I LIKE TO SAY, DID WE IMPROVE? DID WE GO DOWN? IS THERE ANY WAY FOR THE NEXT TIME YOU DO IT WHERE IT MAKES A LITTLE MORE SENSE THAT WAY?
>> I'M GOING TO SAY IN COMPARISON TO WHAT? I SAY THAT BECAUSE THIS IS SHOWING THE COMPARISON OF OUR GROWTH BETWEEN BEGINNING OF THE YEAR AND MIDDLE OF THE YEAR.
>> YOU WOULD LIKE LAST YEAR TO THIS YEAR?
>> IN A PERFECT WORLD, I WOULD LIKE TWO OR THREE YEARS, BUT THAT MIGHT BE ASKING FOR A BIT MUCH.
>> BUT I'D LIKE TO SEE A PATTERN.
I GET BUT I DON'T WANT TO TAKE IT OVER IT BUT WE NEED TO MOVE ON.
WHENEVER YOU SHOW ME THAT AND I SEE THOSE YEARS, I'M LIKE, WE ALL KNOW.
>> THE LAST FEW SLIDES DID COMPARE LAST SCHOOL YEAR TO THIS SCHOOL YEAR AND THEN THESE ARE SHOWING WHERE WE ARE FROM THE BEGINNING OF THIS YEAR TO THE MIDDLE.
BUT WE WILL BE SURE THAT NEXT TIME YOU HAVE EXACTLY WHAT YOU WANT.
>> I APPRECIATE IT. MY BRAIN FUNCTIONS BETTER THAT WAY THAN THAT.
>> THE SHORT WITHOUT HAVING THE COMPARISON OF THE GRADE LEVEL SO LAST YEAR.
WE'RE IN A BETTER SPOT THAN WE WERE LAST YEAR WITH GROWTH.
OVERALL, WE STILL HAVE GROUND TO MAKE UP FROM THE IMPACTS OF THE CLOSURE AND ALL OF THOSE THINGS.
WE STILL DO. SOME OF THAT WE'LL TALK ABOUT.
WE'VE GOT A SLIDE LATER AND WHAT WE'RE DOING THIS YEAR THAT'S DIFFERENT THAN LAST YEAR TO TRY TO CLOSE THOSE GAPS BUT WE ARE SEEING IMPROVEMENT.
EVERYBODY SITTING HERE WANTS TO FIND THE SECRET SAUCE TO ACCELERATE IT IN THE SEVEN-AND-A-QUARTER HOURS WE HAVE IN THE FRAME TO DO IT AND WE'LL TALK ABOUT IT WHEN WE GET TO THE SLIDE.
IN SOME WAYS, WE'RE STRETCHING THAT SEVEN-AND-A-QUARTER TO ADDING TIME BEFORE THE DAY STARTS AND IT WAS SHARED AT THE LAST BOARD MEETING IN ONE OF THE TRACKER UPDATE SLIDES.
WE'RE TRYING TO PARTNER WITH AFTER-SCHOOL AND SUMMER TO TRY TO ACCELERATE IN THOSE PLACES TOO BECAUSE THERE'S DEFINITELY GROUND AND WE MADE UP.
IN THE RED, WE'RE MAKING UP GROUND, BUT NOT AS QUICKLY AS WE'D ALL LOVE TO SAY.
>> I'M HAPPY TO GET THAT FOR YOU.
I WILL MAKE SURE WE GET THAT TO YOU AS FAST AS POSSIBLE AND THANK YOU FOR THE INPUT.
>> THANK YOU. I APPRECIATE IT.
>> THIS IS OUR DIBELS EIGHTH EDITION FROM BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR, BROKEN DOWN BY OUR DEMOGRAPHIC GROUPS THAT ARE LARGER THAN 10 STUDENTS BECAUSE THAT IS THE SIZE OF WHAT WE REPORT TO THE STATE.
I-READY IS THE SYSTEM OF ASSESSMENT THAT WE USE FOR
[00:25:03]
GRADES K THROUGH EIGHT IN MATH AND ELA.WE DO IT AT THE BEGINNING OF THE YEAR OR MIDDLE OF THE YEAR AND END OF THE YEAR DIAGNOSTIC.
THERE'S AN EXPLANATION OF THE BEGINNING OF THE YEAR, THE STANDARD VIEW WHICH WE'LL BE LOOKING AT RIGHT NOW MOMENTARILY, AND THE END OF THE YEAR.
FOR I- READY MATH, OUR FALL PERFORMANCE, WE HAD 3,453 STUDENTS COMPLETE THE TEST.
WINTER, WE HAD 3,503 STUDENTS.
OF THOSE STUDENTS WHO WERE SIMILARLY ENROLLED FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR, 3,427 OF THEM SAW IMPROVEMENT.
THAT'S A ROUGHLY 98% IMPROVEMENT, WHICH YOU WOULD HOPE TO SEE FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR.
HOW DO WE COMPARE FROM FALL TO WINTER? YOU CAN SEE IN FALL WITH THE GREEN AT THE TOP, WE ARE MIDDLE ABOVE GRADE LEVEL AND EARLY ON GRADE LEVEL, WE ARE AT 13%.
AT THE MIDDLE OF THE YEAR, WE'RE AT 26%.
WE'VE LITERALLY DOUBLED OUR STUDENTS WHO ARE A LITTLE ABOVE OR EARLY ON GRADE LEVEL.
I-READY DESCRIBES THIS AS STUDENTS WHO ARE MOST LIKELY TO PERFORM AS PROFICIENT ON A STATE ASSESSMENT.
WE'LL GET TO A SLIDE HERE LATER ON WHERE IT EXPLAINS THAT WE WILL BE WORKING WITH I-READY TO SEE AND THROUGH A LINKING STUDY, HOW MUCH THAT ACTUALLY CORRELATES WITH OUR DATA BUT WE'RE JUST NOW GETTING SOME OF THAT DATA BACK.
HOW WE'VE COMPARED FROM WINTER TO WINTER, FROM 20-21 TO 21-22 TO 22-23.
>> IS IT? [LAUGHTER] BUT I AM HAPPY TO GET IT FOR YOU FOR DIBELS AND I WILL DO THAT.
THIS IS LOOKING AT HOW WE COMPARE TO THE NATIONAL NORM.
AT WINTER OF 18-19, THEY'RE STILL TRYING TO COMPARE AND GET BACK TO A NORM.
THIS IS ALSO OUR COMPARISON TO MARYLAND YEAR TODAY, AND THEN OUR DISTRICT.
IF YOU LOOK AT MARYLAND, YOU'LL SEE THEY'RE AT 26% MID OR ABOVE OR EARLY ON GRADE LEVEL, WE ARE THE SAME.
WE ACTUALLY HAVE MORE STUDENTS SITTING IN THAT MOVABLE AREA OF ONE GRADE LEVEL BELOW.
FROM THE BEGINNING OF THE YEAR, MAYBE WE'VE MOVED THEM FROM TWO OR THREE OR MORE GRADE LEVELS BELOW UP INTO THERE, AND WE'RE STILL TRYING TO MOVE THE ONES THAT STARTED THE YEAR UP INTO THOSE GREEN COLORS TO ABOVE OR ON GRADE LEVEL.
THESE ARE HOW OUR RELATIVE PLACEMENTS HAVE CHANGED FROM FALL TO WINTER FOR KINDERGARTEN THROUGH FIFTH GRADE.
THIS IS HOW OUR PLACEMENTS HAVE CHANGED FOR SIXTH THROUGH EIGHTH GRADE.
THIS IS WHAT OUR PLACEMENT LEVELS HAVE CHANGED FROM FOR OUR BASED ON GENDER FOR FEMALES FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR AND WHAT WE WANT TO SEE IS THE DARK GREEN AND LIGHT GREEN GETTING LARGER IN THE SECOND AND FOURTH LINE, AND THE DARK RED AND LIGHT RED GETTING SMALLER.
THE SAME WOULD BE SAID FOR THIS CHART, WHICH IS ALL OF OUR STUDENT'S GRADES K THROUGH EIGHT BROKEN UP BY RACE.
THIS IS OUR STUDENTS IN MATH GRADES K THROUGH EIGHT, BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR, BROKEN UP BY DEMOGRAPHIC SUBGROUPS SUCH AS HISPANIC OR LATINO, ENGLISH LEARNER, AND ALSO SPECIAL EDUCATION.
AGAIN, WE SEE THE GROWTH FROM EVERY OTHER LINE OR EVERY OTHER BAR OF THE DARK GREEN AND LIGHT GREEN GETTING LARGER AND THE DARK RED AND LIGHT RED GETTING SMALLER.
NEXT IS I-READY READING [OVERLAPPING] ON THE MATH DATA.
>> ANY QUESTIONS [INAUDIBLE] ? BECAUSE WE'RE MOVING THROUGH, BUT I WANT TO MAKE SURE THAT YOU'VE GOT TIME TO DIGEST AND THINK AND TALK ABOUT.
>> WELL, IF I LOOK AT SLIDE NUMBER 16 AND SLIDE NUMBER 7, IN BOTH OF THEM, IT PRETTY MUCH SHOWS ME THAT OUR ASIAN POPULATION IS DOING A GOOD JOB OF ACHIEVING, BUT THE OTHERS ARE NOT DOING AS WELL.
>> SOMETHING TO KEEP IN MIND IS THE SIZE OF THE POPULATION AND THE GROUP.
>> THAT CAN WORK FOR YOU AND AGAINST YOU, BUT YOU ARE CORRECT.
>> BUT THERE ARE MAD AS A GOOD POINT, A COMPARATIVE POINT.
EVERYBODY REMEMBERS FROM THE NATE SCORES CAME OUT IN THE FALL.
[00:30:02]
GOT A LOT OF PUBLICITY. I THINK IT WAS IN NOVEMBER WHEN THEY CAME OUT.THE NATE MATH SCORES WERE ATROCIOUS COUNTRYWIDE.
MATH IS AND MSD PUT OUT A PRESS RELEASE PROBABLY A MONTH-AND-A-HALF AGO.
THE STATEWIDE MATH SCORES BASICALLY TOOK AN ABSOLUTE NOSEDIVE MATH MORE THAN ANYTHING ELSE AND I HATE TO AGAIN TALK ABOUT THE OBVIOUS, BUT MATH REALLY TOOK A NOSEDIVE NATIONWIDE AND STATEWIDE WITH THE PANDEMIC CLOSURES.
I CAN'T EVEN BEGIN TO EXPLAIN WHY PEDAGOGICALLY IT DIDN'T STICK WITH THE WAY THAT THINGS WERE DONE THROUGH THE COMPUTER OR THOSE THINGS OR HOW MUCH IN-PERSON TEACHER EFFORT WAS NEEDED, BUT IT SEEMS PRETTY OBVIOUS THAT THE INSTRUCTIONAL STRATEGIES THAT WERE IN PLACE AT THE TIME, ESPECIALLY IN STATES THAT CLOSED, HAD AN IMPACT ON KIDS MATH SCORES, HAD AN IMPACT ON READING, BUT NOWHERE NEAR THE IMPACT ON MATH.
I MEAN ABSOLUTELY, AND YOU KNOW MELLISA, MRS. MULLIGAN'S PUT SOME THINGS IN PLACE.
WE APPROVED THE NEW CURRICULUM BACK IN THE SUMMER TO PROVIDE A LITTLE BIT MORE STRUCTURE BASED ON STANDARDS TO HELP GET THERE.
WE'VE LOOKED AT TRYING TO PUT SOME MORE INTERVENTIONS IN PLACE AND TRYING TO FIND, AGAIN, OPPORTUNITIES FOR MORE INTENSIVE INTERVENTIONS.
MATH IS ONE OF THOSE AS WE CONTINUE TO FIND NOT A LOT OF MATH INTERVENTIONS OUT THERE THAT ARE EVIDENCE-BASED INTERVENTION PROGRAMS. BREEDING THERE'S SEVERAL.
MATH DOES NOT QUITE HAVE AS MANY AND WE'RE WORKING THROUGH THAT PROCESS TO IDENTIFY WHAT WE CAN TO PUT IN PLACE TO HELP SUPPORT STUDENTS TO GET THERE.
>> MELLISA DID JUST RECENTLY PURCHASE SEVERAL DIFFERENT INTERVENTION OPPORTUNITIES FOR STUDENTS.
STRENGTHS AND WEAKNESSES ARE SPIRALED THROUGH.
IF YOU NEED ASSISTANCE WITH SOMETHING, THE NEXT UNIT YOU MIGHT NOT NEED ANY ASSISTANCE WITH THAT BECAUSE OF THE WAY MATH [NOISE] DIFFERS FROM ENGLISH.
SHE HAS RESEARCHED AND FOUND SEVERAL DIFFERENT RESOURCES THAT CAN HIT MANY OF THE DIFFERENT SKILL LEVELS THAT STUDENTS CAN FILTER IN AND OUT OF AS NEEDED.
>> QUESTION. THIS WAS A NATIONWIDE ISSUE. I TOTALLY GET THAT.
HAVE WE LOOKED OUTSIDE OF THIS NATION LIKE COMPARABLE? I DON'T MEAN THIS DISRESPECTFULLY BUT I'M NOT TALKING ABOUT CHINA OR RUSSIA OR SOMETHING LIKE THAT.
BUT COMPARABLE COUNTRIES, ARE THEY HAVING THE SAME ISSUE? HAVE THEY FIGURED SOMETHING OUT?
>> IT'S A GOOD POINT. I CAN TELL YOU I HAVE NOT BUT IT'S A GOOD POINT TO CONSIDER.
>> I WONDER HOW PISA SHOWED, WHICH WAS THE INTERNATIONAL ASSESSMENT.
I WONDER HOW THAT SHOWED WITH MATH AS WELL.
I KNOW FINLAND GETS ALL THE LOVE THROUGH PISA.
I WONDER WHAT THEY SAW WITH THE IMPACTS BECAUSE.
>> CERTAINLY. ANYTHING ELSE WITH MATH? MATH IS THE BIGGEST UPHILL CLIMB.
>> IF YOU READ, THEY SEE WORDS ALL THE TIME.
EVEN WHEN THEY WEREN'T IN SCHOOL, THEY WERE STILL READING.
>> THERE ARE READING SKILLS YOU CAN STILL PRACTICE.
>> MATH, NOT SO MUCH, SO THAT-
>> YOU CAN INTENTIONALLY STAY AWAY FROM MOST OF IT IF YOU WANT.
>> I KNOW THAT THIS HAS A LOT OF ELEMENTARY AND MIDDLE, BUT ENGLISH IS ALSO A GREAT BAND IN STANDARDS WHEREAS ITS CORE SPECIFIC FOR MATH OR GRADE LEVEL SPECIFIC FOR MATH SO THERE'S MORE OPPORTUNITIES OVER MULTIPLE YEARS TO REINFORCE THOSE SAME STANDARDS IN ENGLISH, WHEREAS MATH, THOSE STANDARDS ARE DIFFERENT EACH YEAR OR A COURSE.
>> ALSO, I HEAR IT OVER AND OVER AGAIN.
PARENTS CAN READ ALOUD TO THEIR STUDENTS OR HAVE THEM READ ALOUD OR FLASHCARDS OR WHATEVER, BUT WITH MATH A LOT OF THE PARENTS DON'T HAVE A CLUE.
THEY MAY KNOW HOW TO MULTIPLY AND DIVIDE AND DO FRACTIONS AND ALL BUT IT IS SUCH A DIFFERENT PROCEDURE OF TEACHING MATH NOW THAT, KIDS DON'T GET THE HELP THEY USED TO GET AT HOME.
YOU CAN WALK THROUGH THE GROCERY STORE AND SOMEBODY WILL HAVE THEIR CHILD PERHAPS READING, A LABEL OR LOOKING AT SOMETHING, BUT THEY'RE NOT TALKING ABOUT THE LABEL THAT HAS THE PERCENTS ON THE BACK REALISTICALLY,
[00:35:08]
OR MAKING A RECIPE.>> I WAS YOUTUBING ALL NIGHT AND DOING SOME OF THAT STUFF, AND IT TOOK TWO OF US TO FIGURE IT OUT.
>> GO CHECK KHAN ACADEMY IS THE BEST.
[OVERLAPPING] THAT'S WHAT I DO WITH MY KIDS.
>> ANYTIME YOU HAVE A KID WITH A MATH ISSUE PUT THEM ON KHAN ACADEMY.
>> I NEEDED THAT TOO. [LAUGHTER].
>> MATHS GETS [LAUGHTER] [OVERLAPPING]
>> THAT BRINGS UP MY QUESTION.
IT'S JUST 2+2 IS 4 UNLESS YOU'RE READING 1984.
WHY DO WE KEEP CHANGING THE WAY WE TEACH IT? BECAUSE WHEN I GREW UP, '96 WAS AT THE TOP OF THE GAME EDUCATIONALLY WISE AND THEN WE TRIED TO REINVENT THE WHEEL.
I'M GOING TO SAY JUST LIKE WE HAVE LEARNED A LOT ABOUT THE RESEARCH BEHIND TEACHING READING AND WE HAVE SHIFTED THE WAY WE TEACH READING TO THE SCIENCE OF READING MATH HAS ALSO RESEARCHED BEST PRACTICES AND SHIFTED THE WAY MATH HAS BEEN-
>> WHAT IS IT WORK? THAT WOULD BE MY QUESTION AND I DON'T MEAN DISRESPECT TO ANYBODY.
>> IT'S NOT JUST CAROLINE. [OVERLAPPING]
>> YOU SHOULD JUST TAKE A PIECE OF PAPER TO DO ONE MATH PROBLEM, I CAN DO IT IN THIS LITTLE SQUARE HERE.
>> IF I CAN GET THE ANSWER, DOING IT MY WAY, AS LONG AS IT'S NOT CHEATING, WHO CARES? YOU KNOW WHAT I MEAN? IT'S LIKE YOU'RE TRYING TO HELP THEM, BUT NO YOU HAVE TO DO IT THAT WAY BECAUSE THIS IS NATIONWIDE AND I JUST DON'T KNOW IF I THINK JUST BECAUSE THE WHOLE WORLD IS DOING IT OR THE WHOLE UNITED STATES IS DOING IT DOESN'T MAKE IT RIGHT.
I KNOW AMERICANS DON'T LIKE TO NOT, SAY THAT.
BUT DON'T FORGET, I WAS IN THE NAVY, I LOVE AMERICA.
BUT IT DOESN'T MEAN IT'S THE RIGHT THING.
>> THEN WE CAN MOVE ON. BUT I THINK SOME OF THAT IS TRULY WHAT IS THE PURPOSE BEHIND HAVING A CHILD DO A LENGTHY, FULL-PAGE ITEM, EVEN IF YOU CAN DO IT IN A TWO-STEP PROCESS, THERE MIGHT BE A DIFFERENT PURPOSE BEHIND THAT AS IT RELATES TO A DEEPER UNDERSTANDING FOR THE NEXT CONCEPT COMING.
>> DO YOU TELL A STUDENT THAT?
>> I'M NOT IN THE MATH CLASSROOM.
>> BUT YOU KNOW WHAT I MEAN. I DON'T MEAN YOU PERSONALLY.
>> WE ALL SAY WE WANT TO KNOW THE WHY, I HEAR YOU.
>> THAT'S LIKE JUST COME FOR ME, YOU DON'T EXPLAIN WHY.
>> THAT WOULD MAKE A DIFFERENCE.
I HEAR THAT. I TAKE NOTE FOR SURE.
>> BEAR IS REPEATING THAT READING TAKES YOU ON A JOURNEY MATH DOESN'T.
YOU CAN SAY YEAH, MATH DOES AS WELL.
NOT TOO MANY PEOPLE ARE GOING TO PULL OUT THE MATH BOOK FOR FUN.
IT'S PRETTY EASY TO KEEP UP WITH THAT READ.
[OVERLAPPING] [LAUGHTER] WE'RE NOT GOING TO DO A BEDTIME STORY TONIGHT WE ARE GOING TO DO A BEDTIME MATH PROBLEM.
>> I WAS ORIGINALLY JUST THINKING THAT AFTER WAYMAN STUFF, WE READ TO MY DAUGHTER EVERY NIGHT, MAYBE WE NEED TO START DOING TIMES TABLES.
>> THERE WAS SOMETHING WHEN THEY HAD TO MEMORIZE.
>> I DON'T KNOW HOW THAT'S GOING. [OVERLAPPING]
THANK YOU FOR THE CONVERSATION.
WE HAD 3,441 STUDENTS PARTICIPATE IN THE FALL.
OF THOSE, THE 3,325 STUDENTS THAT WE HAD BOTH IN THERE THEY SHOWED GROWTH.
THAT'S A ROUGHLY ABOUT 98% WHICH YOU EXPECT TO SEE AND THAT'S WHAT WE WANT TO SEE.
WHAT THIS IS SHOWING US IS THAT OUR EFFORTS ARE NOT IN VAIN.
THE STRUCTURES THAT WE HAVE IN PLACE, ESPECIALLY ALONG THE LINES OF READING AND MATH IN I READ THE ASSESSMENT, THEY ARE WORKING AND WE JUST NEED TO STAY THE COURSE.
HOW THINGS CHANGE FROM FALL TO WINTER FOR READING.
IF YOU TAKE A LOOK AT THIS, YOU CAN LOOK AT THE GREEN AND SEE WHERE WE'RE AT 22% AT EARLY ON OR MID OR ABOVE GRADE LEVEL, AND WE'RE AT 38% AT THE MIDDLE OF THE YEAR.
WE ARE MAKING HUGE LEAPS AND BOUNDS IN READING AND OUR IMPROVEMENT.
THESE SLIDES WILL FOLLOW THE SAME PATTERN AS THE MATH ONES SO PARDON ME IF I MOVE THROUGH THEM.
HOW HAVE RELATIVE PLACEMENTS AND READING CHANGED FROM WINTER TO WINTER?
[00:40:03]
HERE'S '20-'21 TO '21-'22 TO '22-'23.WE SEE THAT DIP IN '21-'22 LAST YEAR WHEN EVERYBODY WAS GETTING BACK TO TRYING AND WHERE WE HAD STUDENTS THAT DIDN'T MAKE IT TO SCHOOL THOSE DAYS.
MAYBE THEY WERE OUT ON QUARANTINE.
BUT WE ARE NOW AT A POINT WHERE IF YOU LOOK AT '21-'22, WE'RE AT JUST 1% LOWER THAN WHERE WE WERE.
AS WE MOVE TO THE NEXT SLIDE, IF YOU LOOK AT THE PARDON ME, NATIONAL NORM DATA FROM 1819, THAT WAS AT 47%.
MARYLAND YEAR-TO-DATE RIGHT NOW FOR '22-'23 AT WINTER IS 37%.
WE'RE PERFORMING AT 1%, BUT PRETTY MUCH STAYING WITH THE STATE, A LITTLE BIT HIGHER.
THAT'S SOMETHING THAT WE CAN BE HAPPY ABOUT.
ESPECIALLY THEN WHEN YOU LOOK AT YOUR ONE GRADE LEVEL BELOW, WE ARE STILL OUTPERFORMING THE STATE JUST SLIGHTLY, BUT WE'RE DOING IT.
THIS IS HOW THE GROWTH OF PLACEMENTS COMPARE FROM FALL TO WINTER FOR GRADES K THROUGH 5.
THIS NEXT SLIDE SHOWS HOW OUR PLACEMENTS HAVE CHANGED FROM FALL TO WINTER FOR GRADE 6 THROUGH 8.
THESE NEXT SLIDES, AGAIN, WILL FOLLOW THE SAME PATTERNS OF THE LAST ONES.
THESE ARE OUR BEGINNING OF THE YEAR TO MIDDLE YEAR BASED ON GENDER FOR STUDENTS GRADES K THROUGH 8, THE TOP IS BEGINNING OF THE YEAR, AND THE FOLLOWING IS FOR MIDDLE OF THE YEAR.
WE AGAIN SEE THAT DARK GREEN AND LIGHT GREEN GROWING, THAT DARK RED AND LIGHT RED SHRINKING.
THIS SLIDE DEPICTS OUR BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR READING PLACEMENT BY RACE WITH GRADES K THROUGH 8.
THIS SLIDE SHOWS OUR BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR BASED ON DEMOGRAPHIC SUBGROUP, GRADES K THROUGH 8 OF HISPANIC OR LATINO ENGLISH LEARNER AND SPECIAL EDUCATION.
WE ARE PARTICIPATING IN AN I-READY LINKING STUDY.
THIS IS AN OPPORTUNITY THAT WAS GIVEN TO US LAST YEAR THAT WE HAVE GRASPED AND TAKEN ADVANTAGE OF.
[NOISE] THE STUDY WILL INCLUDE STUDENTS IN GRADES 3 THROUGH 8 WHO HAVE TAKEN THE I-READY DIAGNOSTICS DURING THE '21-'22 SCHOOL YEAR WHEN WE RECEIVED THEIR SPRING DATA FROM LAST SPRING FOR ELA AND MATH.
WE THEN TURNED THAT OVER TO I-READY AND THEY ARE WORKING ON COMPILING A CHART, A WORKSHEET, ALL THINGS FOR US TO SHOW US IF THERE'S A CORRELATION BETWEEN HOW OUR STUDENTS ARE DOING IN I-READY AND HOW WE ARE ACHIEVING ON OUR STATE ASSESSMENTS.
WHEN WE GET THAT INFORMATION AS ALWAYS, I'LL BE HAPPY TO SHARE THAT.
ACCORDING TO WHEN THE AGE TO THE HIGH SCHOOL ELA, ANY QUESTIONS OR THOUGHTS FROM THE READING DATA? HIGH SCHOOL ELA FINAL EXAM GROWTH AND THIS IS ONE THAT I'M HAPPY TO SHARE BECAUSE THIS IS A BIG THUMBS UP AND I'M REALLY HAPPY TO BE ABLE TO SHARE IT WITH YOU HAVING SPOKEN WITH OUR SECONDARY ELA SUPERVISOR AND GOING THROUGH THE DATA WITH THEM, I KNOW THAT THEY'RE VERY PROUD OF THE WORK THAT WAS DONE AS OUR HIGH SCHOOLERS.
THE DATA REPRESENTS STUDENTS' KNOWLEDGE OF 9-10 OR 11-12, GRADE AND ELA STANDARDS AND READING LITERATURE, INFORMATIONAL TEXTS, AND LANGUAGE BEFORE INSTRUCTION AND THEN AFTER INSTRUCTION.
WE SHARED THIS WITH YOU AT THE BEGINNING OF THE YEAR.
THEIR BEGINNING OF COURSE DIAGNOSTIC AND NOW WE'RE GOING TO LOOK AT WHERE WE'RE AT WITH THEIR END-OF-COURSE FINAL EXAM.
WHEN YOU TAKE A LOOK AT THIS, THE GRAY IS THE BEGINNING OF THE YEAR AND THE GREEN IS THE FINAL EXAM.
COMING INTO THE BEGINNING OF THE COURSE, WE HAD 80.6 STUDENTS THAT WERE SCORING ANYWHERE FROM 0-59%.
WHILE LEAVING THE COURSE, THAT'S DOWN TO 19.6%.
WE NOW, AT THE BEGINNING OF THE COURSE, WE HAD 0% OF STUDENTS SCORING A 90-100%.
WE NOW HAVE 28.5% OF THE STUDENTS SCORING A 90-100.
THE AVERAGE SCORE WAS A 44% FROM THE BEGINNING OF COURSE, DIAGNOSTIC AND THAT IS FOR ALL HIGH SCHOOL STUDENTS IN CAROLINE COUNTY.
THE AVERAGE SCORE FOR THE FINAL EXAM WAS A 72%.
APPROXIMATELY 92% OF HIGH-SCHOOL STUDENTS IMPROVED THEIR SCORE FROM BEGINNING OF THE YEAR TO THE FINAL EXAM.
WE WILL HAVE THIS DATA TO LOOK AT AGAIN FROM THE BEGINNING OF SECOND SEMESTER TO THE END OF THIS SEMESTER.
BUT THIS WAS A POINT THAT I KNOW WE WERE VERY PROUD OF.
[00:45:02]
I KNOW THAT OUR HIGH SCHOOL ELA TEACHERS ARE PROUD OF, AND WE WANTED TO MAKE SURE THAT WE SHARED THAT WITH YOU BECAUSE IT IS SOMETHING THAT SHOULD BE CELEBRATED.>> WE COULD. IN THIS VERY PRESENTATION, NO, WE DO NOT HAVE IT BY SCHOOL, BUT IF YOU'D LIKE THAT, THAT IS SOMETHING THAT WE CAN GET FOR YOU.
>> ONE THING THAT I JUST WANT TO ADD HERE IS SUPERVISOR OF SECONDARY ELA, RENE CASSIN REALLY WORKS WITH THE TEACHERS INCREDIBLY HARD NOT ONLY TO SCORE THE EXAMS, OBVIOUSLY BOTH TIMES, BUT TO DIG INTO THE DATA AND REALLY TO DIG INTO THE DATA TO SEE HOW CAN COURSES BE IMPROVED FOR THE NEXT TIME AND WHAT IS IT ABOUT THE CURRICULUM OR THAT NEEDS TO BE SHIFTED OR GUIDED.
IT DOES, AND TRULY, THIS IS THE GROWTH THAT YOU HOPE FOR FROM BEGINNING OF A COURSE TO THE END OF THE COURSE.
BUT I THINK IT'S REALLY KEY AS TO WHAT SHE DOES EVEN WITH THE END-OF-COURSE DATA THAT SHE HAS.
BECAUSE OBVIOUSLY, SURE WE CAN SAY IT'S FABULOUS, 92% OF OUR STUDENTS MADE GROWTH, BUT WE CAN ALSO SAY, BUT ONLY 72% WAS THE AVERAGE SCORE.
WE'D LOVE TO SEE OUR AVERAGE SCORE ON THE FINAL EXAM HIGHER THAN A 72%.
THEY REALLY DO DIG DEEP INTO ALL OF THE STANDARDS THAT ARE ASSESSED AND WHAT THEY CAN DO TO IMPROVE INSTRUCTION OR RESOURCES TO IMPROVE THAT.
>> AND THESE TESTS, THEY ARE NOT MADE BY US, CORRECT?
THESE ARE A DIAGNOSTIC THAT IS CREATED BY OUR ENGLISH DEPARTMENT FROM BEGINNING OF THE YEAR AND THEN FOR A FINAL.
>> I THINK THEY ARE USING MY PERSPECTIVE, WHICH IS THE TEXTBOOK SERIES ASSESSMENTS.
>> YEAH, AND THEY'RE STRUCTURED JUST LIKE BE ON GAP?
>> MOVING FORWARD, WE ARE TO THE MSDE REPORT CARD FOR ESSA.
THIS HOUSE THAT YOU SEE IS A DEPICTION OF THE DIFFERENT CATEGORIES THAT OUR SCHOOL REPORT CARDS ARE MADE UP OF.
WITHIN THOSE CATEGORIES AND THE REASON WHY THE HOUSE IS USED, THERE ARE DIFFERENT BRICKS THAT MAKE YOUR HOUSE.
EACH CATEGORY HAS MULTIPLE BRICKS IN IT.
FOR EACH SCHOOL LEVEL, THOSE BRICKS [NOISE] ARE SLIGHTLY DIFFERENT SIZES.
FOR THE PERCENTAGE THAT IT MAKES UP OF YOUR HOUSE.
WHAT IS ESSA? IT'S THE EVERY STUDENT SUCCEEDS ACT.
IT WAS SIGNED INTO FEDERAL LAW IN 2015.
EACH STATE WAS REQUIRED TO SUBMIT A PLAN MEETING ALL FEDERAL REQUIREMENTS.
MARYLAND'S WAS APPROVED IN 2018 AND DUE TO THE COVID PANDEMIC, THIS MOST RECENT DATA THAT WE'RE GETTING, THE '21-'22 REPORT CARD IS THE FIRST SINCE '18-'19 SCHOOL YEAR.
THIS IS THE FIRST TIME SINCE THE SUMMER PRIOR TO THE '19-'20 SCHOOL YEAR THAT WE HAVE HAD AN OFFICIAL ASSESSMENT OF OUR OVERALL SYSTEM AT ELEMENTARY, MIDDLE, AND HIGH SCHOOL.
ONE OF THE BENEFITS OF THIS DATA IS THAT WE NOW HAVE SOMETHING TO WORK WITH.
WE NOW SEE WHERE WE ARE AND WE CAN KEEP GOING FROM THERE.
>> MICHAEL, BEFORE YOU DIG IN.
>> JUST TO DRAW A COMPARISON FOR THE BOARD, IF THEY'VE BEEN AROUND FOR A WHILE IN EDUCATION.
ESSA, BEFORE ESSA, IT WAS NO CHILD LEFT BEHIND.
IT'S THE SAME ACT, JUST REAUTHORIZED.
BEFORE NO CHILD LEFT BEHIND, IT WAS THE ELEMENTARY AND SECONDARY SCHOOL ACT UNTIL IT WAS CALLED.
IT'S JUST THE SAME BILL THAT ESTABLISHES SCHOOLS.
THEY'RE JUST AS THEY REAUTHORIZING IT, GOLF EVERY TIME THEY REAUTHORIZE IT WE ARE GIVING IT A NEW MOTTO.
BUT IT'S THE SAME ONE. IT IS THE OLD NCLB.
>> WHAT WILL BE THE NEXT ONE? YOU'LL SUCCEED OR ELSE? [LAUGHTER].
[LAUGHTER] JUST TO REMEMBER EVERYTHING, ALL OF THE DATA HERE IS FROM THE '21-'22 SCHOOL YEAR.
>> YES, AND WE'RE JUST GETTING IT BUT YES.
>> THAT'S WHY WE HAVE SLIDES HERE.
IT'S ALL WE HAVE SOME SLIDES LATER THAT DEPICT WHAT WE'VE BEEN DOING THIS YEAR THAT SHOULD ALREADY WE BELIEVE IMPACT DATA THAT YOU'RE WORKING OFF WITH THAT FOR THE LAST TWO YEARS.
>> [NOISE] THE REPORT CARD IS MADE UP OF ACCOUNTABILITY MEASURES AND THERE ARE SIX OF THEM.
THEY'RE NOT ALL APPLIED TO EACH SCHOOL LEVEL, BUT WE HAVE ONE THAT IS ACADEMIC ACHIEVEMENT AND THAT'S APPLIED TO THE ELEMENTARY, MIDDLE, AND HIGH SCHOOL.
[00:50:02]
THERE'S PROGRESS IN ACHIEVING ENGLISH LANGUAGE PROFICIENCY AT ELEMENTARY, MIDDLE, AND HIGH SCHOOL.WE HAVE A GRADUATION RATE THAT IS ONLY APPLIED TO HIGH SCHOOL.
WE HAVE SCHOOL QUALITY AND STUDENT SUCCESS, WHICH IS ELEMENTARY, MIDDLE, AND HIGH SCHOOL.
ACADEMIC PROGRESS, WHICH IS ELEMENTARY AND MIDDLE AND THEN READINESS FOR POSTSECONDARY SUCCESS, WHICH AGAIN IS ONLY HIGH SCHOOL.
THE ESSA INDICATORS FOR ELEMENTARY SCHOOLS.
THIS HOUSE DEPICTS THE PERCENTAGE OR PROPORTION OF THE ELEMENTARY SCHOOL REPORT CARD, THAT EACH INDICATOR AND THEIR CATEGORY MAKES UP.
YOU'LL NOTICE THAT THERE ARE FOUR INDICATORS ON THAT PAGE.
THAT'S A ONE-PAGER THAT CAN BE FOUND ON THE MST WEBSITE.
I BELIEVE THERE IS A LINK ON HERE THAT IF YOU'D LIKE TO GO AND RESEARCH IT, YOU CAN.
PLEASE AS WE GO THROUGH THIS, ONE OF THE ONES THAT I AM WATCHING AND TAKING NOTE OF ARE THE PERFORMANCE ON ELA MATH, WHICH IS OUR 20% AT THE TOP.
THE 10% PROGRESS IN ENGLISH LANGUAGE PROFICIENCY, WHICH AS WE HAVE A LARGER EL POPULATION GROWING IN OUR COMMUNITY, WILL BECOME EVEN MORE IMPORTANT FOR US TO FOCUS ON SUPPORTING OF GROWTH ON ELA AND MATH, AND CREDIT FOR WELL-ROUNDED CURRICULUM THAT INCLUDES SCIENCE AS WELL.
THEN ONE OF THE ONES THAT IT'S A PROBLEM NATIONWIDE AND I DON'T MEAN TO SAY A PROBLEM, BUT AN ISSUE THAT NEEDS TO BE ADDRESSED IS CHRONIC ABSENTEEISM.
THIS IS WHAT IT LOOKS LIKE FOR MIDDLE SCHOOLS.
LET ME GO BACK REAL QUICK. THAT TOPS OUT AT 100 FOR ELEMENTARY SCHOOLS.
MIDDLE SCHOOLS, THEY HAVE A TOTAL OF 96.5 POINTS.
THEY ARE NOT WORKING OUT WITH SOMETHING OUT OF 100.
>> [OVERLAPPING] [OVERLAPPING] BUT THEY DON'T ROUND IT UP. THEY DON'T ROUND IT UP.
THEN AGAIN, HIGH SCHOOLS HERE WE ARE.
>> IF I REMEMBER CORRECTLY, MR. GIACOMO IS YOU'RE TRYING TO WRAP YOUR HEAD AROUND THAT MIDDLE SCHOOLS THAT EQUATES TO 96.5 WHEN THEY ORIGINALLY CREATED WHAT WAS GOING TO BE THE PLAN.
>> THEY HAD SOME FACTORS THAT DID NOT END UP HOLDING.
THEY DID NOT RECALCULATE THE WHOLE HOUSE.
>> HIGH SCHOOL HAVE SOME SPECIFIC TWO HIGH-SCHOOL CATEGORIES, GRADUATION RATE, AND ON TRACK NINTH GRADE.
HOW IS THE STAR RATING DETERMINED? ZERO TO 29.9% IS ONE STAR, 30-44.9 IS TWO STARS.
THREE STARS, AS YOU CAN SEE, IS 45 UP TO 60.
FOUR STARS IS 60 TO JUST ABOUT 75%.
>> WHEN ESSA CAME OUT, THE BIG SHIFT BETWEEN ESSA, NO CHILD LEFT BEHIND IS THEY WANTED SCHOOL SYSTEMS TO BE RATED IN A WAY THAT'S A LITTLE EASIER TO FIGURE OUT.
MARYLAND WENT WITH THE HOTEL RATINGS.
FIVE STAR, FOUR STAR, THREE STAR, TWO STAR, ONE STAR.
THEY WOKE UP TO STAR RATING AS THEIR WAY OF DELINEATING WHAT SCHOOLS FALL WHERE.
HOW DID WE DO? LAST YEAR, WE HAD 5,551 STUDENTS THAT WERE COUNTED IN THIS COLLECTION THAT CAN EBB AND FLOW THROUGHOUT THE YEAR.
WE HAD AN ATTENDANCE RATE OF 88.3%, AND GRADUATION RATE OF 85.21%.
WHERE DID OUR SCHOOLS FALL? WE HAD THREE, FOUR-STAR SCORES AT THE ELEMENTARY LEVEL, AND WE HAD TWO THREE-STAR SCHOOLS AT THE ELEMENTARY, MIDDLE, AND HIGH SCHOOL.
OUR ELEMENTARY SCHOOLS EARNED A 61.2% OUT OF THE POSSIBLE 100 POINTS, PUTTING THEM AT A FOUR-STAR OVERALL RATING.
OUR MIDDLE SCHOOLS EARNED A 49.3 OUT OF THE 96.5 POSSIBLE POINTS FOR 51.1%, PUTTING THEM AT A THREE-STAR RATING.
OUR HIGH SCHOOLS EARNED A 52.4 OUT OF THE POSSIBLE 152.4%.
BEFORE I MOVE ON, ANY QUESTIONS?
>> A COUPLE OF THINGS THAT I'LL POINT OUT.
>> ON ALL THREE. MICHAEL ALLUDED TO THE FACT CHRONIC ABSENTEEISM PLAYS A ROLE IN ALL THREE HOUSES.
FOR THE BOARD'S UNDERSTANDING, CHRONIC ABSENTEEISM IS THE WAY IT COUNTS ABSENTEEISM.
IT DOESN'T MATTER IF YOUR PARENTS EARNED IT OR NOT.
IT DOESN'T MATTER IF YOU WENT TO THE DOCTOR.
DOESN'T MATTER IF YOU WERE IN THE HOSPITAL.
WHAT MATTERS WAS WAS YOUR BUTT SITTING IN A SEAT.
[00:55:03]
THAT'S THE NEW DEFINITION OF CHRONIC ABSENTEEISM.I THINK [LAUGHTER] IT WAS EITHER 2018 OR 2019, [OVERLAPPING] BEFORE THE 2019, 2020.
I'M LOSING TRACK OF WHICH YEAR IT STARTED.
ABSENTEEISM USED TO BE FOR UNCERTIFIED ABSENCES, UNEXCUSED ABSENCES.
THE NEW DEFINITION THROUGH MSDE IS CHRONIC, WHICH DEALS WITH, AGAIN, YOU'RE NOT HERE.
STUDENTS WHO COULD HAVE BEEN CALLED UP IN THE 21/22 SCHOOL YEAR.
AS WE STARTED, WE HAD STILL THE QUARANTINE STUFF WE WERE WORKING UNDER.
STUDENT GETS EXPOSED TO COVID, THEY'RE OUT 10 DAYS.
TO BE COUNTED IN MEMBERSHIP, YOU HAVE TO BE A STUDENT ENROLLED FOR US FOR 10 DAYS.
IF YOU MISS MORE THAN TWO DAYS IN A 10-DAY PERIOD, YOU'RE OUT 20% OF THE TIME, YOU'RE CHRONICALLY ABSENT.
IF YOU'RE IN MEMBERSHIP 30, IT JUST FACTORS THERE.
BUT TWO QUARANTINES PROBABLY IS GOING TO MAKE YOU CHRONICALLY ABSENT, BECAUSE YOU'RE OUT 20 DAYS.
EVERYBODY TOOK A NOSEDIVE IN CHRONIC ABSENTEEISM, US MORE SO THAN SOME OTHER DISTRICTS IN SOME AREAS.
BUT CHRONIC ABSENTEEISM REALLY HURT US LAST YEAR.
THE OTHER PIECE THAT HAS, AND WE'VE TALKED ABOUT LOOKING AT THE DATA TONIGHT AS WELL, IS THE ACADEMIC ACHIEVEMENT PIECES.
THE TESTING THAT WAS DONE LAST YEAR WAS DONE IN THE SPRING.
THE FIRST FOLD YEAR BACK AFTER COVID, THE STANDARDS DIDN'T CHANGE. WAS THE SAME TEST.
SAME STANDARDS FOR THE KIDS AFTER HAVING A DISRUPTION IN LEARNING.
AGAIN, NOT PUTTING THE BLAME ON COVID, BUT YOU'LL SEE THAT LOOKING ACROSS MOST OF THE STATE, YOU'LL NOTICE THAT THE ACADEMIC ACHIEVEMENT CATEGORY IS ONE THAT MOST POINTS WENT DOWN ACROSS THE BOARD FOR EVERYBODY.
THEN THE CHRONIC ABSENTEEISM PIECE STUNG MORE SO AT SECONDARY THAN ELEMENTARY.
BUT SOME OF OUR ELEMENTARIES, IT DEFINITELY STUNG.
>> THAT CHRONIC ABSENTEEISM IS IN THE LINE WHERE IT'S SCHOOL QUALITY AND STUDENT SUCCESS.
IS ONE OF THE MEASURES THAT COMBINES TO MAKE SCHOOL QUALITY AND STUDENT'S SUCCESS.
>> CAN YOU JUST TELL ME A COUPLE ITEMS THAT ARE USED TO MEASURE ACADEMIC PROGRESS? WHAT MIGHT BE?
>> IT DEPENDS ON THE LEVEL AT WHICH YOU'RE LOOKING AT.
>> IF WE'RE LOOKING AT HIGH-SCHOOL HERE, YOUR ACADEMIC PROGRESS, AND PARDON ME FOR BEING SO SMALL ON THAT SLIDE.
>> I'VE GOT A BIGGER VERSION WITH ME.
>> OKAY. SOME OF IT IS YOUR EL POPULATION IN THEIR PROFICIENCY.
THAT'S SOMETHING OUT, BUT THAT'S WHAT I WAS ALLUDING TO EARLIER ABOUT OUR GROWING POPULATION, AND US MEETING TO FOCUS ON MAKING SURE THAT WE'RE SUPPORTING THAT POPULATION.
THERE ARE MULTIPLE THINGS THAT PLAY INTO. ACADEMIC PROGRESS.
MS. LAYMAN, FOR ELEMENTARY SCHOOLS IS STUDENT GROWTH ON THE ELA TEST.
STUDENT GROWTH ON THE MATH ASSESSMENT.
PERCENT OF STUDENTS SCORING PROFICIENT OR HIGHER IN SCIENCE OR IN ESSA.
THEN PRESENT A FIFTH GRADE STUDENTS EARNING CREDIT AND SOCIAL STUDIES, FINE ARTS, PHYSICAL EDUCATION, AND [INAUDIBLE] IT'S TAKEN ELEMENTARY SCHOOL.
IN MIDDLE JUST TO NOT LEAVE THAT ONE HANGING.
MIDDLE STUDENT GROWTH M CAT FOR MATH AND READING.
PERCENT OF STUDENTS SCORING HIGHER ON ESSA AS WELL.
THEN THE PERCENT OF EIGHTH GRADE STUDENTS EARNING CREDIT IN ELA MATH, SOCIAL STUDIES, AND SCIENCE.
THE ONE THAT'S EXCLUDED IS A SOCIAL STUDIES TEST BECAUSE THEY'RE GETTING IT IN THERE NOW.
IF YOU DO CHOOSE TO GO AND LOOK UP THE REPORT CARD ON THE MSDE WEBSITE, HERE'S A QUICK JUST HOW TO READ IT, HOW TO INTERPRET IT.
YOU'LL GET A PERCENTILE RANK UP IN THE TOP RIGHT, YOU'LL GET YOUR STAR RANK RIGHT NEXT TO THE LEFT OF THAT, AND THEN ALSO YOUR TOTAL EARNED PERCENT OVER YOUR TOTAL POSSIBLE POINTS. THAT'S PRETTY STRAIGHTFORWARD.
>> WHAT ENCOURAGED THE BOARD TO LOOK AT MSDE REPORT CARD? IT'S MSDEREPORTCARD.ORG.
WE CAN PULL THE PDFS FOR EACH SCHOOL'S REPORT CARD AND SEND TO YOU.
BUT I WOULD ENCOURAGE YOU NOT ONLY TO LOOK AT OUR SCHOOL OR LOOK AT OUR COUNTY, BUT LOOK AT SOME OF OUR COMPARISON COUNTIES, OUR COMPARISON COUNTIES TEND TO BE ON THE EASTERN SHORE.
DORCHESTER, SOMERSET ARE BOTH DEMOGRAPHICALLY SITUATED.
[01:00:02]
ODDLY ENOUGH, I JUST LEARNED TODAY, HADN'T REALLY THOUGHT ABOUT WESTERN MARYLAND, BUT WE HAVE TAKE THE LEG OUT OF GARRETT.WE ACTUALLY HAVE A LOT OF SIMILARITIES TO GARRETT JUST HILLS FOR THEM AND THE LAKE AREA HAS A BIG IMPACT BY ENLARGE EVEN SIZE-WISE, MILEAGE, DISTANCE, BUSES TRAVEL, ALL THAT GOOD STUFF, IT SURPRISED ME TO LEARN TODAY WE HAVE A LOT IN COMMON WITH WHILE KEEPING THAT IN MIND.
[OVERLAPPING] YOU SAID IT'S IN HERE THAT WORD [OVERLAPPING].
>> I THINK IT'S ONE TO THE END.
>> IS THIS LINK? REPORTCARD.MSDE.MARYLAND [OVERLAPPING]
>> YOU CAN ALSO DO MSDEREPORTCARD.ORG [LAUGHTER]. THAT'S THE ONE I ALWAYS DO.
IF YOU GOOGLE IT YOU GET TO MARYLAND REPORT CARD WEBSITE.
ONE MORE THING JUST TO ADD BEFORE WE GET THROUGH HOW WE'RE MOVING FORWARD.
IF YOU GO AND DO LOOK AT THOSE REPORT CARDS.
IT WAS SHARED IN A MEETING BETWEEN LACS, THE FOLKS IN MY POSITION THROUGHOUT THE STATE, THAT OVER 50% OF MARYLAND LEAS SCHOOL SYSTEMS HAVE AT LEAST ONE SCHOOL THAT HAS ONE OR TWO STARS.
CAROLINE COUNTY DOES NOT HAVE A ONE OR TWO STAR SCHOOL.
THAT'S SOMETHING THAT WE SHOULD BE PROUD OF BECAUSE I DON'T WANT TO SAY IT COULD BE WORSE BUT WE WERE OKAY.
BUT REMEMBER, WE'RE WORKING HARD TO EVEN GET BACK TO WHERE WE'RE.
[NOISE] MOVING ON, WHERE DO WE GO FROM HERE? THE SCHOOLS HAVE ALREADY TAKEN STEPS THIS YEAR TO PROMOTE GROWTH OF OUR STUDENTS IN SCHOOLS, WHICH IN RETURN WILL ENHANCE OUR ACHIEVEMENT [NOISE] ON THE REPORT CARD.
THIS YEAR WE'VE HAD A NINTH-GRADE ACADEMY START AT NORTH CAROLINE HIGH SCHOOL.
FROM WHAT I CAN SEE WHEN I GO THERE, LOOKS PRETTY WELL.
I'LL BE INTERESTED TO SEE HOW THEIR SCORES, WHAT THIS DOES THE NINTH-GRADE SCORES BEFORE SCHOOL.
>> IF IT DOES WELL, WE DO IT AT KERNEL.
>> RIGHT NOW THE GRANT THAT WE HAVE FOR ONLY PROVIDES IT AT NORTH CAROLINE HIGH SCHOOL THROUGH LEADS.
WE WOULD HAVE TO LOOK AT IF IT IS SUCCESSFUL DOING IN A KERNEL.
KERNEL PROBABLY WOULDN'T TAKE AS MUCH.
I DON'T THINK KERNEL WILL REQUIRE A GRANT TO PULL IT OFF.
IT'S A MUCH SMALLER SCHOOL KERNEL HAD A NINTH-GRADE ACADEMY YEARS AGO.
IT WORKED THERE WITH A SMALLER SIZE.
THE INTERESTING THING THAT WE'LL BE LOOKING AT TO SEE IF IT WORKS IS REALLY THE STRUCTURE THEY'RE PUTTING IN PLACE TO IDENTIFY SUPPORTS FOR KIDS.
THE TEACHERS ARE MEETING ON A REGULAR BASIS TALKING ABOUT KIDS PUTTING PLANS IN PLACE.
THAT IS DEFINITELY REPLICABLE WITHOUT HAVING TO SPEND MONEY ON RESOURCES TO DO IT IN A WAY THAT HAD TO ADD STAFFING AND TO WORK TO PULL THIS OFF.
IT'S PROBABLY PROFESSIONAL DEVELOPMENT TYPE FUNDING, WHICH IS DIFFERENT THAN NORTH NEEDED MORE SUPPORT JUST BECAUSE OF THE SIZE.
>> IF WE DID THIS YEAR WITH LEAD FOR IT.
>> WE HAVE ONE MORE YEAR OF LEADS.
>> THEN WE HAVE TO FIGURE OUT HOW TO CONTINUE.
>> WELL, AT THAT POINT, AGAIN, WE SHOULD HAVE THE PROFESSIONAL DEVELOPMENT NEEDED FOR NORTH CAROLINE.
THE HOPE WHEN THE GRANT WAS WRITTEN, WAS THAT IF YOU BOOSTED IN THE BEGINNING WITH ADDITIONAL STAFF THEN IT ACTUALLY WILL DECREASE THE NEED FOR THEIR STAFF LATER ON.
BECAUSE IF WE ADDED TWO POSITIONS AT NORTH CAROLINE, THROUGH THAT GRANT, WE PROVIDE THE PROFESSIONAL OR WE HAVE THE PARTNER PROVIDE THE PROFESSIONAL DEVELOPMENT.
THAT AS DR. SIMON SAYS, WE COULD POTENTIALLY RECREATE, TRAIN THE TRAINER MODEL FOR OTHER SCHOOLS.
BUT THEN IF THE SYSTEMS AND PROCESSES ARE IN PLACE, YOU DON'T NEED A LEADER TO LEAD THE BUILDING IN THAT.
IT'S JUST THAT THOSE PROCESSES ARE IN PLACE ALREADY SO THAT THE TEAM IS ESTABLISHED WITH UNDERSTANDING THEIR MEETING TIMES AND SO FORTH.
YOU WOULDN'T NEED ADDITIONAL STAFF TO GUIDE THAT?
>> YOU PROBABLY MAY NEED MONITORING TO MAKE SURE THAT IS [OVERLAPPING].
>> CERTAINLY. ONE OF THE THINGS WITH LEADS WHEN IT CAME OUT AND IT WAS SMARTER WAY MSDE DESCRIBED IT WAS, WHY DON'T YOU LOOK AT THE THINGS THAT YOU'RE GOING TO BE DOING, DOESN'T BLUEPRINT AND USE LEADS TO LAUNCH YOU AS WE'RE WAITING FOR BLUEPRINT FUNDING TO CATCH UP WITH.
IS IT TRULY GOING TO CATCH UP WITH IT AND BE A PERFECT MATCH NOW? [NOISE] BUT IT WILL START TO CATCH UP SOME THAT WILL ALLOW US TO LOOK AT SOME OF THE PARTNERS.
I KNOW ONE OF THE BIG SUPPORTS IN NORTH CAROLINE HIGH SCHOOL,
[01:05:02]
THEY WERE ABLE TO ADD AN ADDITIONAL ASSISTANT PRINCIPAL SCHOOL OF 1,300 NEEDED AN ADDITIONAL ASSISTANT PRINCIPAL WILL HAVE TO LOOK BUDGETARY WHEN LEADS COMES OUT AND HOW DO WE SUSTAIN THAT? BUT I DON'T KNOW THAT THEY NEED A FIFTH COUNSELOR WHICH HAD ADDED A SPECIFIC COUNSELOR SO THERE'S DIFFERENT PIECES OF IT.WE'LL BE LOOKING AT TO SEE WHAT SHOULD STAY AND WHAT COULD PULL OUT.
BUT THEY WILL DEFINITELY NEED A MONITORING PIECE TO ENSURE.
>> WHEN WILL YOU MAKE A DECISION ABOUT KERNEL?
>> WE WON'T GET THE DATA BACK ON THIS UNTIL ABOUT THIS TIME NEXT YEAR.
THE HOPES THAT YOU MAKE THE DECISION IN TIME THAT WE [OVERLAPPING] GET FOR SCHEDULING TO PULL IT OFF AT KERNEL.
I CAN'T PROJECT SITTING HERE NOW, BUT I DON'T ANTICIPATE IT ON IT BEING A GLOBAL BUDGET NEED FOR PROFESSIONAL DEVELOPMENT, BECAUSE TYPICALLY WE HAVE GRANTS THAT WE'VE BEEN UTILIZED TO TAKE CARE OF IT FOR PROFESSIONAL DEVELOPMENT IF WE NEED TO.
WE TRY TO UTILIZE OUR TITLE GRANTS AND OTHER GRANTS FOR THE PD PIECES, THEY'RE LIKELY TO NOT BE RECURRING COSTS LONG-TERM.
>> BEFORE I GO NEXT SLIDE JUST WANTED TO POINT OUT IS PARTICIPATING IN MEANINGFUL DATABASE DISCUSSIONS AND WHAT IS AND WHAT IS NOT WORKING.
EVERY ANS MEETING WE'VE HAD THIS YEAR, THERE HAS BEEN SOME FORM OF DISCUSSION DRIVEN BY THE DATA THAT WE'RE COLLECTING ON OUR STUDENTS.
WHETHER THAT IS REFERRAL DATA, WHETHER THAT IS TESTING AND ASSESSMENT DATA.
WE HAVE BEEN USING THE NUMBERS TO HELP GUIDE THE DECISIONS THAT ARE BEING MADE.
>> MICHAEL, BEFORE YOU DO GO ON, I WANT TO JUST BREAK ONE OFF WHEN I ASKED IF SHE COULD SPEAK TO IT JUST A LITTLE BIT BEFORE SCHOOL TUTORING.
THE IMPACT WE'RE SEEING WITH THAT.
>> YES, I THINK I DID SHARE A LITTLE BIT ABOUT THIS, MAYBE JUST A TEASER.
WE DECIDED TO HAVE A HIGH DOSAGE FORM SCHOOL TUTORING PROGRAM AND OUR ELEMENTARY SCHOOLS, WE HAVE A FUNDING SOURCE THAT'S CALLED A TSI GRANT.
THIS GRANT ALLOWS US TO PROVIDE ADDITIONAL SUPPORT TO STUDENTS IN K23.
WHAT WE DID WAS WE STARTED WITH THE SURVEY AND WE PUT IT OUT TO TEACHERS, THAT WOULD YOU BE INTERESTED IN DOING BEFORE SCHOOL TUTORING? WE KNOW A LOT OF OUR TEACHERS COME IN EARLY ANYWAY.
THAT WAS ONE POSSIBLE OPPORTUNITY TO BE ABLE TO USE THEM TO HELP SUPPORT OUR KIDS.
BUT WE ALSO DECIDED THAT THIS IS SOMETHING THAT WE'RE PUTTING A LOT INTO AND OUR TEACHERS NEED TO BE PAID FOR THAT.
WE PUT IT OUT AS $50 AN HOUR, AND WE ENDED UP HAVING 44 TEACHERS SAY THAT THEY WANTED TO DO IT.
THAT WAS THE FIRST PIECE THAT WAS VERY EXCITING.
THEN I DON'T HAVE IT IN FRONT OF ME.
I DIDN'T KNOW, SO I'M GOING TO BE GUESSING ON A COUPLE OF NUMBERS HERE.
BUT I THINK OUR TOTAL NUMBER RIGHT NOW IS MAYBE 84 CHILDREN THAT WE'RE SERVING.
WE'RE USING OUR HIGH SPIRAL PROGRAM, WHICH IS OUR ORTON-GILLINGHAM METHODOLOGY PROGRAM.
SO FAR SO GOOD I HAVE GONE OUT TO EACH OF OUR SCHOOLS AND TOUR OF THE ROOMS. NOW WHAT'S DIFFERENT FROM JUST A REGULAR TUTORING SESSION IS THAT YOU'RE REQUIRED TO ONLY HAVE 1 TO 3 STUDENTS.
IN SOME OF OUR SITUATIONS, WE HAVE ONE-ON-ONE, SOME HAVE THREE.
IT DEPENDS ON THE BUILDING, DEPENDS ON THE NEED.
WE ACTUALLY ARE LOOKING AT NOW BECAUSE WE HAVE BEEN DOING SO WELL, BRINGING MORE STUDENTS IN TO PROVIDE THE SAME TYPE OF SUPPORT.
SO FAR SO GOOD, WE'RE MONITORING THE PROGRESS.
WE ACTUALLY GAVE THEM AN ASSESSMENT BEFORE WE STARTED JUST TO DETERMINE A BASELINE WHERE THEY ARE AND WE MONITOR THE PROGRESS WEEKLY AND THEN WE DO A MIDDLE.
THEN AT THE END, I THINK IT'S 14 WEEKS, WE'LL DO AN ASSESSMENT TO DETERMINE THE GROWTH.
WE'RE SEEING BIG GAINS, THE ONE PROGRESS MONITORING ALL OF OUR ELEMENTARY SCHOOLS.
>> DO WE HAVE BUSES TO GET THE STUDENTS HERE? HOW DO STUDENTS GET HERE?
>> THE PARENTS ARE BRINGING THEM. [OVERLAPPING] HONESTLY TO ME THAT WAS THE ONE DOWNFALL WE HAD.
WE JUST DIDN'T HAVE THE FUNDING.
THE OTHER PROBLEM WITH IT IS I DON'T THINK WE HAVE THE BUSES BECAUSE AT THE TIME.
>> WE WOULDN'T HAVE THE BUSES OR DRIVERS AVAILABLE BECAUSE SAME TIME, SECONDARY DROPPING OFF AND THEN STARTING TO DO THEIR ELEMENTARY RICE.
>> GOOD THING IS THAT THE PARENTS ARE TAKING THE INITIATIVE TO BRING THEM.
>> THAT'S GOOD. IS THERE A POSSIBILITY OF THAT? THE TWO MIDDLE SCHOOLS [OVERLAPPING] DOWN THE ROAD.
>> DEFINITELY YEAH. THE REASON WHY THIS WAS GEARED TOWARD THE K23 WAS BECAUSE THAT WAS WHAT THE GRANT ALLOW FOR.
I BELIEVE THAT EACH GROUP THE K23.
>> TARGETED SUPPORT MACHINE INSTRUCTION.
>> WE REALLY NEED A DICTIONARY WITH ALL [LAUGHTER].
[01:10:08]
>> AFTER A FEW YEARS [OVERLAPPING]
>> BUT THEN YOU FIGURE THEM OUT, THEY CHANGE IT.
>> NOW WHAT'S ON THE HORIZON IS I'VE BEEN WORKING WITH LINDSEY AND MELISSA MULLIGAN ON PUTTING TOGETHER THE SAME EXACT PROGRAM, BUT FOR NOW.
WE DON'T HAVE QUITE AS MUCH FUNDING FOR THAT, BUT I THINK WE COULD DEFINITELY TARGET A GOOD CHUNK OF KIDS.
SO MORE TO COME AND MAYBE I'LL HAVE TO PRESENT THAT. [INAUDIBLE]
>> IS THERE ANY TUTORING IN MIDDLE AND HIGH SCHOOL LEVEL BEFORE AND AFTER?
>> WE HAVE WHAT WE CALL THAT EXACT PATH PROGRAM TUTORING, WHICH IS BASICALLY AN ONLINE PROGRAM THAT STUDENTS CAN WORK THROUGH.
BUT THEY ALSO HAVE A COMPONENT ATTACHED TO IT THAT IS FEV TUTORING, WHERE IT'S LIKE A CHAT ROOM, SO IF THE STUDENT GETS INTO A STRUGGLE, THEY CAN ACTUALLY GO INTO THE CHAT AND TALK TO A LIVE PERSON.
THAT HAS BEEN GOING ON FOR TWO YEARS AND WE HAVE I THINK ONE MORE YEAR OF EXACT PATH.
>> WHAT'S THE STUDENT PARTICIPATION?
>> IN THE EXACT PATH, I THINK THE LAST NUMBER WE GOT WAS ABOUT 360 THAT PARTICIPATE IN THE ACTUAL EXACT PATH.
NOW THE FEV TUTORING PART IS A LITTLE BIT, WELL SIGNIFICANTLY LOWER.
I FEEL LIKE THERE'S A LITTLE BIT OF A DISCONNECT AND WE'RE TRYING TO WORK ON THAT WITH KIDS ACTUALLY UTILIZING THAT CHAPLIN.
THEY TEND TO MAKE THE MISTAKE, MAKE A MISTAKE, FINALLY GET IT TO MOVE ON.
RATHER THAN ACTUALLY TALK TO SOMEBODY AND HAVE THEM TALK THROUGH.
PLUS THEY ALSO HAVE THE OPPORTUNITY TO SET UP AN ACTUAL SESSION TO BE TUTORING ON A SPECIFIC SKILL THAT THEY NEED TO, BUT IT'S ALSO THROUGH THIS CHAT ROOM.
>> DO WE UTILIZE KHAN ACADEMY? [BACKGROUND]
>> WE USED TO USE IT ALL THE TIME.
[LAUGHTER] I THINK IT'S USED AS A RESOURCE.
[BACKGROUND] WE DON'T SPECIFICALLY HAVE STUDENTS ON KHAN ACADEMY [OVERLAPPING] AVAILABLE AS A RESOURCE.
>> I LIKE THAT IT'S A LIVE PERSON ON THE CHAT, NOT A ROBOT TO DEAL WITH IN SOME OF THESE CHATS.
>> LOOKING TO THE FUTURE, WE JUST RECENTLY SURVEYED SCHOOL ADMINISTRATORS AND SUPERVISORS TO SEE WHAT STEPS THEY BELIEVE WE COULD TAKE TO KEEP MOVING OURSELVES FORWARD, AND SOME OF THOSE STEPS INCLUDE THE LISTS THAT ARE HERE THAT YOU'RE SEEING IN FRONT OF YOU AND ONE OF THE ONES RIGHT DOWN AT THE BOTTOM, THE SECOND TO THE LAST YOU'LL SEE IS CONTINUED DATABASE DISCUSSIONS AS TO WHAT IS AND WHAT IS NOT WORKING, AND WE ARE TRYING TO USE IT.
WE'RE TRYING TO COLLECT IT AND WE'RE TRYING TO USE IT, AND THAT VERY FINAL ONE IS CONTINUED FOCUS ON BUILDING COMMUNITY AND SOCIAL AWARENESS IN OUR SCHOOLS.
BECAUSE THAT, IN MY OPINION, IS WHAT WE LOST AND WE ARE TRYING TO GET BETTER.
>> I DON'T KNOW IF YOU'RE DOING THAT BUT [LAUGHTER] AT THIS PAST ANS MEETING, WE REALLY DID TAKE A VERY DEEP DATA DIVE.
MICHAEL PRESENTED DISTRICT DATA AND THEN JUST LIKE YOU ALL SAW THIS EVENING, AND THEN HAD INDIVIDUAL SCHOOLS PRINCIPLES WITH THEIR LIAISONS, HAD THE OPPORTUNITY TO DIG DEEP INTO THEIR INDIVIDUAL SCHOOL DATA, WHICH IS THEN WHERE THEY WERE ABLE TO SHARE WITH US SOME OF THEIR POSSIBLE STEPS THAT THEY WOULD.
WE TALKED ABOUT WHAT IS ALREADY IN PLACE THIS YEAR LIKE HE SHARED TOO THAT COULD IMPACT, AND THEN NOW SEEING THE DATA IN A HOUSE CONFIGURATION AND YOUR OVERALL STAR RATING, ETC.
WHAT OTHER THINGS DO YOU FEEL THAT WE COULD DO TO IMPROVE?
>> THERE'S EVEN SOMETHING AND THAT'S WHERE I THOUGHT YOU WERE GOING TO GO SO I WILL.
IT'S EVEN SOMETHING AS SMALL AS BEING STRATEGIC OVER WHERE WE SCHEDULE OUR STATE TESTS.
WE'RE GIVEN A WINDOW OF DATES TO SCHEDULE AND WE GOT OURSELVES IN A PATTERN DURING THE PANDEMIC AND THAT TIME PERIOD RATE AFTERWARDS BECAUSE EVERYBODY KNEW THE TEST, WE'RE GOING TO NOT BE THE MOST ACCURATE THING IN THE WORLD, AND WE WERE TOLD TESTS WOULD NOT BE USED, JUST NEED TO GET THE KIDS TO TAKE THEM, SO THE SCHEDULING WAS DONE MORE TO LET'S GET THEM IN AND GET THEM DONE AS OPPOSED TO, LET'S MAKE SURE WE HAVE THE LONGEST INSTRUCTIONAL INTERVAL BEFORE THEY SIT FOR THE TEST.
LINDSEY AND MIKE HAVE WORKED HARD WITH SCHOOL TEST COORDINATORS THIS YEAR TO STRATEGICALLY PLACE THE STATE ASSESSMENTS,
[01:15:01]
WHERE YOU MAXIMIZE THAT TESTING WINDOW.IF THEY GIVE US A MONTH, LET'S NOT PUT THEM ALL AT THE FRONT OF THE WINDOW.
LET'S GET SO WE GET AS MUCH INSTRUCTION IN AS POSSIBLE BEFORE WE HAVE THEM SIT FOR THE TEST, AND GO BACK TO BEING STRATEGIC AND NOT LOSE TWO WEEKS OF INSTRUCTION BEFORE THEY SIT.
EVEN SOMETHING LIKE THAT, YOU CAN HAVE A PROFOUND IMPACT OF JUST PUTTING IT AT THE RIGHT PLACE AND BEING PURPOSEFUL ABOUT WE USED TO REALLY HYPE UP THE TESTS.
WE MADE A BIG PROMOTION OUT OF IT.
GET A GOOD NIGHT'S REST, DO YOUR BEST.
SOME SCHOOLS HOLD PEP RALLIES, ALL THOSE THINGS.
WE GOT TO GET BACK TO THOSE THINGS THAT ACTUALLY MADE IT IMPORTANT.
ELEMENTARY KIDS WILL TAKE A TEST AND TRY HARD BECAUSE WELL, THEY'RE ELEMENTARY SCHOOL KIDS.
AS THEY DO AS THEY GET OLDER, WHY?
>> THEY NEED TO UNDERSTAND WHY. [OVERLAPPING]
>> IN THE LAST YEARS IS A GOOD EXAMPLE BECAUSE WE WERE ALL TOLD IT'S NOT GOING TO COUNT JUST TO GET THEM TESTS SO WE GET A BASELINE, KNOW WHERE THEY ARE.
YOU GET WHAT YOU GET WHEN YOU TELL FOLKS IT DOESN'T MATTER, SO WE'VE JUST GOT TO BE STRATEGIC OVER OUR PLACEMENT OF THE EXAMS, PUMPING THE ASSESSMENTS UP AND THOSE THINGS BECAUSE THEY DO MATTER, AND IT DOES NOT ONLY A REFLECTION ON THE INDIVIDUAL KID FOR THEIR PERFORMANCE, BUT ALSO ON THE SYSTEM, SO GOT TO GO BACK TO BUILDING THAT PIECE BACK UP AGAIN.
>> MAYBE HERE'S A LITTLE SPIN ON THAT ONE.
HOW MANY PEOPLE SAY KIDS SAY, I'M NOT GOOD AT TAKING TESTS? NOT GOOD AT IT.
WELL, THERE'S PRACTICE RIGHT THERE.
LEARN HOW TO BE GOOD AT TAKING TEST.
IF YOU'RE GOOD AT TAKING TEST YOU CAN BE A LOT BETTER STUDENT AND I SPEAK ABOUT THAT FROM EXPERIENCE [NOISE] I WASN'T THE BEST STUDENT IN [NOISE] THE WORLD, I WAS TERRIFIC AT TAKING TESTS AND OUTSCORED WHERE I SHOULD HAVE BEEN BECAUSE I GUESSED GOOD, I DON'T KNOW WHAT WAS, BUT THERE IS SOMETHING TO BE SAID ABOUT NOT PANICKING WHEN YOU GET IN THERE AND TAKE AN SAT OR ANY TEST, YOU MOVE UP INTO COLLEGE AND SO FORTH.
PEOPLE WHO PANIC, GREAT STUDENT PANIC.
WELL, THEY DON'T NECESSARILY SEE THEIR INDIVIDUAL RESULTS SO I DON'T KNOW HOW YOU CONNECT THAT.
THE OTHER COMMENT TO ME WAS SECOND ONE FROM THE BOTTOM.
IF YOU'RE GOING TO BE SCORED ON THE DATA, THEN THAT'S A REALLY GOOD POINT THERE.
DATABASE DISCUSSIONS, THAT'S TO WHAT IS NOT WORKING? IT'S NOT WHAT'S WORKING, WHAT'S NOT BASED ON THE DATA SO THAT'S A PLACE WHERE THERE'S GOT TO BE FOCUSED.
THAT'S HOW YOU'RE GOING TO BE SCORED.
THEN THAT'S WHERE YOU HAVE TO LEARN IT, NO QUESTION. MORE DATA.
WELL THEN AT THAT, I'LL MOVE ON TO THIS LAST ONE AND I'M JUST GOING TO TRY [LAUGHTER] TO BE BRIEF.
I PROMISED I WAS BUT THE DISCUSSION THAT COMES OUT OF THIS IS THE SAME TYPE OF DISCUSSION THAT WE HAVE AT OUR ANS MEETINGS WHERE YOU GET INTO IT, AND YOU HAVE A CHANCE TO LOOK AT WHAT THE DATA IS TELLING YOU AND WHAT IT'S SHOWING US, AND FOR A LONG TIME WE DIDN'T HAVE THAT SO WE'RE GETTING BACK INTO IT AND IT IS A PRACTICE THAT WE HAVE TO PRACTICE DOING.
ON THAT, THANK YOU ALL FOR PRACTICING WITH US.
THANK YOU FOR THE CONVERSATION. MS. [INAUDIBLE] GO.
>> THIS PROBABLY WOULD RELATE TO MIDDLE AND HIGH SCHOOL.
LOOKING AHEAD, IS IT A POSSIBILITY THAT THERE'S A DEGREE OF THE DATA WE CAN SHARE WITH THE STUDENTS? I KNOW THAT THEY DON'T NEED WHAT WE'VE GOT.
IS THERE A DEGREE OF DATA THAT WE CAN SHARE WITH THEM AND LET THEM KNOW THIS IS WHY WE ARE FOCUSING ON THE TASK?
>> [OVERLAPPING] THERE ABSOLUTELY IS.
>> THERE IS, AND I CAN TELL YOU AS A PARENT.
WHEN MY KIDS HAVE TAKEN IRA, THE TEACHERS TALK WITH THEM ABOUT THEIR PERFORMANCE.
THEY HAD A CONVERSATION AT THE MAJOR POINT OF YEARS WHERE YOU ARE, HERE'S YOUR PROGRESS.
I DON'T THINK IT'S BECAUSE THEY'RE MY KIDS.
[LAUGHTER] BUT THE CONVERSATION IS HAD, THE INFORMATION IS PROVIDED AND THEY EXPLAIN IT, AND THERE WAS SOME EXCITEMENT WHEN THEY CAME HOME WITH A, LOOK WHAT SO AND SO SAID I DID AND LOOK WHAT HAPPENED, I'VE MADE THIS MUCH GAIN.
I KNOW WE'RE DOING THAT AT THE MIDDLE.
I'M JUST GOING TO SAY I DON'T AS A HIGH BUT AS A PARENT, I KNOW WE DO IT AT THE MIDDLE AND IT IS HAVING A POSITIVE IMPACT FOR KIDS WHEN THEY SEE THE PROGRESS, AND I THINK THE MORE THAT WE CAN DO THAT, NOT JUST WITH I READY, BUT AS WE'RE LOOKING TO REBUILD AND RE-ESTABLISH ASSESSMENT PROGRAMS, THE MORE YOU LET KIDS KNOW HOW THEY'RE DOING, THEY DO CARE.
[01:20:04]
[OVERLAPPING] THEY REALLY DO CARE.GIVE THEM A GOAL AND THEY'LL WORK TOWARDS IT, THEY REALLY DO.
WITHOUT A TARGET THEY DON'T KNOW WHAT THEIR AIM IS.
>> YOU DID A GREAT JOB TAKING ALL THAT AND HITTING THE HIGH POINTS.
I KNOW YOU PROBABLY STRUGGLED WITH WHAT TO SKIP OVER AND SURE YOU'RE GOING TO SKIP OVER SOMETHING AND SOMEBODY'S GOING TO GO RIGHT THERE AND ASK A QUESTION AND HOW THAT WORKS.
[LAUGHTER] BUT YOU DID A GREAT JOB WITH IT.
>> ONE OF THE THINGS THAT ENTERS MIND HERE AND I'M NOT GOING TO SAY IT'S NOT DIRECTED AT THE PEOPLE IN THIS ROOM.
I WONDER WHEN THE COVID EXCUSE, IT'S GOING TO END, BUT I KNOW THAT IT'S NOT JUST ME THAT KEEP SAYING THAT THERE'S LOTS OF LEARNING AND THERE'S ALL KINDS OF THINGS IN OUR SOCIETY AFFECTED SOCIALLY, EMOTIONALLY, IN EVERY OTHER WAY BY COVID.
BUT AT SOME POINT, PEOPLE CAN'T SAY, THAT DOG ON COVID IS PLAYING FOR THAT TIME PERIOD.
WE MIGHT SEE THAT NEXT YEAR'S NUMBERS HERE THAT THE GAME AFTER COVID HAS REALLY CAUGHT BACK UP.
[BACKGROUND] THAT'S NOT JUST DIRECTED HERE, BUT IT'S JUST ALL THROUGH, YOU HEAR IT ALL THE TIME.
COVID CAUSED THIS AND COVID CAUSED THAT, SO THAT'S WHY THERE'S SO MANY WEEDS IN MY YARD.
[LAUGHTER] COVID CAUSED THAT OR MY TOMATOES WERE SMALLER LAST YEAR, WHATEVER.
[LAUGHTER] MY CAR IS NOT RUNNING AS GOOD, IT'S THAT [INAUDIBLE] COVID.
I'VE GOT THE VIRUS. IT'S A UNIFORM BLAME, WE'RE GOING TO GET PAST IT.
NOW WE JUST HAVE THIS REALLY EASY BUDGET [LAUGHTER]
[2.03 FY24 Budget Summary]
>> THE BUDGET SUMMARY, I DON'T WANT TO GO ON LEAVE OR A WORK SESSION WITHOUT INCLUDING SUMMARY OF WHERE WE ARE RIGHT NOW.
THE SHORT OF IT FOR SHARING WHERE WE WERE TWO WEEKS AGO IS TO LET THE BOARD KNOW THAT NOTHING HAS CHANGED ON THE MSDE, STATE AID, LOCAL AID FRONT AT ALL.
OUR REVENUE NUMBERS HAVEN'T CHANGED AT ALL.
THERE HAS BEEN NO LEGISLATION THAT CROSSED OVER THAT HAS AN IMPACT ON OUR BUDGET AS OF THIS TIME, COULD BE, BUT NOTHING THAT WE BELIEVE WILL HAVE A NEGATIVE IMPACT ON OUR BUDGET, I WILL SAY THAT.
THERE IS A BILL THAT'S STILL ALIVE ABOUT POSSIBLY STATE AND LOCAL AID CONTRIBUTING TO OFFSET THE COST OF BLUEPRINT IMPLEMENTATION COORDINATORS SINCE THEY WERE REQUIRED BY LEGISLATION AND THERE MIGHT BE MONEY GIVEN BACK TO THE SCHOOL SYSTEM.
TALK WITH THE COUNTY IN THIS WEEK, THEY STILL ASSUME THAT THEY'RE GOING TO BE REQUIRED TO PROVIDE AT LEAST WHAT THEY DID LAST YEAR, SO THEY ARE NEGATIVE AT THE TOP.
THEY'RE -156,297, THEY BELIEVE THEY'LL HAVE TO GIVE US WHAT THEY DID LAST YEAR AND IT WILL BE FLAT TO BE A ZERO.
156,297 PROBABLY WILL BE ADDED BACK INTO THE BUDGET, IS WHERE WE'RE SEATING RIGHT NOW.
NO CHANGES HAVE BEEN MADE TO THE BUDGET SUMMARY DOCUMENT WILL LIKELY BE FOR OUR NEXT MEETING IN TWO WEEKS IN APRIL.
DEPENDING ON AARON'S CALCULATIONS, MR. GIACOMO, ON THE PBIS PIECE, WHAT WE'RE LOOKING AT IS, IS THERE A WAY WE CAN INCORPORATE INTO THE EXISTING BUDGET? WHERE IF WE NEED TO USE NEW REVENUES TO GET THERE.
CAN WE DECREASE SOMETHING ELSE IN ORDER TO DEAL WITH AN EXISTING? SHE'S WORKING ON THAT NOW.
I WANT AN ANSWER AT THE APRIL MEETING.
BUT THERE HAS BEEN NO OTHER CHANGES JUST BECAUSE THERE'S NO REVENUES.
OUR NEXT WORK SESSION, BY THAT POINT, THE GENERAL ASSEMBLY WILL BE DONE AND WE WILL KNOW IF ANYTHING HAS IMPACTED US SIGNIFICANTLY.
BUT AGAIN, RIGHT NOW, NOT ANTICIPATING IT.
WHAT I'M HEARING IS NOT TO ANTICIPATE AN ADDITIONAL SUPPLEMENTAL BUDGET BY THE GOVERNOR GIVING MORE MONEY TO THE SCHOOLS, GIVEN THE REVENUE FORECAST THAT JUST TURNED THINGS DOWNWARD ABOUT TWO WEEKS AGO [NOISE] I DON'T THINK THERE'S GOING TO BE AN ADDITIONAL LUMP SUM COMING FROM THE GOVERNOR, THE PUBLIC HEAD, BECAUSE I THINK THEY'RE IN THE PATCH MODE AT THIS POINT.
IT SEEMS TO BE THAT'S LIKELY WHERE THINGS ARE GOING TO STAND.
>> I WAS LOOKING AT THIS NUMBER 2, THE FIXED CHARGES FOR MID-YEAR SALARY.
>> WE'RE PROJECTING THAT AGAIN FOR NEXT YEAR?
[01:25:03]
>> THIS IS THE IMPACT OF LAST YEAR'S MEDIATION.
WE BUDGETED A SET DOLLAR AMOUNT, ASSUMING WE WERE GIVEN A PERCENT RAISE FOR THE FULL YEAR.
SINCE THROUGH MEDIATION, WHAT WE AGREED TO WAS THE SAME DOLLAR AMOUNT UTILIZE THAT WE HAD IN THE BUDGET AND GIVING IT TO THEM IN A HALF A YEAR [OVERLAPPING]
>> WE HAVE TO ADD THAT INTO NEXT YEAR.
>> THIS YEAR IS ALREADY PAID FOR. BUT WE'VE ALREADY AGREED TO A HIGHER SALARY THAT WE HAVE TO INCREASE OUR OVERALL BUDGET BY THAT AMOUNT FOR NEXT YEAR.
BASICALLY WE GAVE A FOUR AND A HALF, BUT WE BUDGETED AT TWO AND A QUARTER.
>> BUT MAINTAINING THE INCREASE?
>> YEAH, IT'S MAINTAINING THE INCREASE.
THAT IS MAINTAINING WHAT WE AGREED TO.
>> THAT'S THE WORD I MEAN, MAINTAINING.
>> THEN YOU SAID WE MIGHT GET THAT 156,000 BACK.
>> IF WE DID GET IT BACK, THAT WOULD BE ANOTHER THING YOU COULD LOOK AT WITH PBIS.
>> THAT'LL ROLL BACK DOWN INTO THE BOTTOM BUDGET. YES.
>> THANK YOU FOR BRINGING UP THE PBIS.
THAT IS SOMETHING THAT WE THE BOARD HAD INTEREST IN AND CONCERN.
DONNA HAD RAISED THAT BUT DEFINITELY SOMETHING THE BOARD [INAUDIBLE]
>> YOU ACTUALLY BROUGHT IT UP IN TODAY'S SESSION.
>> IN THE FUTURE, LINCOLN'S RIGHT.
>> FUTURE LOOK BRIGHT WITH PBIS. APPRECIATE THAT.
>> WE'RE LOOKING FORWARD TO IT.
WHEN LEGISLATIVE SESSION ENDS, WE'LL BE PUTTING A COUPLE MORE MILLION DOLLARS IN HERE. DID NOT HEAR YOU SAY [LAUGHTER]
>> NO, YOU DID NOT, NO. I DID NOT HEAR THAT, CROSSOVER DIDN'T JUST HAPPEN.
>> THE STATION WHERE YOU WERE.
>> THAT'S THE TIME TO WATCH THIS AND GET PAST.
>> BUT AT LEAST THEY'RE NOT. LAST YEAR WE JUST SAW IT CONTINUALLY GO DOWN, BUT FAR SO GOOD.
>> WE'RE NOT HEARING TO ANTICIPATE ANOTHER DOWNWARD TURN.
THE DOWNWARD TURN THAT WE EXPERIENCED WAS MISCALCULATION ON MSCS BEHALF.
IN THE FIRST ROUND THEY GAVE US. THAT'S [OVERLAPPING].
>> YES. WITHOUT BORING THE MAJOR DETAILS, THERE WAS ONE CHANGE IN THE LAW WHERE YOU NEEDED TO TAKE.
THE NET TAXABLE INCOME NUMBER WAS SUPPOSED TO BE TAKEN IN NOVEMBER.
THEY TOOK IT IN SEPTEMBER, WHICH HAD ALWAYS BEEN THE RULE UNTIL THIS YEAR.
IT WAS A BIG DIFFERENCE WHEN THEY TOOK IT NOVEMBER, NOT ONLY FOR US BUT ALSO FOR THE COUNTY GOVERNMENT.
THAT WAS SOMETHING THEY CHANGED.
THEN THERE WAS A NEW INTERPRETATION OF SOMETHING WITHIN BLUEPRINT FORMULA WHERE PREVIOUSLY THERE WASN'T THREE YEARS WORTH OF DATA, SO THEY WEREN'T USING A THREE-YEAR AVERAGE.
NOW THEY HAVE THREE YEARS WORTH OF DATA, SO THEY HAD TO USE A THREE-YEAR AVERAGE WHERE BEFORE THEY WERE USING THE YEAR TO YEAR.
THE THREE YEAR AVERAGE IS LESS FOR MOST THAN WHAT THE YEAR TO YEAR WAS, SO IT WAS FORMULA INTERPRETATION ISSUES, I WOULD SAY, IT'S PROBABLY WHAT LED TO WHERE WE GOT.
>> THERE'S ALSO LAST YEAR'S BUDGET, GOVERNMENT BUDGET WAS VERY TIGHT BASED ON THE REVENUE AND IT WAS A REDUCTION CUT SCRIMP BUDGET.
THIS YEAR'S BUDGET FOR BETTER OR WORSE IF THEY'RE HITTING THE SURPLUS, THE EXECUTIVE SIDES HITTING THE SURPLUS, SO HAPPY DAYS ARE HERE AGAIN.
I JUST HOPE THAT, GETTING INTO THAT SURPLUS ISN'T GOING TO CAUSE PROBLEMS DOWN THE LINE, BUT I'M SURE THAT PLAYS INTO WHY WE AREN'T SEEING OUR BUDGET GETTING SQUEEZED BY THE STATE.
THAT'S A GOOD THING AND WE HELP THEM CONTINUE TO BE A GOOD THING.
WE'LL SEE HOW IT ALL WORKS OUT IN TIME. THANK YOU.
NEXT ON OUR AGENDA, THERE'S UPCOMING MEETINGS AND EVENTS.
[3. Upcoming Meetings/Events]
WE CERTAINLY HAVE A BOARD MEETING COMING UP IN APRIL AND RACHEL CONTINUES TO GIVE US A REALLY GOOD LIST OF ACTIVITIES AND EVENTS [LAUGHTER]>> WE BELIEVE WE HAVE ALL PROMS, CONCERTS, GRADUATIONS, BUT I HAVE REALIZED THAT THIS AFTERNOON, WE DON'T HAVE HIGH SCHOOL AWARDS PROGRAMS NIGHTS, WE'LL GET THOSE AND GET THEM IN THERE.
RACHEL HAVEN'T GOT THIS YET EITHER.
I ONLY GOT IT AS A PARENT. THERE'S NO REASON I KNOW.
THERE WILL BE A PLAY AT CAROLINE MIDDLE SCHOOL MAY 24TH.
NOT SURE THE TIME YET BUT [OVERLAPPING]
>> PRESTON SPRING FEST IS THIS SATURDAY TOO.
>> PRESTON FIREHOUSE LETTING THEM THROUGH.
>> THERE'S QUESTION ABOUT GRADUATIONS.
[01:30:01]
>> NORTH CAROLINE HIGH SCHOOL IS PLANNING OUTSIDE AGAIN AND CAROLINE IS PLANNING INSIDE.
>> WHEN YOU DO THE OUTSIDE ONE, ARE YOU STILL GOING TO HAVE SEATING AVAILABLE INSIDE FOR THIS?
>> YES. YOU HAVE TO HAVE IN CASE THE WEATHER IS [OVERLAPPING]
>> BUT EVEN IF IT'S NICE WEATHER OR HOT, LIKE THE GRANDPARENTS, HERE'S THE ISSUE.
THOSE PEOPLE COULD ACTUALLY SIT THROUGH THE WHOLE THING IN THE AUDITORIUM OR SOMETHING?
>> WE'D HAVE TO LOOK TO SEE HOW TECH COULD GO ABOUT SETTING UP A LIVESTREAM THAT WAY.
>> I'M GETTING A NO FROM [INAUDIBLE] [OVERLAPPING].
>> THEY WOULD HAVE TO LOOK TO SEE HOW TO [OVERLAPPING]
>> THEY ARE LIVESTREAMING ALL READY WITHOUT THE DOORS.
>> WELL, IT COULD BE THE SAME THING YOU SEE AT HOME.
>> I GET THAT. BUT THEY'RE GOING TO ASK BECAUSE THEY WANT TO BE THERE.
>> BUT THEY'RE REALLY NOT THAT VERY OLD [OVERLAPPING]
>> IT'S SOMETHING WE CAN LOOK AT.
>> ALL THINGS CONSIDERED, BUT FOR SOME OF THE PEOPLE, IT'S IMPORTANT.
>> YEAH. THE TOUGH PART WITH THAT WOULD BE AS IF WE END UP HAVING TO MOVE INSIDE BECAUSE OF THE INCUMBENT WEATHER.
THAT THEN TO ACCOMMODATE THE CROWD IN THE STADIUM WOULD TAKE EVERY BIT OF INSIGHT OF WHERE WE NORMALLY SET UP TO ACCOMMODATE THAT CROWD INSIDE.
THAT JUST BECOMES THE SWING WE'D HAVE TO THINK ABOUT OR ONE OF THE THINGS WE HAVE TO THINK ABOUT.
>> WE JUST NEED TO HAVE THE WEATHER LIKE WE DID THAT FIRST [OVERLAPPING].
>> TWO YEARS AGO. YES. THAT WAS GORGEOUS.
THAT'S NUMBER 1, NO THUNDERSTORM, NO WIND.
>> IT'S HOT, KEEP YOUR SPEECH SHORT.
>> YEAH. HOW ARE YOU DOING? SEE YOU [LAUGHTER].
I ENCOURAGE BOARD MEMBERS TO GO ON THE SPREADSHEET THAT THEY PROVIDE TO INDICATE WHERE YOU GOING.
IT HELPS US COVER AS MANY THINGS AS POSSIBLE.
NOT DUPLICATE TOO MUCH BUT ONCE AGAIN, THERE'S NO REQUIREMENTS AROUND THAT AT ALL.
IF THERE'S SOMETHING YOU WANT TO GO TO AND YOU SEE THAT EVERYBODY ELSE IS GOING, DON'T HOLD BACK, GO TO IT.
I'LL TELL YOU THE THING YOU MENTIONED EDDIE, THAT PLAY LAST YEAR I WENT TO CAROLINE PLAY NOT JUST TO SINGLE THEM OUT.
I SWEAR THEIR AD LIVE IN HOMES.
[LAUGHTER] WHEN THAT GUY'S MUSTACHE FELL OFF, ERIC WAS BEHIND ME I THOUGHT HE'S GOING TO FALL OUT OF HIS CHAIR.
>> YEAH, IT WAS GREAT [LAUGHTER]
>> ZACH FELL OFF THE STAGE. PRETTY SURE.
BUT THERE'S SO MANY GOOD THINGS ON THERE AND YOU CAN'T DO IT ALL, JUST DO YOUR BEST.
WELL, THANK YOU TONIGHT FOR SOME GREAT PRESENTATIONS.
ALL WERE REALLY GREAT PRESENTATIONS. MUCH APPRECIATED.
DO I HAVE A MOTION TO ADJOURN?
>> WE'RE ADJOURNED. THANK YOU.
>> THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.