[1. Opening Items]
[00:00:08]
ALL RIGHTY. WE'RE GOOD? WE'RE GOOD. YEP. ALL RIGHT.
GOOD EVENING. TONIGHT IS OCTOBER 17TH.
IT WILL BE OUR BOARD WORK SESSION.
WE HAVE THREE OF FIVE MEMBERS PRESENT.
SO, I WOULD ENTERTAIN A MOTION TO OPEN OUR WORK SESSION.
SECOND. ALL IN FAVOR? AYE. WE NEED TO STAND FOR OUR PLEDGE OF ALLEGIANCE.
ONE THING I NEED TO DO IS READ OUR MISSION STATEMENT BEFORE WE BEGIN.
SO, THE MISSION OF CAROLINE COUNTY PUBLIC SCHOOLS, IN PARTNERSHIP WITH FAMILIES AND COMMUNITY, WE PREPARE ALL STUDENTS TO ACHIEVE COLLEGE, CAREER AND LIFE READINESS THROUGH A CHALLENGING AND PROGRESSIVE EDUCATIONAL EXPERIENCE.
WITH THAT, I WOULD LIKE TO ENTERTAIN A MOTION TO APPROVE TONIGHT'S AGENDA.
SO MOVED THAT WE APPROVE TONIGHT'S AGENDA FOR THE WORK SESSION.
SECOND. SECOND BY MR. CLARK. ALL IN FAVOR? AYE. UNANIMOUS.
OUR FIRST DISCUSSION ITEM OF THE NIGHT IS OUR I-READY AND DIBELS DATA.
[2.01 BOY iReady and DIEBLS Data]
VERY GOOD. THANK YOU, MR. JONES.TONIGHT WE HAVE OUR INSTRUCTIONAL TEAM WITH US.
AS WE'VE BEEN TALKING ABOUT MOVING THE NEEDLE ACADEMICALLY AND THE LAST WORK SESSION, WE TALKED ABOUT THE DATA, WHICH IS LAST YEAR'S PERFORMANCE, KIND OF THE SUMMARY PERFORMANCE PIECE. AND THIS WILL KIND OF GIVE YOU A GOOD UNDERSTANDING OF WHERE WE ARE STARTING THIS YEAR AND MOVING FORWARD.
SO MRS. MELISSA MULLIGAN WILL BE LEADING OUR PRESENTATION, OUR SUPERVISOR DATA AND RESEARCH.
AND SHE WILL BE SUPPORTED BY DR.
VANDENBOSCH AND MRS. ALICE FISHER. MRS. HESSEN WAS NOT ABLE TO BE HERE TONIGHT.
SO WITH THAT SAID, WE'LL LET MELISSA JUMP RIGHT IN.
I LIKE THE WE'RE GETTING STARTED.
THAT GOES RIGHT WITH OUR THEME.
PLEASE NOTICE THE THEME CHANNELING MY INNER ELEMENTARY PERSON.
SO AS WE START THE YEAR WE ARE GOING TO TAKE A LOOK AT OUR SCHOOLS ARE ACTIVELY AND TEACHERS ARE ACTIVELY LOOKING AT OUR DIAGNOSTIC DATA. I THOUGHT WHAT WOULD BE A GOOD WAY TO START THIS PRESENTATION WAS TO TALK ABOUT THE THREE MAIN TYPES OF DATA THAT WE COLLECT IN THE DISTRICT.
IT'S IT'S OFTEN CALLED ASSESSMENT FOR LEARNING AS OPPOSED TO ASSESSMENT OF LEARNING.
SO IT'S DURING THE LEARNING PROCESS.
WHAT WE'RE LOOKING AT TONIGHT IS DIAGNOSTIC DATA.
THE WHAT YOU DO WITH THE DATA VARIES BY THE TYPE OF DATA.
THAT DATA ISN'T NECESSARILY INFORMS US, BUT IT DOESN'T.
IT DOESN'T ACTIVELY INFORM US IN THE MOMENT, THE WAY THAT OUR DIAGNOSTIC DATA DOES.
SO, OUR FOCUS FOR TONIGHT IS DIAGNOSTIC DATA.
WE ARE GOING TO TALK ABOUT TOOLS THAT WE USE TO COLLECT DIAGNOSTIC DATA.
SO, SCREENING TOOLS LIKE I-READY AND DIBELS, WE HAVE TWO NEW ONES THAT WE'RE THAT WE'RE GOING TO TALK WITH YOU ABOUT TODAY COMMONLY AND GROWTH MEASURE. BUT THERE ARE OTHER TYPES OF DIAGNOSTIC DATA THAT TEACHERS COLLECT.
AND THE TEACHER CAN GAUGE WHERE THEY ARE IN A DIAGNOSTIC WAY.
HAVING SOMEONE SELF-ASSESS IS A FORM OF DIAGNOSTIC.
SO, WE'RE LOOKING SPECIFICALLY AT THESE FOUR TOOLS THAT WE USE TO COLLECT DATA.
DIAGNOSTIC TOOLS ARE LOW STAKES.
AND BY THAT MEANING GRADES ARE NOT ATTACHED TO THESE ASSESSMENTS.
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THEY WOULD NOT KEEP A STUDENT FROM PROGRESSING TO THE NEXT GRADE LEVEL.THEIR PURPOSE IS TO IDENTIFY STRENGTHS AND AREAS OF IMPROVEMENT TO HELP INFORM INSTRUCTION, PLANNING, USE OF RESOURCES, ET CETERA.
SO, COMMON LIT IS THE TARGET ONE THAT IS OUR SECONDARY.
IT'S A 6-12 TOOL THAT RENEE HASSON HAS LED.
VANDERBOSCH. THAT IS MIDDLE AND HIGH SCHOOL MATH.
SO, THOSE ARE THE TWO NEW ONES.
I-READY. YOU GUYS ARE FAMILIAR WITH READY.
WE'VE BEEN USING THAT FOR SEVERAL YEARS.
AND THIS IS KIND OF AN UMBRELLA THAT INCORPORATES DIBELS.
BUT IT ALSO WE'VE ADDED A MATH COMPONENT TO THAT THIS YEAR.
SO, LOTS OF DATA TO SHARE WITH YOU.
WE'RE GOING TO START WITH I READY.
THIS IS THE ONE THAT WE'VE BEEN USING THE LONGEST.
THIS IS WHAT'S KNOWN AS A CRITERION REFERENCED ASSESSMENT.
SO, YOU'RE BASING YOU'RE ANALYZING THE STUDENT PERFORMANCE BASED ON THE GRADE LEVEL STANDARD.
SO, YOU'RE MEASURING THE STUDENTS AGAINST THE STANDARDS THEMSELVES.
AS WE BEGIN THE YEAR, WE WOULD WANT THE STUDENTS IN BETWEEN AT THAT EARLY ON GRADE LEVEL.
IDEALLY, THAT'S WHERE THEY WOULD BEGIN THE YEAR.
WE WANT. WE USE THIS AS A UNIVERSAL SCREENER, MEANING THAT WE GIVE THIS TO EVERY STUDENT IN GRADES K-8, AND WE ASSESS THEM IN BOTH READING AND MATHEMATICS. OR THE STANDARD YOU MENTIONED.
ARE THEY ALREADY STANDARDS OR THEY WOULD BE BASED ON THE MARYLAND CCR STANDARDS? SO, THERE ARE TWO TYPES.
SO, I'VE USED THESE ICONS IN THE IN THE PRESENTATION.
THE FIRST ONE THAT CROSS-SECTIONAL ANALYSIS.
THAT'S WHEN YOU'RE TAKING THIS YEAR'S THIRD GRADERS AND COMPARING THEM TO LAST YEAR'S THIRD GRADERS.
SO, THIS IS THE CROSS SECTIONAL IS AN APPLES TO ORANGES COMPARISON.
I'M NOT COMPARING THE SAME GROUP OF STUDENTS; I'M JUST COMPARING STUDENTS WITH THE SAME CATEGORY.
SO GRADE THREE MATH LONGITUDINAL IS WHEN I FOLLOW A GROUP OF STUDENTS FROM ONE YEAR TO THE NEXT.
AND BOTH OF THOSE THINGS TELL US SOMETHING.
THE OTHER PART THAT'S IN HERE.
SO, WE'RE COMPARING OUR STUDENTS TO EACH OTHER.
WE'RE COMPARING THEM OVER TIME.
THE OTHER THING WE'RE GOING TO COMPARE THEM TO ARE THE NATIONAL NORMS. SO LETTING US KNOW HOW ARE WE DOING? ARE WE ON THE SAME PACE OF RECOVERY AS THE REST OF THE NATION? AND THE I-READY IS A HUGE THEY HAVE A HUGE POPULATION, HUGE SAMPLE SIZES, LIKE 9 MILLION PIECES OF DATA.
ALL RIGHT. SO, WE'LL DIVE INTO MATH.
SO, THIS IS A COHORT ANALYSIS.
SO, WE'RE LOOKING AT A FALL-TO-FALL COMPARISON.
SO, WE'RE COMPARING OUR 20 TO FALL DATA TO OUR 21 TO 22 FALL DATA.
OBVIOUSLY, WE SKIPPED 20-21 AND THEN 19-20 IS OVER THERE ON THE LEFT.
SO, WE'RE NOT QUITE ON THE HAPPY NEWS AND THE BAD NEWS.
THE BAD NEWS IS WE'RE NOT QUITE BACK TO WHERE WE WERE IN 19-20.
HOWEVER, WE HAVE DEFINITELY MADE SOME PROGRESS SINCE 21-22.
SO, WE'RE TRENDING IN THE RIGHT, RIGHT DIRECTION.
THIS NEXT SLIDE IS THE SAME DATA, BUT IT'S BROKEN DOWN BY GRADE LEVEL.
SO, YOU CAN SEE OUR MIDDLE SCHOOL.
AND THEN OUR ELEMENTARY SCHOOL.
AND KEEP IN MIND, THIS IS NOT THE SAME COHORT OF STUDENTS FROM YEAR TO YEAR.
PAUSE THERE TO SEE IF YOU GUYS HAVE ANY QUESTIONS.
GRADE EIGHT, 22-23 ARE THE KIDS WHO ARE 21-22.
RIGHT. SO, YOU DON'T HAVE WHERE THEY WERE THEN.
BUT YOU CAN SEE THAT OUR 22-23 EIGHTH GRADERS, THEY, THEY HAD 13 PLUS A LITTLE BIT
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MORE PERCENT PROFICIENCY, WHERE IN SEVENTH GRADE IT WAS 11 AND A LITTLE BIT MORE.BUT THE NUMBERS HAVE BEEN LOW.
INCREASED. ALSO, THE BIGGER GAP.
YEAH, YEAH. THE REDS SHRINKING AND THE GREEN IS GROWING.
YEAH. SO, THEN THIS IS HOW THIS SLIDE. SLIDE NINE IS HOW IS CAROLINE COUNTY DOING IN COMPARISON TO THE NATION.
SO CAROLINE IS THE BAR IS ALL THE WAY TO THE RIGHT.
THIS IS THE SIZE IS 9,183,693.
YOU CAN SEE THAT NATIONALLY FROM FALL 1819 TO FALL 22-23.
YOU CAN SEE THAT HOW THE NATIONWIDE THE LEVEL OF STUDENTS WHO WERE.
I WILL GET THE TWO GRADE LEVELS BELOW OR THREE OR MORE GRADE LEVELS BELOW.
YOU CAN SEE WHAT HAPPENED NATIONALLY.
AND THEN YOU TAKE A LOOK AT US RIGHT NOW.
AND WE'RE ON PAR WITH THE NATIONAL BEGINNING OF YEAR NORMS. THEN THE NEXT SLIDE TAKES THAT SAME DATA, BUT IT PARSES IT OUT BY GRADE LEVEL AND WHERE IT SAYS NORM AND THE LITTLE LINE THAT'S 1819.
IN EACH LABEL ALONG THE HORIZONTAL AXIS.
SO WE'RE AGAIN COMPARING OURSELVES TO THE NATION.
THIS IS. SO FOR EACH GRADE LEVEL, THE BAR, THERE ARE THREE BARS.
THE ONE ALL THE WAY TO THE RIGHT IS CAROLINE COUNTY.
THE ONE IN THE MIDDLE IS THE NORM IN 22-23 FALL AND ALL THREE ARE FALL AND THE ONE TO THE LEFT IS FALL.
BUT 18-19 AND PRE-COVID TO MODERN DAY US TO MODERN DAY US TODAY AND THE NATION TODAY.
SO OUR RECOVERY RATE IS AT IT LOOKS TO IT SEEMS TO BE AT A SIMILAR PACE TO THE REST OF THE NATION.
OKAY. AND THIS IS OUR MIDDLE SCHOOL DATA.
CAROLINE COUNTY IS FURTHEST TO THE RIGHT.
THE NATION YEAR TO DATE IS IN THE MIDDLE.
SO THESE THIS NEXT GRAPHIC IS THE NORM.
SO NOW WE'RE LOOKING AT THE SAME GROUP OF STUDENTS FROM 19-22 FROM FALL-TO-FALL . FALL 19-20.
YOU REMEMBER WE DID NOT TAKE WE DIDN'T ASSESS IN SPRING OF THE 1920 SCHOOL YEAR.
THAT WAS THE YEAR WE WENT HOME EARLY.
SO, YOU CAN SEE THIS TAKES THE MEDIAN OF THE GROUP.
SO, WE'RE LINING THE STUDENTS UP LOWEST TO HIGHEST.
AND WE'RE FINDING THAT MIDDLE SCORE.
SO WHERE'S THE MIDDLE OF OUR STUDENTS.
OUR MEDIA. SO THIS IS HOW IS OUR MEDIUM MOVING FROM ONE YEAR TO THE NEXT.
AND THIS IS THE SAME COHORT OF STUDENTS.
SO, YOU CAN SEE THIRD GRADE IN 1920.
THAT COHORT WAS ABOVE THE 50TH PERCENTILE.
SO, WHEN WE SCORED HIGHER THAN THE NATION AND WE DROPPED FROM FALL 19-20 TO FALL
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21-22. BUT WE HAVE WE'RE RECOVERING AND OR 41 OUR NEW MEDIAN.THE OTHER THING I WANT TO POINT OUT TO YOU IS THE SIZE, THE NUMBER OF STUDENTS ASSESSED.
WE HAVE OUR OUR ENROLLMENT IS RECOVERING AS WELL.
SO WE HAD 291 STUDENTS PARTICIPATE IN OUR FALL ADMINISTRATION IN.
291 OF THOSE CURRENT THIRD GRADERS ARE STILL WITH US, SO OUR POPULATION SIZE IS GROWING AS WELL.
THE NEXT SLIDE TAKES THAT SAME DATA, BUT IT PARSES IT OUT.
THIS IS FOR OUR MIDDLE SCHOOLERS.
I HATE EVEN SAYING WHAT WE'RE ALL THINKING AND FEELING, AND KNOWING IT MATCHES THE DATA POINTS WE'RE HEARING AND CONVERSATION WE'RE HEARING ABOUT THE NEGATIVE IMPACTS OF THE CLOSURES, ESPECIALLY IN MATHEMATICS, IN PARTICULAR THE GAPS THAT EXIST IN READING, BUT SIGNIFICANTLY IN MATHEMATICS ACROSS THE COUNTRY AND THE RECOVERY RATES AND WHAT'S GOING TO BE NEEDED TO BRING IT BACK TO WHERE WE ARE, WHERE WE NEED TO BE IS SIGNIFICANT.
BUT IT'S JUST THAT'S THE THE NEGATIVE IMPACT, SIGNIFICANT NEGATIVE IMPACT, WAY MORE THAN ANYONE COULD HAVE FORESEEN, NEVER EXPERIENCED WHAT WE DID. BUT THE MATH GAP IS MASSIVELY REAL.
NIKKI, I DIDN'T KNOW IF YOU WANTED TO SHARE SOME OF THE THINGS THAT WE ARE DOING IN MATH TO ADDRESS WHERE WE'RE SEEING WHERE KIDS ARE, PLUS ADDRESSING THE GAPS WE'RE SEEING AND HOW WE'RE WORKING TO TO FILL THOSE.
SO PART OF THE DATA THAT MELISSA IS ALSO GOING TO SHARE IS OUR GROWTH DATA FOR MATH 180.
SO THAT'S A TIER THREE INTERVENTION THAT WE ARE IMPLEMENTING IN.
UM, AND THAT DATA, I'LL CAUTION YOU THAT IT DOESN'T LOOK GOOD, BUT IT'S BECAUSE THOSE ARE STUDENTS, WE HAVE IDENTIFIED THROUGH I-READY DATA THAT WE KNOW NEEDED AN INTERVENTION.
YEAH. I DON'T WANT TO GO BACK TOO FAR, BUT IT WILL.
SO TAKING I GUESS YOU WANT LIKE TAKING THE DARKEST RED.
SYSTEMATIC INTERVENTION EVERY DAY DURING THE FIRST CLASS.
UM, AND WHAT OUR HOPE IS, IS THAT THAT INTERVENTION WILL THEN PREPARE THEM FOR ALGEBRA, BASICALLY.
OUR STUDENTS THAT WE IDENTIFIED THROUGH I-READY ASSESSMENTS LAST YEAR, AND ALSO TEACHER RECOMMENDATION FOR PRE-ALGEBRA IN NINTH GRADE.
SO, IN NINTH GRADE YOU KIND OF HAVE ALGEBRA EVERY DAY ALL YEAR.
THOSE STUDENTS WE ALSO ASSESSED WITH GROWTH MEASURE.
WE ACTUALLY ASSESSED ALL OF NINTH GRADE TO MAKE SURE THAT WE PLACE THEM CORRECTLY.
AND WE DID HAVE A FEW STUDENTS THAT DID REALLY WELL IN GROWTH MEASURE.
AND WE LOOKED AT SOME OF THEIR DATA AND BUMPED THEM INTO AN ALGEBRA ONE.
SO WE'LL BE ABLE TO TRACK HOW MATH 180 IS GOING.
SO MATH 180 IS ALSO BEING USED IN PRE ALGEBRA.
THERE'S DIFFERENT SERIES. IS THAT 180.
SO WE'LL BE ABLE TO REALLY TRACK THAT DATA.
WE ARE ALSO GRADES K THROUGH 12 SYSTEMATICALLY USING A USING TRACKING TOOLS.
SO ONE OF THE THINGS THAT WE HAVE TALKED TO TEACHERS ABOUT IS MAKING SURE WHEN KIDS ARE WORKING INDEPENDENTLY OR WITH A PARTNER OR WITH A GROUP, THAT YOU ARE ALSO LOOKING AT THAT SUCCESS CRITERIA, WHICH IS ALIGNED TO THE STANDARD, WHICH IS ALIGNED TO THE CURRICULUM, AND MAKING SURE THAT YOU'RE DOCUMENTING, OKAY, WHO'S GETTING IT? WHO'S NOT GETTING IT, WHO NEEDS A TIER TWO INTERVENTION DURING MATH WORKSHOP, WHICH IS RIGHT AFTER CORE MATH? WHO DO I NEED TO REVISIT? SO, TEACHERS ARE DOING AN EXCELLENT JOB WITH THAT.
I WAS JUST AT GREENSBORO ELEMENTARY TODAY, AND WE WERE ABLE TO SEE SOME TEACHERS USING THAT.
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THAT GOES INTO THAT FORMATIVE ASSESSMENT CATEGORY.THE QUESTION. THE STUDENTS WHO ARE BETWEEN THE YELLOW AND DARK RED KIND OF PINKISH COLOR.
SO, THOSE [INAUDIBLE] WOULD BE PICKED UP WITH THE INTERVENTION TO.
OKAY, THAT'S WHAT I WAS WANTING.
DEFINITELY WANT TO KEEP AN EYE ON THEM TO MAKE SURE.
YES. THE KIDS IN KIND OF THAT YELLOW AREA WE'VE TALKED ABOUT AS KIND OF.
SO KIDS, WE TALKED ABOUT THAT AT THE LAST MEETING.
KIDS THAT ARE A LOT OF OUR MATH TEACHERS ARE USING THAT DATA AS THEIR SLOW DATA.
AND THOSE THOSE BUBBLE KIDS, YOU WANT TO MAKE SURE THAT YOU DON'T LOSE THEM.
WE'RE ALSO NOTICING WITH OUR TEACHERS WE FEEL LIKE, YOU KNOW, THANKS TO MELISSA K-12, WE HAVE REALLY GOOD TIER ONE CORE CURRICULUM, RIGHT? SO, WE FEEL LIKE THAT'S REALLY GOOD.
BUT AS TEACHERS COME OUT OF COLLEGE, THERE ARE SOME GAPS IN LEARNING AND MATHEMATICAL LEARNING.
IF YOU SAT IN A FIFTH GRADE CLASSROOM LATELY, MATH IN FIFTH GRADE IS HARD.
SO, WE HAVE IDENTIFIED SOME GAPS IN TEACHER LEARNING.
DOWNS, WE'VE BEEN ABLE TO WORK WITH.
GAP, WHICH IS AN ONGOING ASSESSMENT PROGRAM, AND WE ARE GOING TO HAVE PROFESSIONAL DEVELOPMENT FOR TEACHERS THAT WILL ADDRESS THOSE GAPS AND ALSO HELP THEM IDENTIFY WHERE IN THE LEARNING PROGRESSIONS.
IF A STUDENT IN SECOND GRADE CAN'T REGROUP.
WHAT HAPPENED BEFORE THAT TO MAKE THEM UNABLE TO DO THAT? DO THEY NOT UNDERSTAND PLACE VALUE? ALL OF THOSE THINGS. SO THAT'S GOING TO BE SOME.
PROFESSIONAL DEVELOPMENT WE DO FROM K-8.
AND THAT IS ABOUT FORMATIVE ASSESSMENT.
IT'S ABOUT LOOKING AT STUDENT WORK.
AND SO, THE STUDENTS DON'T FEEL LIKE I'M TAKING A MULTIPLE CHOICE SCANTRON TEST.
THEY ARE JUST THEY'RE ENGAGING IN MATHEMATICS.
AND THE TEACHER IS BEING TAUGHT HOW TO OBSERVE AND INTERPRET THE STUDENTS UNDERSTANDING BASED ON THE MATH THAT THE STUDENTS CAN DO, WHICH GOES RIGHT ALONG WITH THE OBSERVING THAT WE'RE ASKING THEM TO DO DURING INSTRUCTION.
AND THEY ALL HAVE A CRUISING CLIPBOARD THAT THEY USE AS THEY'RE WALKING AROUND.
IT GOES WITH OUR PIRATE THEME AS THEY'RE WALKING AROUND AND TAKING THAT DATA.
THIS WILL HELP THEM UNDERSTAND WHAT TO DO WITH THAT DATA.
IN SOME WAYS, WHAT WE'RE WHAT WE'RE DOING IN THAT WHAT IS LEADING BUILDING ON IS FOUNDATION.
WE'RE KIND OF RAPIDLY MOVING ALONG THE PATH TO STRENGTHEN OUR MATH.
IT'S A, MSDE IS CHARTING THE SAME COURSE.
I'LL TRY TO USE THE PIRATE THEME AS WELL.
DR. VON BOCK MSD IS CHARTING THE SAME COURSE, BUT AT A MUCH SLOWER PACE, THAT I MIGHT BE RETIRED BEFORE THEY FINALLY GET THROUGH IT, BUT THEY ARE TRYING TO TAKE AN APPROACH OF HOW THE STATE CAN SYSTEMICALLY IMPROVE TEACHER KNOWLEDGE AND SKILL AND CONTENT.
EXCUSE ME, WE'RE JUST NOT WAITING FOR THE STATE TO GET THERE.
WE'VE GOT A LOT OF A LOT OF THINGS IN PLACE, AND WE HAVE THE ABILITY TO USE SOME FUNDING THROUGH ARP TO REALLY GET THIS GOING NOW FOR OUR KIDS AND FOR OUR STAFF. SO, IT'S GREAT.
WE CAN TAKE ADVANTAGE OF THAT.
IT'S NICE THE STATE IS DOING IT AS WELL WITH TANDEM.
WE'RE JUST GOING TO GET SOME OF THIS MOVING BEFORE THEY KIND OF GET OFF THE DOCK.
AND WE'RE GETTING THOSE UNIT ASSESSMENTS ON PERFORMANCE MATTERS.
SO, TEACHERS CAN VERY QUICKLY LOOK AT THAT DATA.
SO, WE'RE IN A REALLY GOOD PLACE TO HOPEFULLY THIS TIME NEXT YEAR THAT DATA WILL.
IT WILL BE. IT'S BEEN FUN TO WATCH THE CONVERSATIONS TAKING PLACE, WITH MATH TEACHERS GETTING EXCITED, TALKING ABOUT THEIR KIDS PERFORMANCE, AND BEING ABLE TO HAVE DATA IN FRONT OF THEM.
THEN THEY'RE TALKING TO THEIR PEERS ABOUT ABOUT, HEY, HOW DID YOU GET THEM TO DO THIS?
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BECAUSE MY KIDS ARE STRUGGLING THERE.AND THOSE ARE REAL CONVERSATIONS THAT I'M SEEING THAT ARE HAPPENING.
IT'S STRENGTHENING THE KNOWLEDGE BASE OF OUR STAFF FOR ALL OF OUR STAFF.
THOSE HAVE BEEN AROUND FOR A LITTLE WHILE.
REMEMBER DOING ALL THIS? WE'VE JUST HAD TO REBUILD OUR PLATFORM AND REBUILD OUR PROCESSES TO GIVE THEM WHAT THEY.
OKAY. SO, WE'LL GO AHEAD AND MOVE ON TO READING.
SO AGAIN, WE HAVE CROSS-SECTIONAL ANALYZES AS WELL AS LONGITUDINAL.
SO, WE'RE LOOKING AT OUR, ON THE LEFT IS THE FIRST GRADERS WHO TOOK THE ASSESSMENT IN 1920.
THEN THIS IS THAT SAME DATA, BUT FOR MIDDLE SCHOOL.
THEN THE THIRD SLIDE, SIMILAR TO WHAT WE DID WITH MATH.
THIS IS ON THE RIGHT OF THE THREE BARS.
THE ONE TO THE RIGHT IS CAROLINE COUNTY.
THIS. THIS FALL AND WE ARE COMPARING OURSELVES TO THE NATIONAL FALL 22-23 AND THEN THE NATION IN SAME DATA, BUT IN 18-19.
AND AS YOU CAN SEE, READING HAS RECOVERED MUCH MORE.
THEY'RE PRETTY CLOSE TO WHERE THEY WERE PRE-19-20 SCHOOL YEAR.
WE ACTUALLY STARTED IT DURING THE CLOSURE WHEN I WAS IN MY PREVIOUS POSITION.
SO, IT WAS 20-21 IS WHEN WE BEGAN OUR FIRST LETTERS COHORTS WITH THE STATE, AND WHEN WE STARTED TO TRANSITION OUR READING BLOCK AND OUR MATERIALS.
LEEDS HAS BEEN LOTS OF PROFESSIONAL DEVELOPMENT, LOTS OF PROFESSIONAL.
SO THIS IS THAT DISTRICT VERSUS NATIONAL NORM COMPARISON BROKEN DOWN FOR ELEMENTARY.
IT AMAZES ME HOW KINDERGARTEN HAS NO FINGERPRINTS.
YOU'RE RIGHT. SO I KNOW I LOOK AT THAT AND I'M LIKE, OH, THAT'S MAGICAL.
BUT I KNOW IT LOOKS GOOD THOUGH.
BEAUTIFUL ISN'T IT? WE WANT IT ALL. WE WANT THEM ALL TO LOOK LIKE KIDS.
THAT'S RIGHT. AND THEN THIS IS THE SAME DATA.
AND THEN THE NEXT SLIDE SHOWS US THAT LONGITUDINAL LOOK.
WE'RE COMPARING THE RANKING THE MEDIAN MEASURE FROM 19-20 THROUGH 22-23.
SO, THIS IS GRADES 3-5 AND GRADES 6-8.
THAT ONE LOOKS BETTER RECOVERY THAN 3-5.
DO YOU WANT TO TALK ABOUT THAT CASE? YEAH. SO, IN 3-5 WE'RE SEEING A COMPOUNDING, ESPECIALLY IN GRADES FOUR AND FIVE.
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SO, WE'RE DEFINITELY SEEING THOSE FOUR AND FIVE.GRADE FOUR AND FIVE STUDENTS ARE THE GAP.
SO WE'RE THROWING EVERYTHING WE'VE GOT AT THAT GROUP, ALL OF OUR EXTRA HUMAN RESOURCES.
THERE ARE FOCUS WHEN IT COMES TO OUR REVAMPED MTS PROCEDURES AND PROGRAMING.
IT IS JUST THE REALITY OF BEING A FOURTH AND FIFTH GRADER.
AND WHEN WE BACKTRACK WHERE THEY WERE THREE YEARS AGO, IT'S COMPOUNDED.
SO, THE NEXT ASSESSMENT PLATFORM WE'LL TALK ABOUT IS MCLASS.
SO, MCLASS IS THE DIGITAL PLATFORM.
IT CAME OUT OF THE UNIVERSITY OF OREGON AS WELL.
WE DID A PILOT OF THAT THANKS TO SOME TITLE ONE FUNDING.
WE WERE ABLE TO PILOT MCLASS MATH LAST SPRING, AND THEN MICKEY JOYOUSLY ROLLED IT OUT TO THE TO THE DISTRICT FOR US.
THESE. THIS DATA IS BASICALLY TEACHER DEPENDENT ON TEACHER INTERVIEWS.
SO, THE DATA IS IMMEDIATELY READABLE.
IT'S READY FOR THE TEACHERS RIGHT AWAY.
IT'S A LONG DAY. READILY AVAILABLE IS WHAT I WAS TRYING TO SAY.
SO I'M GOING TO PUT IT TOGETHER AND MAKE IT READABLE.
THIS IS OLD NEWS FOR YOU GUYS.
YOU'VE SEEN THIS INFORMATION BEFORE.
THESE ARE THE DOMAINS THAT ARE ASSESSED IN DIBELS, WHICH I LEARNED STANDS FOR DYNAMIC INDICATORS OF BASIC EARLY LITERACY SKILLS.
THAT WAS ONE OF ONE OF THE THINGS I LEARNED LAST WEEK, MAYBE THREE TIMES.
I'M JUST SAYING. MATH DOESN'T HAVE CUTE ACRONYMS LIKE THIS.
YOU KNOW, CUTE MATH TYPICALLY DON'T GO TOGETHER.
THAT WAS GOOD. SO, THE DASHBOARDS IN THESE ARE SUPER DYNAMIC.
THE TEACHERS, THEY HAVE SUCH WONDERFUL ROBUST DATA AT THEIR FINGERTIPS.
UNFORTUNATELY, I CAN'T SHOW YOU THAT WITHOUT SHOWING YOU STUDENT DATA.
BUT THIS IS WHERE WE ARE AS A WHOLE, AS A DISTRICT AT A HIGH LEVEL, WHICH, YOU KNOW, MORE THAN MORE THAN HALF OF OUR STUDENTS ARE READY TO GO.
SO, WE'VE GOTTEN REALLY GOOD AT INTERPRETING THAT DATA.
AND WHAT WE'VE NOTICED IS THAT STUDENTS, OUR STUDENTS WHO ARE IN THAT YELLOW BELOW BENCHMARK CATEGORY, WHAT DIBELS HAS PEOPLE FROM THE UNIVERSITY OF OREGON THAT ARE FAR SMARTER THAN MYSELF, AND HOW THEY WEIGH DIFFERENT SUBTESTS, AND THEY HAVE DIFFERENT WEIGHTS ATTACHED TO THEM.
THEY WEIGHT VERY HEAVILY SPEED.
SO YES, WE KNOW THAT WHEN A STUDENT IS MORE FLUENT OR FASTER, THEY'RE A BETTER READER.
BUT FOR US, NOW THAT WE KNOW THAT ABOUT THE YELLOW, WE'RE VERY EXCITED TO SEE THAT 60% OF OUR KIDS ARE. THANK YOU FOR DOING THAT.
QUICK MATH. KIDS ARE WHERE THEY SHOULD BE, AND IF WE ONLY NEED TO WORK ON BEING FASTER WITH A GROUP OF CHILDREN, I WILL TAKE THAT ANY DAY.
JUST AS A POINT OF CLARIFICATION, IS THE BOARD GOOD WITH TIER TWO, TIER ONE, TWO AND THREE? WE TALK ABOUT AN AWFUL LOT.
I JUST DON'T WANT TO MAKE ASSUMPTIONS.
SO, THIS NEXT SLIDE IS A BREAKDOWN OF THAT CIRCLE GRAPH BY THE SUB TEST.
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IF YOU WERE A TEACHER OR A PRINCIPAL AND YOU HAD THIS DASHBOARD IN FRONT OF YOU, EVERY ONE OF THOSE BARS COULD BE CLICKED ON AND DRILLED DOWN TO FIND REAL STUDENTS CONNECTED TO THOSE PIECES OF DATA.AND WHEN I SAW THIS DASHBOARD IN READING, I SAID, WE NEED THAT FOR MATH.
SO, IN EVERY SUB TEST IS NOT GIVEN TO EVERY GRADE LEVEL.
SO, IT IS DEPENDENT ON THE GRADE HOW MANY SUB TESTS AND WHAT SUB TESTS THEY COMPLETE.
SO YOU CAN SEE WHERE IT SAYS TOTAL STUDENTS IN THE RIGHT HAND COLUMN.
THAT WOULD BE HOW MANY STUDENTS TOOK THAT PARTICULAR SUB TEST.
THAT'S WHY YOU HAVE DIFFERENT POPULATION SIZES.
SO, THE BOTTOM IS TODAY, AND THE TOP IS TWO YEARS AGO.
AND SO, WE HAVE 10% FEWER STUDENTS WHO ARE WELL BELOW BENCHMARK AT THE BEGINNING OF THIS SCHOOL YEAR THAN WE DID TWO YEARS AGO. AND WE HAVE.
ABOUT 10% MORE STUDENTS WHO ARE AT BENCHMARK OR WELL ABOVE BENCHMARK THAN WE DID TWO YEARS AGO.
THIS IS THIS IS IT'S WORKING; IT'S WORKING.
I WAS GOING TO. YOU TOOK MY TAGLINE.
IT'S WORKING. AND NOTICE THE LITTLE ICON DOWN THERE.
THIS IS THIS IS ONE OF THOSE APPLES TO ORANGES COMPARISONS.
AND THE CHECK MARKS INDICATE WHICH ASSESSMENTS ARE GIVEN AT EACH GRADE LEVEL.
SO, AS KATIE MENTIONED YOU DON'T USE EVERY SUBTEST WITH EVERY GROUP OF STUDENTS.
SO, NUMBER IDENTIFICATION IS SOMETHING WE DO IN KINDERGARTEN.
BUT WE WOULDN'T NECESSARILY DO THAT WITH THIRD GRADERS.
SECOND TO SECOND AND THIRD GRADE IS A PAPER TEST.
IT'S ONE ON ONE INTERVIEWS WITH THE STUDENTS.
OKAY. THEY DON'T DO THAT UNTIL.
WELL, FIRST GRADE. THEY LEARN IT IN KINDERGARTEN, BUT WE MEASURE IT.
AND WHEN THE MISSING NUMBER, LIKE THE COMPLEXITY OF THE MISSING NUMBER, IS.
SO IT'S ON A PIECE OF PAPER OR ON THE STUDENT'S IPAD.
AND THAT IS VERY HARD FOR THEM AT THIS STAGE.
COUNTING IS THEM LITERALLY COUNTS AS HIGH AS YOU CAN IN A MINUTE.
AND SOME KIDS CAN GET TO 100IN A MINUTE.
AND. SOME OF THEM GET HUNG UP AFTER 20.
THEY JUST KEEP SAYING THE SAME THING OVER AND OVER.
NUMBER IDENTIFICATION IS THE DIGIT, AND THEY TELL WHAT IT IS.
QUANTITY DISCRIMINATION IS YOU GIVE THEM TWO NUMBERS.
THEY HAVE TO IDENTIFY WHICH ONE IS MORE.
WHICH IS HARD FOR A KINDERGARTNER BECAUSE THEY'RE JUST STARTING TO RECOGNIZE NUMBERS AND PRINT.
BUT THEY'RE VERY THEY'RE QUICK ASSESSMENTS.
THEY'RE MOST OF THE ONES FOR THE PRIMARY GRADES ARE INTERVIEWS AND THE KIDS.
I DON'T THINK THEY REALLY KNOW THEY'RE BEING ASSESSED.
MAKE IT FUN. WE GIVE THEM A STICKER WHEN THEY'RE DONE.
I WAS ABLE TO HELP OUT WITH SOME OF THE KINDERGARTEN IN FIRST GRADE, AND THE MATH RESOURCE TEACHERS HELPED OUT, TOO, BECAUSE KINDERGARTEN KIDDOS IN THEIR FIRST MONTH OF SCHOOL ARE ASSESSED A WHOLE LOT.
THEY HAVE READY FOR MATH, SO WE WERE HAPPY TO HELP, AND IT WAS FUN.
GETTING TO KNOW ALL THAT BACK ROOM TOO.
OKAY, SO THEN THIS IS OUR BEGINNING OF YEAR DATA FOR MATH CLASS.
MATH, IF YOU WILL. AND WE'RE AT LIKE 70-30 SPLIT WITH READY NOT READY.
[00:40:07]
I ANTICIPATE THAT THAT DATA IS GOING TO BE AMAZING AT MID-YEAR BECAUSE WHAT CLASS IS SAYING IS STRATEGIC.I MIGHT NOT INTERPRET THAT AS STRATEGIC.
THIS TEST IS HARD AND WHAT THE KIDDOS ARE EXPECTED TO DO RIGHT NOW, I'M ANTICIPATING THAT THAT.
WELL, THERE WILL BE A LOT MORE GREEN.
THEY'RE NOT SUPPOSED TO KNOW SOME OF THIS STUFF.
SO, THERE'S THE DATA, BUT BROKEN DOWN BY THE SUB TEST.
THAT'S GOOD. IT'S BROKEN DOWN.
WHOEVER CAN JUST CLICK ON IT AND SEE WHO.
THAT'S GOOD. AND PARENTS GET LIKE YOU GET A PERSONAL LIKE MY GRANDSON GOT HIS DIBELS 8 REPORT AND IT BREAKS DOWN ALL OF THOSE TESTS AND IT TELLS YOU EXACTLY WHERE THEY ARE AND WHAT'S THE NEXT THING FOR THEM TO LEARN.
SO, IT'S VERY ACTIONABLE DATA FOR TEACHERS AND EVEN PARENTS.
I MEAN, THESE ARE FAST THINGS THAT YOU CAN PRACTICE WITH YOUR KIDDOS AT HOME.
AND I THINK THE HOME REPORT ALSO GIVES EXAMPLES SUGGESTIONS TO DO AT HOME.
AND FOR READING DIBELS AS WELL.
AND IT GIVES SUGGESTIONS OF WHAT TO DO AT HOME AND A BREAKDOWN OF WHAT THESE ACTUALLY MEAN.
THESE SCORES MEAN WHAT YOUR CHILD DID, SO THAT'S PROBABLY A GOOD THING TO MENTION.
WE SEND HOME REPORTS FOR I-READY IN MATH AND READING AND DIBELS IN MATH AND READING.
AND YEAH, SO THAT PARENT COMMUNICATION, IT'S ONGOING.
THE MID-YEAR REPORT FOR I-READY.
I'M REALLY LOOKING FORWARD TO SEEING WHAT THE DEVILS OR THE MATH CLASS MATH LOOKS LIKE.
BUT THE GROWTH REPORT FOR IRATY IS SO INFORMATIVE FOR STUDENTS.
OUR TEACHERS IN MIDDLE SCHOOL ARE HAVING CONFERENCES WITH STUDENTS AT MID-YEAR.
SO THE TEACHERS ARE HAVING THOSE CONVERSATIONS WITH THEM, AND STUDENTS ARE SETTING THEIR OWN GOALS.
AND THAT'S GOOD BECAUSE THAT PUTS SOME RESPONSIBILITY ON THE STUDENT.
BUT THEY HAVE TO BE IN PARTNERSHIP.
STUDENTS HAVE TO BE IN PARTNERSHIP WITH THE PARENT AND AND THE TEACHER AND THE SCHOOL.
SO POOR RENEE IS NOT HERE WITH US.
AND IF SHE'S HOME LISTENING, I WILL TELL YOU THAT 0 TO 50% FOR THE RED IS ACTUALLY SHOULD BE CUT IN HALF INTO RED AND ORANGE.
SHE GOT THAT INFORMATION TO ME YESTERDAY, BUT I DID NOT HAVE TIME TO ACT ON IT.
IT'S RELATED TO HER CURRICULUM AND SHE IS ABLE.
SO THIS IS A VERY AGAIN PUTTING DASHBOARDS IN FRONT OF TEACHERS WITH STUDENT DATA.
THE THIS IS A SCREENSHOT FROM THE CLASS OR FROM THE COMMON SITE.
BUT THE TEACHER WOULD SEE THIS DASHBOARD.
THEY COULD CLICK ON THE, THAT'S A READING STANDARD.
THEY CAN CLICK ON THAT STANDARD AND THEY CAN SEE THE ITEM.
SO THEY KNOW HOW THE STUDENT WAS ASSESSED ON THAT PARTICULAR STANDARD.
THE COLOR CODING WOULD INDICATE WHETHER THE STUDENT GOT THAT QUESTION RIGHT OR WRONG, AND IT LETS THE TEACHER, THE TEACHER CAN CLICK ON THAT AND SEE, OKAY, IF YOU CHOSE C, WHAT WERE THE OTHER DISTRACTORS? AND SO IT GIVES THE TEACHER SOME REAL ACTIONABLE DATA, LETS THEM GROUP THEIR STUDENTS TOGETHER FOR SMALL GROUP INSTRUCTION.
I KNOW RENEE WANTS YOU TO KNOW IT'S HAPPENING AND THIS HAPPENS DURING THE INSTRUCTIONAL WALK.
SO THE TEACHER THAT HAD THE TEACHER RECORD FOR THESE STUDENTS HAS THIS DATA POINT TO BE ABLE TO PULL TOGETHER IN REAL TIME GROUPS OF STUDENTS WHO NEED A LITTLE BIT OF EXTRA RETEACHING OR AN OPPORTUNITY TO LOOK AT THE INFORMATION AGAIN SO THAT THERE'S NOT A LOT OF MISSED TIME.
AND SINCE IT'S TIED TO THE CURRICULUM, IT'S ON GRADE LEVEL.
SO, WHAT I LIKE ABOUT THIS, AND I'VE TALKED ABOUT IT, IS THAT THE TEACHERS GET IMMEDIATE FEEDBACK, IT SUPPORTS, THEY UNDERSTAND WHAT TO DO NEXT, WHICH IS THE HARD PART WHEN YOU'RE PLANNING, AND THEY TAKE IN THAT PIECE FOR THEM TO BE ABLE TO ACCESS IT QUICKLY.
[00:45:08]
AND THIS TEAM RIGHT HERE HAS BEEN AMAZING.WHEN WE'RE LOOKING AT HOW TO USE DATA TO INFORM AND WHAT TO DO.
THE OTHER THING I'LL NOTICE I WANT TO POINT OUT THE NAMES ARE HYPERLINKED SO THE TEACHER WOULD BE ABLE TO CHOOSE GO INTO AN INDIVIDUAL STUDENT'S PROFILE AND YOU KNOW, IT GIVES THEM A TOOL, ANOTHER TOOL TO HAVE THOSE DISCUSSIONS WITH STUDENTS.
AND THEN THAT DATA CAN BE DOWNLOADED FOR FURTHER ANALYSIS.
AND I WANT TO POINT OUT THAT THERE IS NO RED.
THESE ARE READING INFORMATIONAL STANDARDS.
SO, ACROSS THE TOP ARE THE THEMES OR THEMES OR THESE ARE THESE ARE DOMAINS READING LITERACY STANDARDS READING LITERACY RENEE WAS GOING TO BE HERE.
THAT'S OKAY. THIS IS WHERE I'M IN MY GROWTH ELEMENT.
SO, READING LITERACY IS THE FIRST SET OF STANDARDS.
NOTICE THAT THERE IS NO RED PLEASE.
AND EVEN A NICE LOOK AT THAT 78% PROFICIENCY.
AND THEN THERE IS READING INFORMATIONAL STANDARDS SIX THROUGH 12.
SO, THIS IS THE MAIDEN VOYAGE OF THIS DATA SET.
SO HOPEFULLY I'M ENTHUSIASTIC AND OPTIMISTIC THAT WE'LL BE ABLE TO SEE SOME BE ABLE TO SHOW YOU SOME GROWTH THROUGH THE USE OF THIS. I KNOW THE TEACHERS ARE VERY INVESTED IN THEY'RE EXCITED ABOUT THE DATA.
SO IT IS DEFINITELY GIVING TEACHERS A BETTER SENSE OF EFFICACY.
THEY HAVE THE TOOLS THEY NEED TO DO THE JOB.
ONCE THE TEACHER HAS THAT DATA, THEY ANALYZE IT.
THE PROGRAM, THE PLATFORM HELPS THEM TO REGROUP STUDENTS.
THESE ARE TARGET LESSONS THAT ARE EMBEDDED WITHIN THE COMMON LIT PLATFORM.
AND THEY ARE A VARIETY OF TOPICS.
AND THAT TIER ONE INSTRUCTION.
AND IT INDICATES THE THE THEME OF THAT LESSON, THAT TARGET LESSON.
SO THEY'RE SHORT AND INTERESTING TO STUDENTS AND READILY AVAILABLE TO THE TEACHERS SO THEY CAN HAVE IMPACTFUL LESSONS EVERY DAY.
THEY CAN USE THOSE EITHER IN SMALL GROUP OR WITH ONE ON ONE.
AND WHAT'S NICE ALSO IS THAT JOB AND JOB EMBEDDED PROFESSIONAL DEVELOPMENT.
SO IT PROVIDES THEM WITH THEIR OWN PROFESSIONAL DEVELOPMENT.
ON THE SPOT. YOU'RE THE DATA PIECE FOR COMMON.
IT IS WONDERFUL TO HAVE FOR OUR TEACHERS AND SIXTH AS WELL.
IT'S BEEN A GAP FOR US WITH THAT, BUT ONE OF THE STRONG PIECES.
I'LL SAY THIS GIVES THE DATA AT THEIR FINGERTIPS TO DO PURPOSEFUL SMALL GROUP.
AS WE'RE GETTING INTO WORKING WITH OUR OLDER KIDS TO BRING ABOUT THE CHANGE CONNECTED TO WHERE THEY'RE AT ON THE STANDARD, AND A HARD PART FOR OUR TEACHERS OF ELA, YOU MAY SEE THAT A KID IS STRUGGLING WITH THE STANDARD, BUT THEN YOU'VE GOT TO GO DO THE HUNT TO FIND WHAT PIECE OF TEXT ARE WE GOING TO PUT IN FRONT OF THE KIDS.
THE HEAVY LIFT HAS ALREADY BEEN DONE FOR THEM, CONNECTED TO EXACTLY WHAT THEY NEED TO STRATEGICALLY HIT, WHICH IS ANOTHER PART OF THE BEAUTY OF US USING COMMON LIT. AND I THINK WE'RE GOING TO SEE GREAT GAINS IN THAT BECAUSE AGAIN, IT'S, I DON'T WANT TO SAY IT'S MAKING THE TEACHER'S JOB EASY.
I DON'T EVER WANT ANYONE TO THINK A TEACHER'S JOB IS EASY.
SO THEIR TIER ONE, THE ASSESSMENT PLATFORM IS PART OF THAT OF ASSESSING THE KIDS.
BUT WHEN A KID STRUGGLES AND THEY NEED THAT TIER TWO ADDITIONAL SUPPORT, THEY CAN GO HERE BEFORE.
AND THAT'S ONE OF THE THINGS THAT YOU'LL HEAR A THEME AS WE WALK THROUGH THIS TONIGHT.
[00:50:02]
AND OVER THE COURSE OF THE YEAR, WE LITERALLY PROBABLY ARE GOING TO WEAR YOU ALL OUT.WE'RE TALKING ABOUT TIERS, BUT WE'VE DONE A LOT OF TIME OF ANALYZING THE WAY THAT WE APPROACH INSTRUCTION IN OUR COUNTY, AND WE'VE DONE A GOOD JOB OF DEVELOPING TIER ONE FOR EVERYBODY AND REALLY FOCUSING ON GETTING A REALLY GOOD CURRICULUM IN PLACE AND PRETTY MUCH EVERYWHERE.
WE'VE ALSO HAD A LOT OF INTERVENTIONS.
COVID BROUGHT A LOT OF MONEY TO DISTRICTS.
WE'RE THANKFUL FOR IT, BUT A LOT OF DISTRICTS AND WE WERE ONE.
AND WE OVER IDENTIFIED KIDS FOR TIER THREE, AND WE WENT FROM HERE TO BASICALLY INTENSIVE SURGERY TO SOLVE AN ISSUE THAT PROBABLY JUST NEEDED A LITTLE BIT OF A LOT LESS TREATMENT WITH TIER TWO.
SO, WE'RE TRYING TO REALLY REBUILD AND PUT THINGS IN PLACE THAT'S EASIER FOR TEACHERS TO WORK WITH KIDS IN A SHORT CYCLE, TO HAVE THE IMPACT TO MOVE, INSTRUCTION TO MOVE OR YELLOW KIDS OR BUBBLE OR WHATEVER YOU WANT TO CALL THEM, TO MOVE THEM WITHOUT JUMPING TO THAT PIECE.
THAT TOTALLY DISRUPTS THE MASTER SCHEDULE AT ELEMENTARY, MIDDLE OR HIGH.
AND REALLY, THAT ENDS UP BECOMING WHAT DRIVES THE USE OF THE DAY.
LOOKING AT THE DATA AS WE KNOW IT.
LOOKING AT THE DATA THE WAY WE KNOW IT NOW, THERE'S A BETTER WAY THAN WE HAVE BEEN DOING, AND THAT'S WHAT WE'RE TRYING TO MAKE SURE WE PUT TOOLS IN PLACE SO WE CAN DO THE BETTER WAY. IT'S NOT AS BIG OF A LIFT FOR EVERY KID AND EVERY TEACHER, BUT WHAT WE REALIZED WAS THAT IT'S KIND OF LIKE MOST OF YOUR PROFESSIONS IF YOU HAVE AN ORGANIZED INVENTORY.
SO IF THIS DOESN'T WORK AND I NEED TO GO GRAB THIS, IT'S AVAILABLE.
IT'S ALREADY SET UP AND READY TO GO.
YOU'RE NOT. WE HAD TO GO HUNT AND PECK AND FIND.
RIGHT. HERE'S WHAT YOU NEED TO DO.
IF SOMETHING NEEDS ANOTHER ADJUSTMENT, I DON'T HAVE TO GO SEARCH AND TRY TO FIND IT.
IT'S ACCESSIBLE TO ME WITHIN THE SAME FRAMEWORK.
AND IT'S REALLY, IT'S ABOUT THAT.
IT SAVES TIME WHEN THEY'RE ABLE TO BE ABLE TO ACCESS THOSE PIECES.
THEY'RE ABLE TO SPEND A LITTLE MORE TIME WITH WORKING WITH THE KIDS ON THINGS THAT ARE IMPACTFUL, INSTEAD OF ALL OF THE SIGNIFICANT AMOUNT OF PREP TIME THEY HAD BEFORE, JUST TO FIND WHAT THEY NEEDED TO BE ABLE TO DO, TO THEN BE ABLE TO WORK WITH THE KIDS.
SO IT'S A IT'S A BETTER TOOL TO DIAGNOSE.
AND THIS TEAM AND WE HAVE OTHERS WHO ARE NOT HERE TONIGHT.
BUT THEY'VE ALSO DONE A GREAT JOB OF.
LOOKING AT RETURN ON INVESTMENT, WHICH IS REALLY HARD TO MEASURE IN EDUCATION.
AND IF IT HASN'T BEEN MOVING KIDS, WE HAVE TO GET OFF THE JUICE AND WE'VE GOT TO LOOK AT SOMETHING ELSE, AND WE'VE MADE SOME BIG SHIFTS IN SOME AREAS THAT ARE THINGS THAT WE'VE DONE A LOT OVER THE LAST SEVERAL YEARS.
BUT WHEN WE SIT DOWN AND LOOK AND SAY, HOW MANY KIDS IS THIS REALLY IMPACTING? NOT WHAT WE BELIEVE IT IS, BUT WHAT ARE THE NUMBERS TELLING US? IF IT'S NOT HAPPENING, WE GOT TO STOP AND FIGURE OUT A BETTER WAY TO DO IT.
AND THE MENU IS NOT AS BIG, BUT THE MENU IS ON POINT.
SO WE HAVE PRUNED THE I'M MIXING METAPHORS, SOMETHING TERRIBLE.
WE'VE MADE THE LIST A LOT SMALLER.
YEAH, I MEAN, WE REALLY HAVE, WHICH HELPS WITH FATIGUE.
TEACHER FATIGUE, STUDENT FATIGUE.
YOU KNOW, WHEN YOU WHEN YOU HAVE WHAT YOU NEED, YOU REALLY DON'T NEED ANYTHING ELSE.
AND YEAH, IT'S BEEN VISIBLE THAT THE TEACHERS AREN'T FATIGUED WITH A MENU OF THINGS THAT ARE JUST WE'RE NOT EVEN SURE IF THEY'RE ACTUALLY HAVING AN IMPACT OR NOT. SO YEAH.
AND THEN THAT KIND OF INDIRECTLY GOES WITH THAT JOB.
EMBEDDED PROFESSIONAL DEVELOPMENT.
IN PREPARING THIS, I NEEDED TO BECOME FAMILIAR WITH ALL OF THESE PLATFORMS. THEY ALL HAVE VARYING DEGREES OF EMBEDDED PROFESSIONAL DEVELOPMENT IN THEM.
[00:55:09]
THAT'S, THAT'S EMBEDDED IN THESE PLATFORMS, WHICH IS.REFRESHING AND COST EFFECTIVE SO THAT WE GROW OR GROW THE CAPACITY OF OUR TEACHERS AND OUR LEADERS.
SO LAST BUT NOT LEAST, WE ARE LOOKING AT GROWTH MEASURE.
SO, HMH? OKAY. BECAUSE I WAS GOING ON THE PIRATE THEME OF HER MAJESTY'S WHATEVER, YOU KNOW, FROM THE HMH.
OKAY. ROYAL HIGHNESS, THE GROWTH MEASURE.
YEAH. SO, THIS IS, WE HAVE HAD A DIAGNOSTIC IN MATH K-8 WITH I-READY FOR MANY YEARS.
MANY, MANY YEARS. BUT WE HAVE NEVER HAD A.
WE'VE TRIED I-READY AT NINTH GRADE AND IT JUST, IT WASN'T A GOOD FIT.
SO, THIS IS PRIMARILY THE PURPOSE FOR THIS WAS TO PROVIDE A UNIVERSAL SCREENER FOR OUR NINTH GRADERS.
SO, ALL EVERY NINTH GRADER WILL BE ASSESSED WITH WHERE ARE THEY COMING INTO HIGH SCHOOL? WHAT'S THEIR MATHEMATICS PROFICIENCY? WE ALSO USED IT IN MIDDLE SCHOOL WITH THOSE STUDENTS.
SO, THE MIDDLE SCHOOL TEACHER SPECIALISTS LOOKED AT THE END OF YEAR I-READY DATA AND SAID, OKAY, THESE ARE THE STUDENTS WHO ARE NOT NECESSARILY READY FOR GRADE LEVEL STANDARDS NEXT YEAR.
SO, WE'RE GOING TO PUT THEM WE'RE GOING TO IDENTIFY THEM FOR THAT TIER THREE INTERVENTION.
SO WHEN YOU LOOK AT THE NEXT WHEN WE LOOK AT THE DATA, I WANT YOU TO KEEP IN MIND WE ONLY ASSESSED MIDDLE SCHOOL STUDENTS WHO WERE BELOW TWO OR MORE GRADE LEVELS BELOW IN NINTH GRADE.
SO THE DATA IS GOING TO LOOK VERY DIFFERENT.
AGAIN I KEEP TALKING ABOUT DASHBOARD BUT IT'S SUPER DYNAMIC.
THE TEACHERS CLICK ON ONE BAR.
IT OPENS UP WITH ALL THE STUDENTS WHO ARE AT THAT AT THAT PROFICIENCY LEVEL.
IT BREAKS IT DOWN BY THE DIFFERENT DOMAINS.
IT'S VERY DYNAMIC, VERY INTUITIVE TO INTERPRET THE DATA.
SO THIS IS OUR MIDDLE SCHOOL DATA.
THIS IS PROBABLY A LITTLE THERE'S PROBABLY A FEW MORE SINCE THIS DATA WAS CAPTURED.
BUT SO AND THAT'S BOTH MIDDLE SCHOOLS TOGETHER.
SO WE ASSESSED ABOUT 140 STUDENTS IN GRADES SIX, SEVEN AND EIGHT.
AND WE I'M TAKING CREDIT FOR THE MIDDLE SCHOOL SPECIALIST.
BUT WE WERE READY, WITH THE EXCEPTION OF THAT, LESS THAN ONE GRADE LEVEL BELOW.
YOU SEE, THERE'S ONE EIGHTH GRADER WHO THEY MIS IDENTIFIED THAT THE ONE EIGHTH GRADER WHO WAS GREEN, THEY CORRECTLY IDENTIFIED STUDENTS FOR INTERVENTION IS WHAT WE SHOULD SEE HERE.
SO, WE EXPECTED THIS GRAPH TO LOOK THIS WAY, RIGHT.
YEAH. SO, WHEN THE YEAR IS OVER, THIS GRADE IS GOING TO LOOK LIKE THAT.
SO, WE'RE GOING TO THIS IS JUST OUR HIGH SCHOOL STUDENTS.
ONLY HIGH SCHOOL STUDENTS WHO ARE TAKING MATH IN THE FALL, IN NINTH GRADE, IN NINTH GRADE.
SO ABOUT HALF OF OUR PRE-ALGEBRA, ALGEBRA ONE AND GEOMETRY.
CORRECT. RIGHT. AND THEN WE'LL TEST MID-YEAR.
SO WE'LL GET ASSESSMENT DATA ON EVERY NINTH GRADER.
SO WE'LL HAVE AT LEAST A PRE AND POST.
PERFECT. SO ONCE THE KIDS SWITCH CLASSES WE'LL TEST AGAIN.
AND IT'LL BE A POST TEST FOR THESE KIDS AND A PRETEST FOR THE OTHER KIDS.
SO, WE'LL BE ABLE TO COMPARE APPLES TO APPLES.
SO, WE'RE A LITTLE HEAVY ON THE ON THE BACK END.
IT'S PRETTY CLOSE TO A NORMAL CURVE.
SO, WE CAN SEE THAT THAT 28% OF STUDENTS THOSE ARE THE NINTH GRADERS DOWN AT THIS END.
THOSE ARE THE NINTH GRADERS THAT ARE IDENTIFIED FOR PRE ALGEBRA.
AND THEN THAT THE YELLOW TO ORANGE BAND WOULD BE, THEY PROBABLY DON'T NEED THAT.
[01:00:06]
THEY'RE PROBABLY READY FOR GRADE LEVEL WORK.BUT THEY WILL NEED SOME EMBEDDED SUPPORTS.
AND THEN THOSE STUDENTS THAT ARE AT THE UPPER END ARE HOPEFULLY IN ALGEBRA OR GEOMETRY AND READY FOR THEY'RE READY FOR HIGH SCHOOL WORK. ANY QUESTIONS FOR US? MARY FARRELL. WE HAVE A PIRATE THEME.
IT'S OKAY. RUNNING PIRATES, I DON'T KNOW, WE'RE IN THE MIDDLE OF OCTOBER, SO WHO KNOWS? THERE SHOULD BE A PIRATE THEME TEAM.
I THINK THE BIG THING, AND HOPEFULLY THE BOARD SEES.
WE'RE PUTTING A LOT MORE FOCUS BACK ON DATA AND NOT JUST COLLECTING IT, BUT USING IT AND PUTTING IT IN AN ACCESSIBLE FORM FOR ALL OF OUR TEACHERS TO HAVE AND FOR OUR PARENTS TO BE ABLE TO SEE, AND ALSO FOR OUR COMMUNITY TO SEE.
SO WE'RE TRYING TO PUT THOSE THINGS IN PLACE.
IF WE ONLY LOOK AT THE STATE ASSESSMENT DATA, IT COMES LATE, BUT ALSO IT CHANGES.
THEY BROUGHT OUT A NEW MCAT AS COVID WAS HITTING.
SO THE TEST WE'RE TAKING ISN'T EVEN THE TEST WE WERE TAKING BEFORE COVID.
THEY'RE SERIOUSLY CONSIDERING CHANGING THE CUT SCORES.
SO IT'S JUST SO HARD WITH STATE TEST DATA AND HOW LAGGED IT IS TO COME.
AND HAVING OUR OWN AND HAVING ONE WE CAN STAY WITH AND STICK WITH IT, WE KNOW IT DOESN'T CHANGE.
WE KNOW IT HAS GREAT END SIZES, GREAT RELIABILITY, GREAT VALIDITY WITH IT.
YEP. AND IT JUST MAKES IT USABLE.
YEAH. YOU'RE NOT WEEKS BEHIND CATCHING UP TRYING TO CATCH A KID THE NEXT YEAR.
YEAH. OR EVEN A SEMESTER'S ALMOST OVER AND YOU'RE LIKE OH CRAP.
THEY'RE WAY BEHIND WHERE THEY NEED TO BE, AND AND NOTHING YOU CAN DO ABOUT IT.
SO, THAT MATH 180 DATA I CAN GET ON EVERY DAY IF I WANTED TO.
I CAN TRACK HOW MUCH KIDS ARE ON THE PLATFORM USING THE PROGRAM, BECAUSE THAT THE STUDENTS THAT ARE IN MIDDLE SCHOOL AND IN PRE-ALGEBRA ARE USING THAT PLATFORM AS PART OF THE BLENDED PROGRAM, AND THEN ALSO OUR UNIT ASSESSMENT.
AT THE NEXT MEETING IS THAT DISTRICT DATA THAT WE CAN SEE.
THE RESOURCE TEACHERS WHO CAN HELP THE TEACHERS.
THE KIDS AND I WANT TO JUST SMACK THAT BELL REALLY HARD IT IS TO HELP.
THEY ARE SEEING THE DATA IN REAL TIME TO HELP.
WE ARE USING THE DATA TO HELP SUPPORT TEACHERS.
WE'RE HELPING THE DATA TO USING THE DATA TO HELP SUPPORT KIDS.
NO ONE'S USING IT AS A GOTCHA.
NO ONE WILL USE IT AS A GOTCHA.
NO ONE WILL USE IT AS A GOTCHA.
NOBODY HAS ON OUR TEAM HAVE DONE THAT.
WE ARE TRULY SUPPORTING OUR STAFF AND KIDS.
IT HELPS IDENTIFY WHERE THE NEEDS MIGHT BE OR JUST MISCONCEPTIONS.
AND SOME OF THIS IS NEW, SO IT HELPS US REALIZE IF THERE'S ANYTHING WE NEED TO TWEAK IN THE PROCESS.
BUT IT IS FULLY THERE TO HELP AND SUPPORT.
AND THAT'S, IT'S BEEN COLLABORATIVE TOO.
AND IF WE NOTICE, YOU KNOW, EVERY KID IN THE DISTRICT STRUGGLED WITH THAT QUESTION.
THAT'S ALSO TELLING US, IS THERE A HOLE IN THE CURRICULUM OR IS IT THE WAY THE QUESTION IS ASKED? WE VARY FROM THIS LEVEL.
WHAT WE'RE SEEING IN GRADE THREE OVERALL, WHAT WE'RE SEEING IN SPECIFIC SKILL AREAS.
WE'RE NOT DRILLING DOWN AT THE SCHOOL LEVEL.
COACHES AND ADMINISTRATION WILL REALLY.
IT MIGHT EVEN HELP A TEACHER WHILE THERE WHERE WHERE THEY ARE NEED IMPACT ON GETTING THEIR BETTER.
[01:05:02]
LIKE I TEACH THIRD GRADE, I CAN SEE HOW THE DISTRICT THIRD GRADERS DID AS A GROUP.I'M NOT COMPARING MYSELF TO MRS WAYMAN.
I'M COMPARING MYSELF TO THE WHOLE COLLECTIVE WE'VE ALREADY USED THE LAST TWO WEEKS.
WE'VE PLACED THEM ACCORDING TO DATA AND TO RECEIVE TIER TWO SUPPORT.
HOW ARE THESE STUDENTS DOING IN THEIR TIER TWO SUPPORT? ARE THEY MAKING PROGRESS IF THEY'RE NOT, WHAT? WHAT OTHER TIER TWO CAN WE TRY? DO WE NEED TO MOVE TO AN ADDITION OF TIER THREE.
SO, THESE WILL HAPPEN ON A MONTHLY BASIS ON.
A MONTHLY BASIS TO TALK ABOUT INDIVIDUAL CHILDREN AND THEIR NEEDS AND THEIR PROGRESS.
SO ONE OF THE DATA PIECES WE TALK ABOUT IS PROGRESS MONITORING.
AND I'M COLLECTING DATA TO MONITOR YOUR PROGRESS.
SO THAT'S PART OF THAT FORMATIVE ASSESSMENT.
AND I THINK ONE OF THE THINGS THAT IS IMPORTANT TO ME IS THAT WE GET THOSE DEFINITIONS OUT, THAT WE DON'T USE ASSESSMENT THAT ISN'T TIED TO TESTING. TESTING ASSESSMENT IS MORE THAN TESTING.
ARE YOU GOING TO PULL UP THE DATA? AND NOW THEY CAN. I BELIEVE NOW THEY WILL BE ABLE TO SPEAK MORE SUCCINCTLY TO EXACTLY WHAT WE'RE DOING, BECAUSE THE MENU, AS DR.
SIMMONS SAID, IS MUCH SMALLER.
AND PART OF THAT I OWN IT WAS IN MY HOUSE.
AND SO WE'VE DONE A LOT OVER THE SUMMER TO NARROW THAT DOWN, TO MAKE IT CLEAR, TO NARROW THE OPTIONS SO THAT THEY CAN VERY CLEARLY SPEAK TO PARENTS AND HOW WE'RE SUPPORTING. I THINK THERE WILL BE A CONFIDENCE THERE AND IN WHAT WE'RE DOING.
SOME MAY FEEL, BUT BUT NOW YOU'RE ACTUALLY LOOKING INTO IT AND.
THIS IS WHAT I'M GOING TO USE.
I'M NOT GOING TO BE WASTING MY TIME.
I'M GOING TO BE MY TIME IS GOING TO BE WELL SPENT BECAUSE.
THERE'S GOING TO BE RESULTS WHEN I USE THIS.
WE'RE GATHERING THAT EVIDENCE ALONG THE WAY TO EITHER PROVE OR DISPROVE THAT A TOOL IS EFFECTIVE AND THE RIGHT REMEDY FOR THE AILMENT.
AND WHEN WE'RE AT THE DISTRICT LEVEL, LOOKING AT HOW EVERYTHING IS PROGRESSING.
THE QUESTION BECOMES MEANINGFUL AND RELEVANT FOR UTILIZING DATA THAT WE'RE GETTING TO DELIVER DEVELOPMENT, STRATEGIC AND INTENTIONAL, THAT'S RELEVANT TO WHAT THE TEACHERS ARE WORKING ON. AND THEY SEE THE CONNECTION NOW.
YEAH. SO THAT'S WHAT'S REALLY HELPFUL ABOUT THE ALIGNMENT.
THE INTER-RATER RELIABILITY OF WHAT WE'RE PROVIDING FOR THEM BASED ON WHAT THEY'RE TELLING US.
AND. THANK YOU FOR BEING A CAPTIVE AUDIENCE.
I'M GLAD. GLAD MR. JONES DIDN'T HAVE TO KICK ANYBODY OUT.
YEAH. DO NOT HAVE A QUORUM FOR THE WHOLE MEETING.
MOVING ON. UPCOMING EVENTS AND MEETINGS.
[3. Upcoming Meetings/Events]
WE HAVE A LIST.IN SPREADSHEET. I'VE GOT SOME STUFF COMING UP.
IF POSSIBLE, FILL OUT THE SHEET.
ANYTHING YOU WANT TO ADD TO THAT, DR.
PLEASE GET OUT THERE. THE ELEMENTARY STUFF IS ALWAYS FUN.
PLEASE GET OUT AND GET TO IT IF YOU CAN.
OUR ACADEMIC NIGHTS ARE COMING UP.
SO, WHAT THESE LADIES WERE SHARING WILL BE DISCUSSED THERE, ESPECIALLY THE READING AND MATH PIECES.
SO FEEL FREE TO GET OUT AND SUPPORT THAT.
THE ROTARY CAREER FAIR. IT'S THE LAST ONE I WILL GIVE TO YOU.
[01:10:04]
I BELIEVE IT STARTS AT NINE, BUT I'LL DOUBLE CHECK THAT MISS WAYMAN IS AT NINE.NINE OKAY. OH MY CALENDAR, THANK YOU.
BUT THEY DO A GREAT JOB WITH THAT.
CYCLING THE KIDS THROUGH TO MEET DIFFERENT BUSINESSES.
AND THEY DO A LITTLE SMALL SESSIONS THAT THE KIDS CAN GO THROUGH AND SELECT THE THE GRAND OPENING WILL BE ON THE SAME DAY AS SOMETHING ELSE UP THERE, 26 TO 26.
YES. IT'S BECAUSE IT'S THE SAME TIME AS THE AMP PROJECT.
IS THE GRAND OPENING OF THE HENSON BUILDING.
YEAH. AND IN SALISBURY FOR JUNIOR ACHIEVEMENT.
SO, MR. MARKETO AND I WILL BE THERE FOR THAT.
AND THE OTHER PIECE IN THE BOARD WILL GET A MORE FORMAL DISCUSSION OR REPORT, I GUESS WOULD BE A PRESENTATION AT AN UPCOMING MEETING, PROBABLY IN NOVEMBER OR DECEMBER. BUT IT IS NOW OFFICIAL THAT CAROLINE COUNTY HAS AN EDUCATIONAL FOUNDATION.
THEY ARE OFFICIAL, THEY HAVE BEEN CHARTERED OR WHATEVER IT IS.
THEY HAVE ESTABLISHED THEMSELVES.
TALBOT HAS DONE A GREAT JOB TO GET IT STARTED.
AND THE BOARD FOR THAT, THERE IS A BOARD.
THEY HAD SOME SEED MONEY TO START.
SO THEIR NEXT PIECE OF COURSE WILL BE REACHING OUT.
BUT BUT IT WAS WHAT I GOT FROM MR. RAO WAS DEREK, WE'RE OFFICIAL, BUT GIVE US A LITTLE BIT OF TIME TO GET TOGETHER WHAT WE NEED TO TO SHARE WITH THE BOARD.
WE WANT TO GET IN FRONT OF YOUR BOARD AND SHARE WHAT WE'RE HERE FOR AND HOW WE WANT TO SUPPORT.
AND YOU CAN THINK IT, BUT OH MAN.
MORE QUESTIONS CONCERNS, COMMENTS.
I'LL ENTERTAIN A MOTION TO ADJOURN.
BROUCEK. ALL IN FAVOR? AYE. THANK YOU GUYS.
* This transcript was compiled from uncorrected Closed Captioning.