Mar 19, 2024 Board Work Session

[00:00:01]

ALL RIGHT.

[1. Opening Items]

MARCH 19TH, 2024 BOARD WORK SESSION.

WE HAVE SO WE OFFICIALLY CALL OUR MEETING TO ORDER A LITTLE BIT AFTER 6:00.

I APOLOGIZE TO ANYBODY WHO'S WATCHING AT HOME THAT WE'VE JUST GOTTEN WITH YOU NOW.

AND SO, AGAIN, OFFICIALLY CALLED TO ORDER.

WE HAVE PRESENT WITH US TONIGHT.

WE HAVE MICHELE WAYMAN, MARK JONES, MYSELF.

TROY PLUTSCHAK IS ON ON LINE VIA ZOOM, AND DONNA DIGIACOMO IS NOT WITH US HERE AT THE MEETING TONIGHT.

SO LET'S BEGIN OUR MEETING WITH THE PLEDGE OF ALLEGIANCE.

ALRIGHT. THANK YOU VERY MUCH.

CHAIR MALFUNCTION HERE.

ALL RIGHT, SO I NEED TO HAVE A MOTION TO APPROVE OUR AGENDA, ASSUMING THAT YOU DO APPROVE IT.

I MOVE THAT WE APPROVE THE AGENDA FOR TONIGHT'S WORK SESSION.

THEN DO WE HAVE A SECOND? SECOND. GOOD THING.

ALL IN FAVOR? AYE, AYE.

ALL RIGHT, WE'RE READY TO GO WITH OUR AGENDA.

AND I'M ASSUMING THAT TROY CAN HEAR US.

YES, WE TESTED IT EARLIER.

GOT HIM. GOOD. ALL RIGHT, SO LET'S GO RIGHT AHEAD AND GET INTO OUR DISCUSSION ITEMS.

[2.01 Mid-Year Assessment Data]

OKAY. SO AS WE DIVE INTO OUR FIRST DISCUSSION ITEM OF THE EVENING WE'RE GOING TO DO SORT OF AN UPDATE OF WHERE WE ARE ON OUR DATA JOURNEY FOR THE SCHOOL YEAR.

THE BOARD HAD A WORK SESSION EARLIER, AND ACTUALLY YOU HAD A SESSION EARLIER IN THE FALL WHERE WE TALKED ABOUT BEGINNING OF THE YEAR DATA, SO WE WANTED TO UPDATE ON OUR PROGRESS.

SO TONIGHT OUR PRESENTATION WILL BE BROUGHT TO YOU THROUGH A GROUP EFFORT.

MELISSA MULLIGAN, WHO'S OUR SUPERVISOR OF DATA RESEARCH, WILL BE DRIVING THE BUS FOR THE BEGINNING ALONG WITH INFORMATION PROVIDED ON OUR READING AND MATH PROGRESS.

SO WE HAVE DOCTOR VANDENBOSCH, WHO'S OUR SUPERVISOR OF INSTRUCTION FOR MATHEMATICS.

MS. KATIE ALLEN FISHER, SUPERVISOR OF INSTRUCTION FOR ELEMENTARY ELA AND TITLE ONE, AND THEN MRS. RENEE HESSON, WHO IS OUR SUPERVISOR OF SECONDARY ENGLISH AND FINE ARTS.

SO WHAT I'LL SAY AND YOU GUYS HEARD FROM ME EARLIER AND WE HAVE, OF COURSE, HAVE DOCTOR DOWNS, OUR ASSISTANT SUPERINTENDENT, WITH US AS WELL AS YOU ALL HEARD AT THE MARCH MEETING WITH MY SUPERINTENDENT UPDATE.

WE'RE VERY PLEASED THAT A LOT OF THE PROGRESS WE'RE MAKING ON OUR DATA JOURNEY, AND HAS TRULY BEEN A JOURNEY FOR THE RACE TEAM, YOU'LL SEE COME THROUGH IN THE PRESENTATION.

THE RACE IS NOT OVER.

WE ARE NOT DONE.

BUT WE ARE MAKING GREAT PROGRESS AND GREAT STRIDES IN A LOT OF AREAS, NOT JUST IN STUDENT PERFORMANCE, BUT ALSO IN REENGAGING OUR STAFF IN USABLE ASSESSMENT DATA AND USABLE DATA THAT THEY CAN USE TO MAKE DECISIONS ON A DAILY BASIS TO SUPPORT THEIR KIDS.

AND THAT'S BEEN A LOT OF EFFORT OF THESE FOLKS HERE TONIGHT, AS WELL AS OTHER SUPERVISORS, TO REALLY BRING THAT BACK TO THE FOREFRONT AND OUR SCHOOL SYSTEM, AND WE'RE PROUD OF WHAT'S HAPPENING NOW WITH WHAT OUR TEACHERS ARE DOING AND WHAT OUR SUPERVISORS AND PRINCIPALS ARE DOING ON THE DAILY.

SO WITH THAT, I'M GOING TO PASS TO MRS. MULLIGAN TO START US OFF AND WALK THROUGH THE INFORMATION.

THANK YOU, THANK YOU, THANK YOU.

GOOD INTRO. I CAN SKIP THAT.

MR. MARTIN, MEMBERS OF THE BOARD, THANK YOU FOR BEING HERE WITH US.

SO WE TOOK A LITTLE BIT OF A, I DON'T WANT TO SAY A JOURNEY, BUT A LITTLE EXTENSION FROM WHAT WE DID AT THE BEGINNING OF THE YEAR.

SO WE'LL BE TALKING ABOUT OUR DATA LIKE THE, OUR DIAGNOSTIC DATA, BUT WE WANT TO EXPAND THAT A LITTLE BIT, A LITTLE BIT TO LOOK AT SOME OTHER TYPES OF DATA THAT MIGHT GIVE YOU AN IDEA OF WHAT'S GOING ON IN THE INSTRUCTION WORLD.

SO CCPS HAS A MULTI YEAR PLAN CRAFTED DURING THE 22-23 SCHOOL YEAR.

THAT PLACES A SIGNIFICANT EMPHASIS ON LEVERAGING STUDENT DATA TO ENHANCE ACADEMIC ACHIEVEMENT, UNDERSCORING THE IMPORTANCE OF NOT MERELY HAVING ACCESS TO STUDENT DATA, BUT ACTIVELY EMPLOYING IT TO DRIVE POSITIVE OUTCOMES IN EDUCATION.

LAST YEAR WE'VE BEEN DRIVEN BY THE THE STRATEGIC PLAN FOR SEVERAL YEARS NOW.

AND THAT GOAL, ONE ACADEMIC EXCELLENCE REALLY GOT A BOOST LAST YEAR WITH A RE IMAGINATION OF HOW WE MIGHT UTILIZE THOSE TOOLS.

SO THAT SECOND BULLET IS TALKING ABOUT FINDING THE RIGHT TOOL AND TEACHING PEOPLE HOW TO USE THE TOOL. SO REALLY MUCH OF OUR WORK HAS STARTED TO REALLY GREAT GAIN MOMENTUM.

[00:05:10]

SO OUR DATA IS GETTING DOWN INTO THE CLASSROOM LEVEL AND IT'S IMPACTING STUDENTS.

AND I HOPEFULLY WE CAN SHOW YOU A LITTLE EVIDENCE THAT THAT'S GOING ON.

SO THIS IS JUST A REMINDER.

THERE ARE LOTS OF DIFFERENT KINDS OF DATA THAT WE'RE TALKING ABOUT HERE.

AND IN THAT PREVIOUS SLIDE WE TALKED ABOUT THE CULTURE OF A DATA INFORMED DECISION MAKING PRACTICE.

THE DATA THAT TEACHERS ARE WORKING WITH THAT ARE AT SCHOOL, ADMINISTRATORS ARE WORKING WITH, COMES HAS LOTS OF DIFFERENT LABELS AND SOME OF IT IS VERY SHORT CYCLE FORMATIVE.

I BROUGHT MY CRUISING CLIPBOARD TO REMIND ME THAT SOME OF IT IS RIGHT ON THE FLY.

IT'S WHAT WE THOSE ONGOING ASSESSMENTS THAT THAT TEACHERS DO, JUST OBSERVING STUDENTS, LISTENING TO STUDENTS AND KEEPING TRACK OF WHAT THEY SAY.

ALL AS FAR AS UNIT ASSESSMENTS.

SO SMALLER CHUNKS OF LONGER CHUNKS OF LEARNING TIME.

BIG CHUNKS OF LEARNING TIME WOULD BE OUR MCAT.

THAT'S MORE LIKE THE END OF OUR LEARNING PROCESS.

SO ALL OF THOSE PIECES TOGETHER ARE ASSESSMENT.

I JUST WANT TO REMIND US THAT ASSESSMENT ISN'T TESTING.

TESTS ARE A KIND OF ASSESSMENT, BUT THEY'RE NOT THE ONLY TYPE OF ASSESSMENT THAT INFORMS WHAT WE'RE DOING IN SCHOOLS.

SO HERE'S MY FIRST PIECE OF EVIDENCE FOR YOU.

IN THIS SLIDE I HAVE LOGIN BY ROLE.

SO THIS IS THE NUMBER.

I THINK IT'S IMPORTANT TO NOTE HERE THAT WE'VE HAD MORE LOGINS BY TEACHERS IN YEAR TO DATE IN 23-24 THAN WE HAD IN ALL OF 22-23 CHANGES, A PROCESS WE CAN'T REALLY IT'S NOT AN EVENT. IT TAKES TIME TO HAPPEN.

WE CAN'T NECESSARILY MEASURE A CULTURAL SHIFT, BUT WE CAN SEE EVIDENCE OF IT.

THE FREQUENCY THAT PEOPLE ARE LOGGING IN TO PERFORMANCE MATTERS TELLS US THAT THERE'S SOMETHING IN THAT DATABASE THAT'S USEFUL TO THEIR JOBS AND HELPS THEM TO BE A BETTER INFORMED EDUCATOR.

SO PERFORMANCE MATTERS IS ONE OF OUR BEST WAY TO DESCRIBE IT IS LIKE A DATA WAREHOUSE.

IT'S WHERE A LOT OF OUR ASSESSMENT DATA LIVES.

MR. WAYMAN I KNOW YOU'RE FAMILIAR WITH IT.

IF YOU PUT THINGS IN THERE THAT'S WORTH LOOKING AT, PEOPLE WILL GO TO IT.

AND IF YOU HELP PEOPLE UNDERSTAND HOW TO USE IT, THEN THEY START GOING TO IT.

AND WE'RE REALLY SEEING A TREMENDOUS UPTICK WITH THE WORK THAT THESE LADIES HAVE DONE.

OVER THE COURSE OF THE LAST YEAR.

I THINK IT'S IMPRESSIVE THAT THE TEACHERS, YOU KNOW, IT'S QUITE A JUMP THERE, BUT I THINK IT'S MORE IMPRESSIVE TO SEE THE PRINCIPALS.

YES. AND I THANK YOU FOR MENTIONING THAT.

I DID WANT TO MENTION THAT PRINCIPAL AND BUILDING ROLE IS NOT JUST ADMINISTRATORS.

THOSE ARE ANYONE WITH A BUILDING LEVEL ACCESS.

SO IT COULD BE SCHOOL COUNSELORS, OUR TEACHER SPECIALISTS.

BUT IT IS ALSO PRINCIPALS ASSISTANT PRINCIPALS.

SO THAT THAT MIDDLE ROLE, THAT MIDDLE LINE, THERE IS ANYONE WHO SEES ALL OF THE DATA OF THE STUDENTS IN THE SCHOOL.

USUALLY IT'S A NON-CLASSROOM BASED ROLE.

OUR DISTRICT USERS WENT WE WENT FROM LOGGING IN 110 TIMES LAST YEAR TO 1352 AS OF THE DAY THAT I PULLED THIS DATA.

THAT'S GREAT. WE OBVIOUSLY DO NOT HAVE 1352 ADMINISTRATORS AT THE CENTRAL OFFICE.

IT'S PROBABLY THE FOUR PEOPLE SITTING RIGHT HERE HAVE LOGGED IN.

YEAH, YEAH. THE MAJORITY OF US IN THIS ROOM CONSTITUTE MOST OF THOSE LOGINS.

YES. SO SOME PEOPLE THINK YOU HAVE THAT MANY PEOPLE.

WELL, THEY MAY THINK THAT'S THE BUDGET CONVERSATION, MR. BARTON, BUT THIS IS IT.

YEAH. THAT'S A LOT OF LOGINS.

THAT'S A LOT OF LOGINS.

IT'S A LOT OF INFORMATION A LOT OF KIDS.

YEAH. YES IT IS.

YEAH. SO GETTING BACK TO LIKE WELL HOW MANY.

SO THIS SLIDE AND I WANT TO GO TO THE VIDEO.

LAST YEAR WE HAD 23 ASSESSMENTS IN THE PERFORMANCE MANAGED PLATFORM.

SO ONE OF THE THINGS THAT IT DOES IS AN ONLINE ASSESSMENT PLATFORM.

AND THE QUESTION TYPES MIRROR THOSE ON STATE ASSESSMENTS.

SO LAST YEAR WE HAD 23 ASSESSMENTS IN THERE.

THIS YEAR WE HAVE 155 ONLINE ASSESSMENTS READING AND MATH.

[00:10:02]

BUT THE MAJORITY THE LION'S SHARE ARE READING AND MATH.

AND TO CLARIFY, I DON'T MIND.

I WANT TO JUST ILLUSTRATE THAT THESE WERE ALREADY ASSESSMENTS.

THEY JUST WEREN'T BEING PUT IN A WAREHOUSE FOR OTHER PEOPLE TO USE AND ACCESS AT A ONE LOCATION AND BE ABLE TO TRIANGULATE DATA.

SO IT'S NOT LIKE WE'RE ADDING IT'S WE'RE PUTTING IT IN WHERE IT BELONGS SO THAT WE CAN ACCESS IT.

AND IT'S NOT THEY'RE NOT WORKING IN SILOS.

IS THAT IS THAT KIND OF CLARIFY? YES. SO ARE ANY OF THEM LIKE REQUIRED THAT THE THAT THE STUDENTS USE OR WHATEVER? ARE THESE STUDENT ASSESSMENTS? SO THEY'RE COMMON ASSESSMENTS.

YEAH. AND ACROSS THE DISTRICT AND ACROSS GRADE LEVELS.

SO WE KNOW THAT THEY'RE BEING UTILIZED.

AND IT ALLOWS US TO ALSO NOT ONLY GATHER DATA IN THE MOMENT IN ENGLISH, FOR EXAMPLE, SOMETHING THAT YOU'RE PROBABLY AWARE OF THAT IS A CHALLENGE WITH ASSESSING IN ENGLISH LANGUAGE ARTS IS THAT THOSE ASSESSMENTS ARE LONG AND TEXT BASED AND QUITE DIFFICULT TO DO IN A SHORT AMOUNT OF TIME.

AND SO WHAT WE'RE ABLE TO DO WITH THIS PARTICULAR TOOL, AND THE ASSESSMENTS THAT ARE IN IT, IS TO LOOK AT A SINGLE STANDARD WITH A SHORTER PIECE OF TEXT AND REALLY DIVE VERY DEEPLY INTO ASKING QUESTIONS ABOUT THAT STANDARD, BUT MAYBE IN A VARIETY OF WAYS, AND THEN ALSO BETTER GET A DIPSTICK OF, WELL, IS IT ABOUT THE QUESTION OR IS IT ABOUT THE STANDARD? AND FOR IT FROM A TEACHER STANDPOINT, THEY LOVE IT BECAUSE IT ALLOWS THEM TO ALSO SAY, OKAY, THE STUDENT HAS SHOWN PROFICIENCY OR MASTERED THIS STANDARD THAT, YOU KNOW, IS ALSO TEXT DEPENDENT.

AND SO SOMETIMES IT'S DIFFICULT TO TAKE THOSE TWO THINGS OUT OF THE EQUATION AND ALSO SAY, WELL, WHAT WHAT IS IT LACK OF BACKGROUND KNOWLEDGE? IS IT TIME? IS IT ATTENTION AND FOCUS ON THE TASK? SO THAT'S HOW THIS IS HELPING US IN ENGLISH.

AND THESE COMMON ASSESSMENTS HELP US BECAUSE IT'S LEVEL SETTING ACROSS SCHOOLS.

SO YEAH IT'S AN EQUITY THAT IS OPPORTUNITY.

SO CAN YOU.

YEAH. SO WE CAN'T BRING YOU THE SOME OF THESE ASSESSMENTS ARE ONLY 4 OR 5 QUESTIONS.

THEY'RE RELATIVELY SHORT.

CAN YOU JUST HIT PLAY. SO THIS IS WHAT THE DASHBOARD WOULD LOOK LIKE FROM A TEACHER'S PERSPECTIVE.

I'VE MASKED THE STUDENT NAMES AND THE TEACHERS INFORMATION, BUT THEY WOULD GO INTO THEIR DASHBOARD.

PRINCIPALS WOULD COULD ALSO HAVE THE SAME LOOK.

THEY GO TO THE STUDENT ITEM ANALYSIS.

THIS PARTICULAR REPORT HAS BEEN USED BY 109 DIFFERENT USERS IN THE DISTRICT.

SO EACH DOWN THE LEFT HAND COLUMN, THOSE ARE THE STUDENT NAMES.

THEY'VE BEEN DISGUISED FOR THE PROTECTION OF THE STUDENTS INFORMATION.

BUT IT GIVES THE A STOPLIGHT REPORT OF THE STUDENT'S PROGRESS WITH EACH STANDARD.

IT'S DYNAMIC, MEANING THAT IF I WANT TO FILTER IT DOWN AND SEE WHICH STUDENTS STRUGGLED WITH THIS STANDARD, I CAN SEE THAT ALL OF THE STUDENTS THAT ARE ON THE SCREEN RIGHT NOW GOT THAT LAST QUESTION, SCORED A ONE ON THAT LAST QUESTION, BUT THEY DIDN'T ALL HAVE THE SAME OVERALL SCORE ON THE ASSESSMENT.

SO THE TEACHER CAN JUST PULL THOSE STUDENTS ASIDE.

AND AS YOU HOVER OVER IT, IT HAS A POP UP MENU TO SEE.

THIS WAS A TEXT RESPONSE.

THE TEACHER CAN SEE WHAT THE STUDENTS WROTE IN THAT TEXT BOX WITHOUT CLICKING ON A THOUSAND DIFFERENT NAMES.

AND THEY CAN MAKE SOME ADDITIONS.

THEY CAN MAKE SOME INFORMED DECISIONS.

THEY CAN DOWNLOAD A REPORT THAT JUST HAS THAT STUDENT'S INFORMATION IF THEY'RE GOING TO HAVE A, SAY, A PARENT CONFERENCE OR THEY'RE TAKING IT TO A STUDENT SUPPORT THEIR STUDENT SUPPORT TEAM.

EVERYTHING IS SORTABLE GIVES A SYNOPSIS OF HOW THE STUDENTS DID.

SO THIS THERE'S ONE MATH ASSESSMENT AND THEN ONE READING ASSESSMENT.

I JUST WANT TO SHOW YOU WHAT IT KIND OF WHAT IT LOOKS LIKE FROM THE TEACHERS PERSPECTIVE.

THEY VERY QUICKLY CAN GET IN THERE AND DRILL DOWN TO WHATEVER PIECE OF INFORMATION THEY NEED.

AND THEY CAN SEE THEIR, THEIR RESPONSES, HOW THEIR STUDENTS DID COMPARED TO THE DISTRICT SO THAT THEY CAN KNOW, OKAY, WELL, MY STUDENTS OUTPERFORMED ON THIS ONE, BUT THEY DIDN'T ON THAT ONE. SO I'M GOING TO GO REACH OUT TO THE COACH IN MY BUILDING AND ASK ABOUT WAYS THAT I MIGHT RETEACH THIS OR ASK FOR SOME ADDITIONAL SUPPORT.

SO IT PROVIDES OPPORTUNITIES FOR THE TEACHERS TO ADDRESS STUDENT LEARNING DIFFICULTIES, BUT ALSO GIVES THE COACHES IN THE BUILDING A JUMPING OFF POINT FOR PROFESSIONAL DEVELOPMENT.

WITHOUT BEING INTRUSIVE.

IT'S A LOT OF INFORMATION.

[00:15:01]

OKAY, SO MUCH EASIER TO USE NOW THAN WHAT IT WAS WHEN PERFORMANCE MATTERS FIRST CAME OUT AND DID HANDWRITTEN NOTES.

THOSE ARE NOT SORTABLE AND SEARCHABLE IN THE SAME WAY.

AND SO TO AUTOMATE THAT FOR TEACHERS THAT THEY'RE ALREADY DOING, THEY'RE ALREADY TRACKING AND MONITORING WHERE KIDS ARE DAY TO DAY.

BUT IN THIS WAY THEY'RE ABLE TO BETTER THEN QUICKLY IDENTIFY BOTH SMALL GROUP AND GIVE THEM THE INFORMATION THAT THEY NEED.

AND. ONLY THEY NEED, NOT THE WHOLE CLASS.

SO THIS BECOMES A TOOL TO HELP THE TEACHER PERSONALIZE THEIR ABSOLUTE WORK WITH AN INDIVIDUAL STUDENT.

NOT ALL KIDS ARE THE SAME.

NOT ALL KIDS LEARN THE SAME AS YOU KNOW BETTER THAN I DO, BUT IT GIVES THEM ANALYTICS DATA AND NOT JUST GUESS EXACTLY, NOT HOW I FEEL THEY DID.

IT'S HOW I KNOW THEY DID.

AND THEY CAN.

A TEACHER CAN FIND IN 30S INFORMATION THAT WOULD TAKE THEM HOURS AND HOURS TO TO GLEAN.

YEAH. IT'S JUST IT'S JUST SO MUCH MORE AUTOMATED AND MORE DYNAMIC THAN ANYTHING THEY CAN DO BY HAND AND BY THE TIME THEY'RE GOING THEIR STUDENT.

YEAH. SO IT FOLLOWS THE STUDENT.

AND THAT IS ALSO SOMETHING THAT WE HAVE NOT NECESSARILY BEEN ABLE TO BENEFIT FROM WITH SOMETHING THAT'S NOT ELECTRONIC.

YEAH. THIS GOES THROUGH HIGH SCHOOL.

YES, MA'AM. OH, ABSOLUTELY.

IT HAS TO END TO GRADUATION, ACTUALLY.

WELL THAT'S GOOD BECAUSE BY THE EIGHTH, NINTH GRADE, AT LEAST, YOU KNOW IF YOU NEED TO, YOU CAN SIT DOWN WITH THE KID AND SAY THIS, THIS, THIS, THIS, THIS.

AND IT HELPS WITH GOAL SETTING.

YEAH, YEAH. YOU KNOW, FOR FOLKS, FOR STUDENTS WHO MAY BECOME DISENGAGED.

YOU'RE RIGHT. WITH OUR WITH OUR STUDENTS WHO ARE IN UPPER MIDDLE AND HIGH SCHOOL.

RIGHT. THAT IS AN OUTSTANDING WAY THAT WE CAN RECONNECT THEM.

I THINK TOO, SOMETIMES, LIKE AS A PARENT, MAYBE YOUR KID'S IN SEVENTH OR EIGHTH GRADE AND YOU'RE LIKE, MAN, THIS CHILD HAS BEEN HAVING TROUBLE WITH THIS SINCE FOURTH GRADE.

WELL, YOU CAN ACTUALLY NOW LOOK BACK AND SAY IS THERE SOMETHING TO WHAT THIS PERSON IS SAYING? I MEAN, THAT'S A LONG WAYS TO GO BACK, BUT AT LEAST YOU KNOW WHAT I MEAN.

YOU AND THIS, IT'S JUST A FEW CLICKS OF A BUTTON.

WHAT HELPS MR. JONES IS WE'RE BUILDING THIS OUT, AND WE HAVE BEEN.

AND YOU'LL START TO SEE IN SOME OF THE DATA WE LOOK AT, WE'RE LOOKING AT TONIGHT.

WE'RE DOING A MUCH BETTER JOB AT IDENTIFYING THE KIDS WHO WERE STRUGGLING EARLIER AND INTERVENING BETTER.

AND I WOULD SAY NOT QUICKER, BUT BETTER, BECAUSE IT'S NOT ABOUT SPEED, BUT WE'RE IDENTIFYING IN A BETTER WAY THAT'S SUPPORTING THEM.

AND BY HAVING THE DATA READILY ACCESSIBLE, WE ALSO KNOW, IS THIS REALLY MAKING AN IMPACT? WHAT I'M TRYING.

AND IF NOT, THEN WE GO BACK TO THE BOARD AND FIND SOMETHING ELSE.

BUT IT'S GIVING THOSE QUICKER DECISIONS SO WE HAVE LESS OF THOSE LONGER TERM, LONGER TERM THINGS TO WORK THROUGH.

YEAH, YEAH. ONE OF THE I'M SORRY THE INTERVENTION IS PRESCRIPTIVE.

SO IT'S NOT LIKE USING A BROAD STROKE TO ADDRESS A STUDENT'S NEED.

SO THAT ALSO IS HELPFUL.

AND THEN OF COURSE WITH WHAT I DO WORK IS WHAT WILL HELP THE TEACHER KNOW THAT IT HAD AN IMPACT.

SO IT'S PRESCRIPTIVE, WHICH ACTUALLY TIES INTO THE NEXT SLIDE.

SO WHAT IS THE WHAT'S THE YOUTUBE LINK? IS THAT LIKE.. SO THAT WAS THE THE VIDEO THAT YOU JUST SAW THE VIDEO.

I JUST ONE TWO MORE POINTS.

THE, THE 450% INCREASE IN BASEBALL CARD.

THAT'S WHERE ALL THE THAT'S THE REPORT WHERE ALL THE OTHER DATA IS.

SO SO NOT IN ADDITION TO THE LOCALLY, LOCALLY GIVEN ONLINE ASSESSMENTS I-READY AND DIBELS AND COMMON LIT AND AP SCORES AND SAT SCORES AND CAP AND EVERYTHING, WHATEVER IS IN THAT REPOSITORY, 450% INCREASE FROM LAST YEAR.

AND I DON'T KNOW IF SHE'S WATCHING, BUT MISSY BUTLER DESERVES A YES, A PRIZE, A CROWN, A MAGIC WAND.

YES. BECAUSE SHE HAS CLEANED CLEANED UP THE DATA SO THAT IT'S ORGANIZED LOGICALLY.

IT'S THEIR FOLDERS.

THEY MAKE SENSE. AND HOW THEY'RE THEY'RE NAMED IN THE SAME WAY.

SHE'S FIXED THE COLOR CODING ON ON ASSESSMENTS.

SHE'S SHE HAS MANHANDLED THAT PLATFORM AND MAKE IT DO WHAT SHE WANTED IT TO DO.

GREAT. SO SHE'S LISTENING.

KUDOS, MISSY. OKAY, SO THIS IS YOU GUYS ARE ON.

SO THIS YEAR WE HAVE SET OUT TO REVAMP, ESPECIALLY IN ELEMENTARY OUR INTEGRATED MULTI-TIERED SYSTEMS OF SUPPORT OR IMTSS. AND SO THAT IS TIER ONE BEING CORE INSTRUCTION.

WHAT EVERY STUDENT RECEIVES ACCORDING TO STATE STANDARDS.

[00:20:02]

AND THEN IF A STUDENT IS CONTINUING TO NOT SHOW PROGRESS IN TIER TWO, WE WOULD THEN ADD CORE PLUS MORE PLUS MORE, WHICH WOULD BE TIER THREE.

SO WE'VE MADE MANY CHANGES THIS YEAR.

IN ELEMENTARY IMTS I'M STILL GETTING USED TO CALLING IT IMTS INSTEAD OF MTSS IN ORDER TO BETTER SERVE OUR STUDENTS.

SO THIS YEAR, SOMETHING THAT WE ADDED THAT WAS REALLY MISSING AND HOW WE IDENTIFIED STUDENTS.

WE'VE HAD DIBELS NOW FOR A COUPLE OF YEARS AS OUR SCREENER.

SO THAT FLAGS THE STUDENT AS HAVING POTENTIAL READING DIFFICULTIES.

BUT FROM THERE, THE DATA WAS REALLY DIFFICULT TO USE THAT TO REALLY PINPOINT WHAT THE SKILL WAS.

WE NO LONGER LEVEL OUR STUDENTS BECAUSE THAT'S REALLY JUST KIND OF AN ARBITRARY COMPANY CREATED SYSTEM.

SO INSTEAD NOW WE USE THE QUICK PHONICS SCREENER, WHICH IS THE CONTINUUM OF PHONICS SKILLS THAT YOU NEED IN ORDER TO DECODE.

AND SO IF A STUDENT IS FLAGGED ON DIBELS AS BEING AT RISK OUR RTTS, READING RESOURCE TEACHERS AND OUR RITS, OUR READING INTERVENTION TEACHERS AT THE ELEMENTARY LEVEL SPENT THE ENTIRE MONTH OF SEPTEMBER PULLING THOSE STUDENTS ONE ON ONE TO ADMINISTER THE QPS.

IT'S A ONE ON ONE ASSESSMENT PAPER PENCIL ASSESSMENT.

AND YOU BASICALLY GO UNTIL THE STUDENT REACHES A POINT OF THIS IS NO LONGER THEIR INSTRUCTIONAL LEVEL OR TO FIND THEIR INSTRUCTIONAL LEVEL.

SO ONCE WE PINPOINT THAT SKILL, IT COULD BE, FOR EXAMPLE, VOWEL CONSONANT E WORDS IS WHERE THEY ARE AT THEIR LEVEL OF FRUSTRATION.

THAT'S WHERE THE STUDENTS WERE GROUPED.

THE READING INTERVENTION TEACHERS AND RESOURCE TEACHERS GROUPED STUDENTS WITHIN THE ENTIRE GRADE LEVEL.

SO THAT WORK WAS DONE FOR THE TEACHERS.

THEY GROUPED THE STUDENTS ACCORDING TO THEIR COMMON NEED, THEIR PHONICS WHERE THEIR PHONICS DEFICIT WAS, AND THEN REGROUPED THEM AMONGST THE GRADE LEVEL.

SO NOW MISS JONES MAY HAVE A STUDENT.

ONLY THE STUDENTS IN HER ROOM IN THIRD GRADE WHO ALL ARE ON A SIMILAR SKILL.

SO DURING THAT INSTRUCTIONAL LEVEL, SUPPORT BLOCK THAT TIER TWO TIME, THE GRADE LEVEL GETS SHUFFLED.

SO INSTEAD OF HAVING TO PLAN FOR STUDENTS WHO ARE AT THE LOWEST POINT IN THE QPS ALL THE WAY UP TO THE HIGHEST POINT, OR HAVE EVEN EXITED A PHONICS NEED, THEY'RE NOW ONLY PLANNING FOR MAYBE VOWEL CONSONANT E AND ARE CONTROLLED, AND THOSE ARE THE ONLY TWO GROUPS OF STUDENTS THAT THEY ARE WORKING ON AND WORKING INTENSIVELY WITH DURING THAT TIME.

NOW, THIS YEAR WE WERE ALSO ABLE TO BEGIN HAVING MONTHLY DATA DISCUSSIONS.

SO EVERY SINGLE MONTH WE MEET THE AGAIN RRT, THE RIT MEET WITH TEACHERS DURING THEIR PLANNING AND THEY BRING WITH THEM THE MOST RECENT DATA FROM TIER TWO.

AND IT'S REALLY AMAZING TO SIT AND WATCH.

I'VE TEXTED DEREK AND TARA SO MANY TIMES BECAUSE I'VE BEEN IN THOSE MEETINGS.

I MAKE AS MANY OF THEM AS I POSSIBLY CAN.

SEEING THE STUDENTS EXIT AND MOVE THROUGH THE SKILLS, IT'S OKAY.

ALL FIVE OF MY KIDS ARE MOVING OUT OF VOWEL CONSONANT E TO OUR CONTROL, AND THEY'RE MOVING THROUGH THE CONTINUUM.

AND THE TEACHERS ARE EXCITED.

THAT'S REALLY THE BEST THING, IS THAT THEY'RE LIKE, WHAT I'M DOING IS WORKING, AND THEY'RE SO EXCITED TO SEE THE MOVEMENT IN THEIR STUDENTS.

ALSO THIS YEAR WE HAVE ALIGNED OUR TIER TWO OPTIONS MORE EFFECTIVELY.

BEFORE WE HAD, IN MY OPINION, AND AT MY OWN FAULT, A MENU THAT WAS FAR TOO LARGE WITHOUT THE EXPLICIT DATA WITH THE QPS TO PINPOINT WHAT STUDENTS NEEDED.

SO NOW WE HAVE THAT DATA TO PINPOINT EXACTLY WHAT THEY NEED, AND WE ONLY HAVE A COUPLE OF TIER TWO OPTIONS FOR EXPLICIT RESEARCH BASED AND EVIDENCE BASED INSTRUCTION.

AND THE TEACHERS, AGAIN, ARE REALLY ENJOYING HAVING I KNOW I'M TEACHING REALLY GREAT READING, PHONICS AND SPELLING.

I'M USING THAT RESOURCE INSTEAD OF I HAVE ALL OF THESE RESOURCES.

IT'S OVERWHELMING.

AND THEY HAVE A SHORT PERIOD OF TIME TO PLAN FOR THAT KIND OF INSTRUCTION.

WE'VE ALSO NARROWED DOWN OUR TIER THREE OPTIONS.

SO THOSE STUDENTS THAT DO REQUIRE TIER TWO PLUS TIER THREE, WE NOW ARE RELYING SOLELY ON ORTON-GILLINGHAM PLUS OR OG PLUS. THE PROGRAM IS CALLED, WHICH IS REALLY A TRIED AND TRUE IN ALIGNMENT WITH ALL OF THE RESEARCH PROGRAM.

AND I ASPIRE AND WE'RE COLLECTING DATA CURRENTLY ON THE VALIDITY AND EFFICACY OF ICEFIRE TO DETERMINE IF WE'RE GOING TO KEEP IT FOR NEXT YEAR.

IS THE QPS A PART OF THE SCIENCE OF READING? YES, YES.

SO IT IS IN ALIGNMENT WITH THE SCIENCE OF READING BECAUSE IT IS NOT BASED IN ANY PROGRAM, WHICH IS REALLY THE MOST BEAUTIFUL THING ABOUT THE SCIENCE OF READING IS THAT IT'S NOT A PROGRAM.

AND SO THE PS IS A CONTINUUM OF SKILLS, AND IT'S HOW A PERSON LEARNS TO READ.

YOU GO FROM FROM CVC WORDS TO CVC WORDS TO OUR CONTROL.

[00:25:06]

SO REALLY YOU COULD PICK ANY CURRICULAR RESOURCE AND USE THE QPS IN ORDER TO TO PINPOINT WHAT STUDENTS NEED BECAUSE IT'S IT'S NOT SOLD. IT'S FREE.

YOU MAY HAVE SAID THAT. SO WHAT AGE STARTS THAT WE'RE STARTING THAT IN KINDERGARTEN GRADE.

WOW. SO WE'RE ABLE TO WE HAVE LEARNED SOME THINGS THIS YEAR WITH WHEN WE.

WANT TO START IT. SO THIS YEAR WE STARTED SCREENING ALL STUDENTS K TO FIVE RIGHT AFTER DIBELS.

WE LEARNED THIS YEAR BEING OUR FIRST YEAR WITH THIS WHOLE REVAMP, THAT WE REALLY WANT TO WAIT WITH K AND ONE UNTIL MAYBE AFTER FIRST QUARTER.

BECAUSE WE FOUND WE REALIZED THAT WE WERE ACTUALLY HOLDING FIRST GRADERS ACCOUNTABLE FOR SOME THINGS THEY HADN'T YET LEARNED, WHICH SEEMS LIKE A WELL, WHY WOULD YOU DO THAT? BUT IT'S BECAUSE WE WANTED TO JUMP ON GETTING STUDENTS THE HELP THEY NEEDED.

SO THAT'S JUST A LESSON LEARNED FOR NEXT YEAR.

WE'RE GOING TO WAIT TILL AFTER FIRST QUARTER FOR THOSE STUDENTS AND THEN USE.

THE K IS STILL LEARNING SOME SOUNDS.

THEY'RE LEARNING LETTERS AND SOUNDS ALL THE WAY THROUGH THE FIRST SEMESTER.

SO THEY ARE ALSO A I'M ALWAYS VERY COGNIZANT OF EARLY CHILDHOOD AND WHAT IT SHOULD LOOK LIKE.

SO I WE REALLY BACKED OFF ON JUMPING TO WHERE WE'RE KIND OF DOING THE DOUBLE DUTCH OF EARLY INTERVENTION VERSUS WHAT'S DEVELOPMENTALLY INAPPROPRIATE OR DEVELOPMENTALLY APPROPRIATE.

I DO WANT TO HIGHLIGHT FOR YOU ON THE NEXT SLIDE, THE PIECE ABOUT OUR TIER THREE SUPPORT, BECAUSE WE HAVE BEEN VERY EXPLICIT ABOUT TIER ONE AND TIER TWO.

WE HAVE A SIGNIFICANT, SIGNIFICANTLY LESS STUDENTS WHO ARE IN NEED OF THAT MOST INTENSIVE SUPPORT.

OUR SCHEDULING HISTORICALLY IN ELEMENTARY HAS PROVIDED AN ENTIRE INTERVENTION PERIOD TO PROVIDE INTERVENTION SUPPORTS FOR ALL STUDENTS.

WHAT WE'RE FINDING WITHIN OUR DATA, AND BY BUILDING IN THE TIER TWO DURING THE DAY, WE DO NOT HAVE THE NEED FOR AN INTERVENTION PERIOD BECAUSE MOST OF OUR STUDENTS ARE GROWING.

NUMBER OF OUR STUDENTS DO NOT NEED THAT INTENSIVE PIECE, BUT WE STILL HAVE TO PROVIDE TIME FOR THE STUDENTS TO RECEIVE RECEIVE THE INTENSIVE INTERVENTION COMPONENT.

AND WHERE WE HAVE BEEN FINDING THAT TIME IS BEFORE OR AFTER SCHOOL FOR TUTORING.

WE'VE HAD MONEY TO PAY FOR IT THROUGH GRANTS IF STUDENTS CAN MAKE IT, AND IF NOT, WE'VE WORKED WITH FAMILIES AS WELL, BUT THEY'RE GETTING THE TIME AS A PULL OUT DURING SCIENCE OR SOCIAL STUDIES.

THERE'S BEEN IT'S CAUSED A LITTLE BIT OF CONSTERNATION FROM FOLKS.

IT'S A FORMER SOCIAL STUDIES TEACHER.

I COMPLETELY UNDERSTAND THE CONSTERNATION.

BUT AT THE SAME TIME LITERACY AND MATHEMATICS ARE FOUNDATIONAL SKILLS.

AND IF STUDENTS DON'T, IF WE DON'T GET THOSE RIGHT IN ELEMENTARY SCHOOL, SCIENCE AND SOCIAL STUDIES WILL BE AN ABSOLUTE UPHILL BATTLE FOR THE REMAINDER OF THEIR TIME WITH US, AS WELL AS EVERY OTHER CLASS THEY'RE GOING TO HAVE.

SO WE'VE HAD TO CARVE OUT A LITTLE BIT THAT WAY TO FIND THE TIME.

THE NUMBERS ARE SMALL AND WE DO WORK WITH STUDENTS, SO THEY'RE STILL ACCESSING THE CREDIT, BUT SOME OF THEIR TIME COMING OUT IS GOING TO BE THEN.

AND IT'S WORKED OUT WELL FOR US.

AGAIN, IT'S WE'VE HAD TO HAVE SOME CONVERSATIONS AND EXPLAIN THE WHY, BUT IT IS WORKING FOR US.

AND A BIG PART OF IT IS ALSO BECAUSE THAT NUMBER OF STUDENTS WHO HAVE REQUIRED TIER THREE IS SO SMALL COMPARED TO WHERE WE WERE.

SO THAT GROUP OF STUDENTS THAT REQUIRED A TIER THREE SUPPORT, THAT IS NOT THE BEFORE SCHOOL GROUP, IS IT? THAT IS, THEY COULD BE.

THEY COULD BE IF THE IF THE FAMILY ELECTS TO CHOOSE THAT OPTION.

YES. OKAY. BECAUSE WE HAVE FOLKS WHO WE DO HAVE SOME WHO WILL FAITHFULLY SHOW UP AND TAKE IT THEN.

AND WE HAVE STAFF TO DO IT.

SO IF THEY WANT TO, THEY CAN GET IT THEN, OR IT'LL BE DURING THE DAY.

SO YOU HAVE BEFORE AND AFTER SCHOOL.

IT VARIES DEPENDING ON THE SCHOOL.

I'M SORRY. IT VARIES BY BUILDING.

SURE. THE AVAILABILITY OF STAFF WHO ARE TRAINED AND SO FORTH, BUT YES, THAT IS YES.

AND SO THAT'S WHEN WE'RE OFFERING IT.

FIRST, IF THERE IS SOMEONE AVAILABLE AND WE'VE ALREADY RUNNING, WE OFFER TO THE PARENT BEFORE AFTER SCHOOL.

BUT IF THAT DOESN'T WORK THEN WE SAY THIS IS, YOU KNOW, PLAN C.

IF THEY ARE IN AGREEMENT WITH PLAN C, THEY GIVE US PERMISSION TO DO THAT.

THANK YOU. SO FOR MATH AND ELEMENTARY WE DO NOT HAVE A SCREENER THAT WE LOVE CURRENTLY.

WE SHARE WITH YOU A LITTLE BIT OUR M-CLASS DATA, BUT WE FOUND THAT THAT SCREENER DOESN'T ALIGN WITH COMMON CORE STANDARDS, SO IT DOESN'T MATCH EXACTLY OUR CURRICULUM.

SO WE WANT TO INTERPRET THAT DATA WITH A BIT OF CAUTION.

WE ARE WORKING WITH ONGOING ASSESSMENT PROGRAM, WHICH IS GAP.

I KIND OF EQUATE THAT WITH THE SCIENCE OF MATH.

IT'S BASICALLY TEACHING TEACHERS LEARNING PROGRESSIONS AND WHY STUDENTS STRUGGLE WITH CERTAIN CONCEPTS.

SKILLS THEY NEED FOR THOSE CONCEPTS.

[00:30:02]

SHE DOESN'T. SHE DOESN'T.

YOU DON'T KNOW? YEAH.

THAT'S THE POINT OF A PILOT.

YEAH. YEAH. SO.

AND WE PILOTED THAT THIS YEAR, AND IT'S SHOWING US SOME DATA THAT'S VALUABLE DATA FOR US TO DIG INTO.

BUT WHAT WE HAVE FOUND IS THAT IT DOESN'T QUITE ALIGN YET.

BUT THAT'S NOT ONLY OUR ONLY DATA POINT.

WE OF COURSE, HAVE I-READY DATA POINTS.

OUR BRIDGES PROGRAM ACTUALLY GIVES US PRE AND POST TESTS SO WE CAN TEST STUDENTS INTO THE APPROPRIATE BRIDGES CURRICULUM THAT THEY SHOULD BE IN. DO DO THE MATH AND I-READY PATH AND AGAIN, SAME AS READING.

MY STUDENTS CAN DO BEFORE OR AFTER SCHOOL TUTORING.

IF THAT DOESN'T WORK, WE HAVE MATH WORKSHOP TIME, WHICH IS DEDICATED FOR STUDENTS TO RECEIVE THAT.

HAVE ONE JOB. SO WHAT'S NEW IN SECONDARY ENGLISH LANGUAGE ARTS? SIMILAR TO WHAT MISS ALICE FISHER SHARED, WE ARE LOOKING AT OUR CURRENT PROGRAMING AND STRENGTHENING THE RESEARCH AND EVIDENCE BASED APPROACHES THAT WE'RE USING FOR ALL TIERS.

WE ARE. WE STARTED A PILOT IN JANUARY OF LEXIA POWER UP.

YOU'VE PROBABLY HEARD OF LEXIA WHEN YOU THINK OF LETTERS TRAINING.

WE ALSO HAVE A MIDDLE SCHOOL LEXIA ASPIRE TRAINING FOR TEACHERS.

AND REALLY THIS PARTICULAR TOOL ALLOWS US AND YOU'LL SEE SOME DATA FROM THAT SOON, ALLOWS US TO BETTER ALIGN OUR APPROACH TO INTERVENTION WITH STUDENTS WITH NOT ONLY THE SCIENCE OF READING, BUT ALSO BEST PRACTICES FOR WHAT STUDENTS NEED IN FOUNDATIONAL READING SKILLS IN SECONDARY SETTINGS.

AND THIS REPLACES SYSTEM 44 AND READ 180.

AND WHAT WE NOTICED ABOUT AFTER EXAMINING THE DATA IS THAT A LOT OF STUDENTS BECAME LIFETIME STUDENTS IN READING INTERVENTION, AND THAT'S NEVER THE GOAL. IT'S TO MOVE STUDENTS THROUGH STAGES AND OUT OF INTERVENTION OR INTO ANOTHER TIER INSTEAD OF AN INTENSIVE SUPPORT.

WE ALSO HAVE INCORPORATED TIER TWO SMALL GROUPS IN OUR ELA AND ENGLISH CLASSES IN GRADES SIX THROUGH 12, WHICH I'M VERY PROUD OF.

THE TEACHERS HAVE BEEN WORKING TIRELESSLY TO LEARN SOME NEW STRATEGIES AND TECHNIQUES, BUT ALSO UNDERSTAND HOW TO USE DATA TO GROUP STUDENTS AND MAKE THOSE DATA DRIVEN DECISIONS.

WE DO THAT FOR AT LEAST TWO DAYS A WEEK, FOR 30 MINUTES DURING THE AFTER THE CORE TIME, AND THEY USE COMMON LIT, WHICH IS A TOOL THAT IS INCLUDES READING LITERATURE AND READING INFORMATIONAL STANDARDS.

AND IT IS VERY CLOSELY ALIGNED WITH THE MARYLAND COLLEGE AND CAREER STANDARDS, BUT ALSO IS A TRUSTED RESOURCE BY ALL TEACHERS ACROSS THE NATION WHO TEACH ENGLISH IN ELA PARTICULARLY BECAUSE THOSE RESOURCES ARE ALSO VETTED BY TEACHERS FOR TEACHERS.

WE ALSO TAKE THAT TIME TO DO WRITING LESSONS, WRITING MINI LESSONS, AND LANGUAGE PRACTICE SO THAT THEY CAN APPLY THE SKILLS AND STRATEGIES OR REVISE AND OR EDIT WRITING.

WHAT WOULD COMPROMISE A SMALL GROUP? HOW MANY STUDENTS? AND SO THAT IS DEPENDENT UPON THE NEED AND ALSO WHAT THE DATA TELLS US.

BUT WHEN WE SAY SMALL GROUP, IT MEANS MOST NOTABLY THAT THERE ARE A NUMBER OF STUDENTS WHO ARE MEETING WITH THE TEACHER FOR MORE DIRECT, EXPLICIT INSTRUCTION.

AND THEN THERE ARE A NUMBER, ANOTHER NUMBER OF STUDENTS WHO ARE NOT IN THE WHOLE CLASS, WHO ARE WORKING WITH THEIR INSTRUCTIONAL LEVEL AND OR INDEPENDENT LEVEL PRACTICE WITH A HANDFUL OR MAYBE MORE.

IT DEPENDS. AGAIN, IT DEPENDS, BUT THE VISION OF A SMALL GROUP ALWAYS, EVEN IF YOU HAVE EIGHT STUDENTS THAT YOU NEED TO SERVE WITH THE SAME STRATEGY OR RETEACHING YOU WOULD AS A TEACHER, PARTICULARLY IN A HIGH SCHOOL SETTING, YOU MIGHT DO FOUR AND FOUR BECAUSE THEN YOU ARE ABLE TO PERSONALIZE IT.

AND WE'RE USING THIS ALSO AS AN OPPORTUNITY FOR TEACHERS TO REALLY GET TO KNOW THEIR STUDENTS IN A WAY THAT DOESN'T ALWAYS HAPPEN BECAUSE TIME IS OF THE ESSENCE IN A SECONDARY SETTING.

SO VERY SIMILARLY TO HOW WE WANT TO ENCOURAGE OUR TEACHERS TO BUILD THOSE POSITIVE RELATIONSHIPS WITH STUDENTS THROUGH BEHAVIOR AND CLASSROOM MANAGEMENT. NOW WE WANT IT TO BE ABOUT ACADEMICS AND GOAL SETTING, TOO, IN GRADES SIX THROUGH 12, PROGRESS MONITORING, LIKE WHAT MISS MULLIGAN SHOWED YOU THROUGH THOSE SHORT CYCLE ASSESSMENTS AND PERFORMANCE MATTERS, HAPPENS FOR A SINGLE STANDARD THAT THE TEACHER HAS TAUGHT EVERY THREE WEEKS OR SO.

[00:35:05]

AND SO THAT FOCUS OF TEACHERS NOT GETTING TO THE END OF A UNIT BEFORE REALIZING THAT A STUDENT NEEDS SOME MORE SUPPORT WITH UNDERSTANDING THEME, FOR EXAMPLE HAS BEEN VERY IMPACTFUL.

WE ALSO HAVE FEWER READING INTERVENTION OPTIONS BECAUSE WE WANT TO MAKE SURE THAT THEY ARE ALL ALIGNED, BUT THAT THEY'RE USER FRIENDLY AND THAT THEY ARE DOING WHAT WE SAY THEY WILL DO.

AND LET'S SEE, A POWER UP INCLUDES THE SAME EMPHASIS THAT WE'VE BEEN LOOKING FOR IN OUR CORE, WHICH IS WORD STUDY, GRAMMAR AND READING COMPREHENSION.

AND I WOULD JUST LIKE TO KIND OF HIGHLIGHT SOMETHING THAT HAS KIND OF ORGANICALLY HAPPENED BECAUSE OF THIS WORK.

WE I'VE BEEN FORTUNATE ENOUGH TO HAVE WALKTHROUGHS WITH ADVISORS, AND SEEING THIS IN ACTION IS PRETTY AMAZING BECAUSE.

THE SECONDARY.

IT'S NOT TYPICALLY OBSERVED, AND THE TEACHERS ARE DOING A PHENOMENAL JOB OF EMBRACING IT, SEEING THE IMPACT IT'S HAVING VERY QUICKLY.

SO IT KIND OF MOTIVATES THEM TO WANT TO CONTINUE WITH THE WITH THE WORK.

I WANT TO SHARE THAT. I NOTICED THAT STUDENTS WERE LESS INCLINED TO BE DISRUPTIVE.

THEY WERE ON TASK.

THEY WERE ENGAGED BECAUSE IT'S IT MEETS THEM WHERE THEY ARE.

AND I SAW FEWER PHONES, I SAW FEWER DISTRACTIONS.

I EVEN SAW, YOU KNOW, KIDS ASKING TO GO TO THE BATHROOM, YOU KNOW, FOR THOSE INFORMAL BREAKS THAT THEY GIVE THEMSELVES.

AND SO ONE OF THE BYPRODUCTS OF THIS WORK TO ME HAS BEEN THAT ADDED BENEFIT OF ENGAGEMENT IN THE CLASSROOM.

AND STUDENTS ARE CONNECTED TO THE LEARNING BECAUSE IT'S CUSTOMIZED FOR THEM.

AND THEY'RE THEY'RE LESS DISRUPTIVE AND THEY'RE MORE INTERESTED IN, IN, YOU KNOW, BEING THERE AND BEING PRESENT.

SO I JUST WANT TO KIND OF SHARE THAT.

THAT WAS MY OBSERVATION WITH WHAT I SAW.

WELL, AND I THINK IT IT DIRECTLY RELATES TO STUDENTS BETTER UNDERSTAND WHY THEY'RE DOING WHAT THEY'RE DOING, WHICH IS THE QUINTESSENTIAL QUESTION THAT ALL MIDDLE SCHOOLERS WILL ASK YOU.

YEAH. YEAH. WHY IS THIS IMPORTANT TO ME? BUT ALSO SAID THAT ABOUT MATH, RIGHT? YEAH. AND THEY CAN ARTICULATE TO ANY OBSERVER, LIKE, IF I ASK A QUESTION, WHY ARE YOU DOING THIS? OH, BECAUSE I NEED TO KNOW MORE ABOUT TECH STRUCTURE.

SO THAT I THINK, IS TO DOCTOR DOWNS'S POINT, ONE OF THE BEST PARTS OF BEING ABLE TO USE THIS, THIS MODEL, BECAUSE NOT ONLY ARE TEACHERS BENEFITING, BUT STUDENTS CAN ALSO BETTER UNDERSTAND AND SAY TO ME, AFTER A POWER UP LESSON, FOR EXAMPLE, WHAT DID YOU LEARN TODAY? OH WELL, I LEARNED ABOUT THIS SYLLABLE, AND I KNOW THAT THIS WORD BREAKS INTO TWO SYLLABLES, AND THAT'S PRETTY REMARKABLE.

THAT'S MORE EVIDENCE OF THAT CULTURAL SHIFT.

IT'S PRETTY REMARKABLE IF THE STUDENT KNOWS THAT THEY'RE EXACTLY THAT.

IT FITS. THEY THEY'RE ME.

THEY'RE MORE LIKELY TO REMEMBER IT.

ABSOLUTELY. YEAH. HOW'S HOW'S WRITING GOING? SO WRITING IS GOING WELL, WE HAVE SOME DATA TO SUPPORT KIND OF WHERE WE ARE IN OUR WRITING JOURNEY.

I THINK THAT IT IS NOW MORE THAN EVER.

ALSO A SCHOOL WIDE IMPROVEMENT GOAL.

I WORK WITH SEVERAL SECONDARY SCHOOLS AND THAT IS ONE OF THE GOALS OF THE PLAN IS AROUND WRITING ACROSS THE CURRICULUM.

I THINK, TOO, THAT OUR USE OF FEEDBACK STUDIO AND OTHER TOOLS THAT SUPPORT NOT JUST WRITING ON DEMAND, BUT PROCESS WRITING.

IS REALLY GETTING US SOME DIVIDENDS, PARTICULARLY BECAUSE I BELIEVE THAT READING AND WRITING ARE INEXTRICABLY LINKED, AND STUDENTS WHO ARE ABLE TO EXPRESS THEMSELVES IN WRITING ARE ONES WHO ARE DEMONSTRATING THEIR COMPREHENSION.

CAN I SEE THAT? YOU KNOW, GRAMMAR IS ALSO FOCUSED HERE AND ALL THAT KIND OF BLENDS TOGETHER.

WE ARE ALL VERY EXCITED.

OH, IT'S MAKING A COMEBACK.

WE'RE STUDYING GRAMMAR.

IT'S IMPORTANT. I KNOW YOU DON'T KNOW LATIN, GREEK AND LATIN ROOTS.

YOU DON'T UNDERSTAND WORD PARTS.

YOU CANNOT ATTACK WORDS EITHER.

SO ASIDE FROM DECODING WITH PHONICS, WHEN WE GET TO OUR LEVELS, WE NEED OUR STUDENTS TO BE ABLE TO BETTER NAVIGATE LANGUAGE.

AND THAT'S WHAT WE'LL THAT'S WHAT WE'RE DOING, AND THAT'S WHAT POWER UP IS TEACHING THEM.

ALSO THE VERY IMPORTANT VOCABULARY ASSOCIATED WITH THE STUDY OF LANGUAGE, INCLUDING PARTS OF SPEECH.

OH. GOT A LITTLE TOO, TOO CLICK.

HAPPY. NO, JUST ONE MORE.

JUST TRYING TO HELP.

YEAH. SO IN SECONDARY THIS YEAR WE'VE USED MATH 180 CURRICULUM.

[00:40:07]

SO WHAT WE'RE MAKING SURE AND.

I KNOW YOU HAVE TALKED ABOUT WITH DR.

SIMMONS. SUCCESS IN ALGEBRA ONE IS A CAREER AND READINESS STANDARD.

IT IS ALSO AN INDICATOR OF COLLEGE SUCCESS.

STUDENTS MUST HAVE SUCCESS IN ALGEBRA TO BE SUCCESSFUL IN COLLEGE AND RESEARCH.

WHILE I LOVE MY READING.

TO MY RIGHT, RESEARCH DOES TELL US THAT SUCCESS IN MATH IS A GREATER INDICATOR OF POST-SECONDARY SUCCESS THAN ANY OTHER SUBJECT, SO WE HAVE TO MAKE SURE THAT OUR STUDENTS ARE READY.

THAT WAS NOT IN THE SCRIPT.

YEAH, THAT'S NOT IN MY NOTES.

SO ONE OF THE THINGS THAT WE DO IS OUR STUDENTS THAT ARE NOT READY, THAT ARE COMING OUT OF MIDDLE SCHOOL AND ARE NOT QUITE READY FOR ALGEBRA ONE, WE GIVE THEM SOME MORE BACKGROUND AND PUT THEM IN PRE PRE ALGEBRA COURSE IN THE FIRST SEMESTER OF HIGH SCHOOL.

AND THEN THEY TAKE ALGEBRA ONE IN THE SECOND SEMESTER.

THAT GIVES THEM A WHOLE YEAR OF ALGEBRA CURRICULUM BEFORE THEY.

STANDARD IN MIDDLE SCHOOL.

SO MATH 180 IS A PROGRAM WITH MULTIPLE SERIES.

SO WE CAN ASSESS STUDENTS AND FIND OUT WHERE THEIR AREAS OF NEED ARE AND PLACE THEM IN THAT APPROPRIATE SERIES.

SO IT MIGHT BE FRACTIONS AND DECIMALS.

IT MIGHT BE RATES AND RATIOS.

AND THEN WE USE THAT DATA TO THEN TRACK.

AND WE'LL SHARE THAT DATA WITH YOU IN A FEW SLIDES, HOW THEY'RE DOING AND WHEN THEY CAN COME OUT OF THAT INTERVENTION.

ANOTHER WAY THAT WE REALLY ASSESS STUDENTS DURING INSTRUCTION IS THROUGH PROGRESS MONITORING.

AND THE LITTLE GRAPHIC TO THE RIGHT IS ACTUALLY FROM ONE OF OUR HIGH SCHOOL TEACHERS WHO KIND OF DOES THE SAME COLOR CODING AS YOU'LL SEE IN PERFORMANCE MATTERS, AND THAT IS ON THE FLY DATA.

SO AS SHE IS TEACHING A CONCEPT AND THEN THE STUDENTS ARE PRACTICING THAT CONCEPT, SHE IS WALKING AROUND WITH HER CRUISING CLIPBOARD WHICH IS PRETTY FUN TO SEE WHEN YOU DO WALKTHROUGHS, BECAUSE TEACHERS ARE REALLY GETTING REAL TIME DATA ON WHAT THE STUDENTS ARE UNDERSTANDING AND THEN CAN, ON THE FLY, MAKE INSTRUCTIONAL DECISIONS.

AND YOU'LL SEE AS SHE COLOR CODES THAT THOSE COLOR CODINGS CHANGE.

SO SHE MIGHT DO A PULL, A SMALL GROUP OF STUDENTS THAT ARE STRUGGLING OR DO A MINI LESSON OR REENGAGE THE WHOLE CLASS.

SO ALL OF THAT DATA IS REALLY IMPORTANT.

AND TEACHERS BRING THAT PROGRESS MONITORING DATA, ESPECIALLY AT THE ELEMENTARY LEVEL INTO THE SECONDARY LEVEL TO THEIR COACHES, AND THEY CAN GET THE HELP THAT THEY NEED.

SO LET'S DIVE INTO THE DATA A LITTLE BIT.

SO FOR MATH WE'LL START WITH MATHEMATICS.

WE HAVE I-READY GROWTH MEASURE WHICH IS ATTACHED TO THAT MATH 180 PROGRAM.

AND THEN THE M CLASS, WHICH IS THE EARLY CHILDHOOD MATH THAT WE'VE ALREADY GIVEN YOU A LITTLE PREVIEW.

YEAH. SO SPOILER ALERT.

SO FOR THIS IS OUR FALL RESULTS BEGINNING OF YEAR TO MIDDLE OF THE YEAR PROGRESS FOR ALL STUDENTS IN GRADES 3 TO 8.

IN MATHEMATICS.

ON THE LEFT, YOU CAN SEE THE COLOR CODING WHERE THEY PLACED RELATIVE TO THEIR INSTRUCTIONAL GRADE LEVEL OR THEIR ACTUAL GRADE LEVEL FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR.

SO A NICE TREND HERE.

WE SEE WE WENT FROM 13% THAT WERE ON OR ABOVE GRADE LEVEL TO 26%.

THAT'S A GREAT TREND.

AND THEN WE WENT FROM 36% THAT WERE BELOW GRADE TWO OR MORE GRADE LEVELS, BELOW TO 27%.

SO EVERYTHING IS TRENDING IN THE RIGHT DIRECTION.

AND THAT'S ELEMENTARY AND MIDDLE SCHOOL.

YEAH, THAT'S 3 TO 8.

SO THIS SLIDE AND THE NEXT ARE SIMPLY THAT SAME DATA BUT BROKEN DOWN BY GRADE LEVEL.

SO THIS IS GRADES 3 TO 5 OR EXCUSE ME K TO FIVE K TO FIVE.

IT'S A LONG DAY. I WILL MENTION THAT KINDERGARTEN DOES NOT HAVE RED.

THEY DON'T HAVE STUDENTS TWO LEVELS BELOW BECAUSE THERE IS NO SUCH MATH TO GRADE LEVELS BELOW KINDERGARTEN.

SO THERE IS K TO FIVE.

[00:45:01]

IT'S MOVING BUT NOT AT THE SAME PACE.

AND AS WE'VE TALKED ABOUT BEFORE THERE THE GAPS ARE BIGGER AT MIDDLE.

AND THEY'RE JUST MIDDLE IS A LITTLE BIT TOUGHER PART TO GET THROUGH.

NOT ONLY IN MATH BUT IN ELA DATA.

WE'LL SEE THAT AS WELL. IN MIDDLE IS MIDDLE IS JUST THAT TOUGH SPOT.

WE'RE TRYING TO WORK THROUGH THE DEFICIT COMPOUNDS.

AND IN MATHEMATICS IT'S DEPENDENT ON YOU HAVE TO BE THERE TO BE TAUGHT.

SO BECAUSE IT REALLY THE RED LEVELS.

THIRD, THREE LEVELS BELOW.

I THINK IT IS.

CAN YOU GO BACK? SURE.

YEAH. IT REALLY DOESN'T EVEN START UNTIL THIRD GRADE.

YES. CORRECT.

AND WE WHEN WE LOOK AT WE AREN'T TALKING ABOUT ATTENDANCE DATA HERE, BUT YOU CAN SEE THE STUDENTS WHO ARE WHO HAVE A HIGH FREQUENCY OF OF ABSENTEEISM ISSUES HAPPEN TO BE BELOW GRADE LEVEL.

I MEAN, THAT'S IT'S YOU.

WE HAVE TO WE HAVE TO HAVE THEM IN FRONT OF US TO TEACH US.

TEACH THEM. WE WILL SEE.

I WAS THE AS IN THE SPRING DATA.

I WOULD ANTICIPATE SEEING A BIG JUMP ESPECIALLY IN THE UPPER GRADES, BECAUSE IT IS DEPENDENT ON CURRICULUM, YOU KNOW.

SO IN THE UPPER GRADES, SOME OF THE CONTENT HASN'T BEEN TAUGHT YET, SO THEY'RE TYPICALLY 8 TO 9 UNITS EACH GRADE.

SO ONCE STUDENTS HAVE BEEN EXPOSED TO THE CONTENT AND THE CONTENT THAT SHOULD GO UP AS WELL.

AND YOU KNOW, SOMETHING TO NOTE TO STUDENTS IN ELEMENTARY SCHOOL, QUITE A BIT OF THEIR DAY IS ELA AND MATH.

WHEN STUDENTS HIT MIDDLE AND HIGH SCHOOL, IT'S NOT, IT'S NOT.

SO YOU GO FROM AND IT'S JUST KIND OF THE NATURE OF HOW THINGS WORK, BUT YOU GO FROM YOU KNOW, AN HOUR AND A HALF OF MATH TO 60 MINUTES OF MATH.

THERE'S MORE SUBJECTS TO TEACH.

THERE'S MORE REQUIREMENTS AT THE SECONDARY LEVEL.

SO THAT DOES GET A LITTLE BIT BETTER AT HIGH SCHOOL BECAUSE OF THE SEMESTER BLOCK SCHEDULE, BUT IT IS SOMETHING TO KEEP IN MIND.

AND WE'RE ALSO I HATE TO EVEN MENTION IT, BUT I WILL.

OUR OUR MIDDLE SCHOOL KIDS, OUR EIGHTH GRADERS WERE OUR AND OUR AND OUR EIGHTH GRADERS WERE IN FIFTH GRADE WHEN WE SHUT DOWN. YEAH.

SO THEY HAD A YEAR AND A HALF OF DISRUPTED.

SO OUR SEVENTH GRADERS WERE IN FOURTH AND FIFTH.

OUR SIXTH GRADERS WERE IN THIRD AND FOURTH.

SO THOSE THINGS DO HAVE A COMPOUNDING IMPACT THAT WE'RE WORKING THROUGH.

BUT IT'S ALSO A REAL PIECE THAT WE KNEW.

WE KNOW MATH WAS VERY HARD TO DO VIRTUALLY ALSO IMPACTED THEIR PERCEPTION OF ASSESSMENT.

YEAH, BECAUSE THEY A LOT OF THINGS WERE WAIVED OR DIDN'T HAPPEN OR AND SO WE'RE ALSO BUILDING BACK IN ROUTINES AND UNDERSTANDING OF HOW ASSESSMENT BENEFITS YOU AND YOU AND YOU, WHETHER YOU'RE IN EIGHTH GRADE OR PART OF THIRD GRADE.

WE'RE ACTUALLY SEEING THAT CULTURAL SHIFT THIS YEAR.

WE HAVE SEEN IT IN FALL DATA SO FAR.

YEAH, JUST WITH THE SERIOUSNESS THAT OUR STUDENTS ARE DOING THEIR WORK.

IT'S BEEN NICE TO SEE THAT SHIFT.

GREAT. YEAH. WITH STUDENTS.

SO AT THE BEGINNING OF THE YEAR, I HAD I HAD STATE AND NATIONAL DATA, BUT IT WASN'T AVAILABLE IN TIME FOR THIS PRESENTATION.

SO HOPEFULLY BY THE NEXT TIME WE LOOK AT OUR IREADY, WE'LL BE ABLE TO SEE WHERE WE COMPARE TO THE NATION.

THIS IS FUN DATA.

SO THIS CAME FROM NICKY'S MATH.

THE MATH 180 SCREENER IS CALLED GROWTH MEASURE.

AND THE TOP SLIDE, THOSE LITTLE BUBBLES.

THE LARGER THE BUBBLE, THE MORE STUDENTS SCORED AT THAT POINT.

SO IT'S LIKE AN AREA.

SO THE BIGGER THE CIRCLE, THE MORE DOTS ARE IN THAT CIRCLE.

SO YOU'LL NOTICE AT THE TOP THERE THE DOTS ARE SPREAD OUT.

SO IF YOU LOOK AT LIKE SIXTH GRADE, THE BLUE ONE ALL THE WAY TO THE LEFT, THEY KIND OF RANGE AT THE TOP FROM FIRST GRADE UP TO FIFTH GRADE.

SO THOSE WERE THE BEGINNING OF YEAR SCORES.

AND THEN AT MID-YEAR WE STILL HAVE ONE STUDENT DOWN THERE IN FIRST GRADE, BUT EVERYBODY ELSE SEEMS TO HAVE MOVED UP BETWEEN THIRD GRADE, LIKE THEY'RE REALLY TIGHTLY CLUSTERED BETWEEN THIRD GRADE AND FOURTH GRADE.

SO WE HAVE SEEN THE BOTTOM KIND OF COME UP TO WE'VE CLOSED THE GAP FOR A LOT OF THOSE STUDENTS.

SO THAT'S WHAT THAT'S THIS PAINT BY NUMBERS GRAPH.

THAT'S HOW YOU WOULD INTERPRET THAT.

I HAVE WRITTEN DOWN SLIDE 14.

PLEASE EXPLAIN. YEAH I HAD TO HAVE THAT AS WELL.

[00:50:03]

YEAH I THOUGHT THERE WERE LITTLE FIGURES.

DID YOU WANT TO SAY SOMETHING ABOUT.

SO OBVIOUSLY THE TIGHTER THE GAP, THE BETTER, RIGHT.

AND ON THE NEXT SLIDE, SO THIS IS.

YEAH, THIS IS SIX THROUGH NINE.

SO SOME OF THESE STUDENTS ARE BELOW LEVEL LIKE THE SIXTH GRADE SIXTH, SEVENTH AND EIGHTH ARE IN TIER THREE.

SO THOSE STUDENTS START AT THE YEAR.

THEY WERE THEY WERE THEY WERE TWO OR MORE.

THEY WERE THEY WERE MOST THEY WERE HIGH RISK VERSUS NINTH GRADE.

IT'S A SCREENING TO SEE WHO NEEDS IT.

SO SO WE USE LOTS OF DATA TO PREDICT WHICH STUDENTS WOULD BENEFIT FROM PRE-ALGEBRA.

AND THEN WE ALSO USE THIS GROWTH MEASURE SCREENER FOR ALL OF NINTH GRADE TO SAY, OKAY, YES, WE APPROPRIATELY PLACED THEM OR NO, THEY MIGHT BE READY FOR ALGEBRA OKAY.

SO THIS GRAPH MEANS.

SO THE CIRCLE TO THE LEFT IS YOUR PRE-ASSESSMENT.

SO 113 STUDENTS STARTED FAR BELOW LEVEL.

59 STUDENTS WERE BELOW LEVEL.

SO THERE'S YOUR KEY ON THE LEFT.

THE MIDDLE CIRCLE IS HOW MANY STUDENTS AT MID-YEAR.

SO WE WENT FROM 113 THAT WERE FAR BELOW AT THE BEGINNING, TO ONLY 73 THAT WERE FAR BELOW AT MID-YEAR.

AND KEEP IN MIND THAT THESE ARE MOSTLY INTERVENTION STUDENTS.

SO THE FACT THAT A LOT OF THAT WAS RED, WE EXPECTED BECAUSE THOSE STUDENTS WE HAD ALREADY IDENTIFIED BASED ON OTHER DATA POINTS, WE'VE ALREADY TAKEN OUT THE STUDENTS WHO WOULD HAVE SCORED AT THE GREEN LEVEL OR A BLUE.

SO THEN ALL THE WAY TO THE RIGHT, AND I THINK THIS ONE MIGHT NEED A LITTLE BIT OF EXPLANATION.

SO IF YOU LOOK ALONG THE BOTTOM AXIS, THE HORIZONTAL AXIS, THAT'S OUR CURRENT CURRENT PERFORMANCE LEVEL.

AND THEN THE VERTICAL IS WHERE THEY STARTED.

SO THAT BOTTOM BAR THESE ARE STUDENTS WHO STARTED FAR BELOW.

THEY STARTED IN THE DARKEST RED.

AND THEY WERE 113 STUDENTS.

AND THEN THE BOTTOM I CAN'T EVEN READ THE NUMBER.

SO THEY ENDED UP WHATEVER THAT NUMBER IS, 46, MAYBE 46, 30.

SO 33 OF THOSE DARK RED ARE NOW BELOW LEVEL, 28 ARE APPROACHING AND SIX OF THEM ARE ON LEVEL.

SO THEY WENT FROM THE LOWEST RATING.

SO THEY AREN'T JUST MOVING UP ONE LEVEL.

THE IN THIS CASE, THE STUDENTS WENT UP THREE LEVELS IN THEIR PERFORMANCE BECAUSE THE INTERVENTION FIT THE NEED OF THE STUDENT.

AND SO THAT'S HOW YOU INTERPRET EACH OF THOSE, THE BAR GRAPH.

SO GLAD YOU POINTED OUT THAT ABOVE LEVEL WASN'T INCLUDED BECAUSE WHEN I LOOKED AT IT ON MY OWN, I THOUGHT, YEAH, WE'VE GOT TO HAVE SOME STUDENTS ABOVE LEVEL.

WE DO. YEAH WE DO.

THEY'RE NOT IN HERE. RIGHT? YEAH. SO AND 44% OF THOSE STUDENTS, THOSE INTERVENTION STUDENTS, INCREASE THEIR GRADE LEVEL EQUIVALENCY BY AT LEAST ONE GRADE LEVEL. AND SOME OF THEM THAT ENDED THEM UP ONE LEVEL.

RIGHT. SO THEN THEY CAN COME OUT OF THAT INTERVENTION.

AND THIS IS OUR THE FIRST YEAR OF US USING MAP 180.

SO IT IS A BLENDED PROGRAM.

PART OF IT'S ON THE COMPUTER PART OF IT'S IN A, IN AN ACTIVITY PAGE.

SO IT WAS ALSO A LEARNING EXPERIENCE FOR OUR TEACHERS.

WE'VE HAD LOTS OF PROFESSIONAL DEVELOPMENT THAT TEACHERS HAVE WORKED REALLY HARD WITH THE PROGRAM.

BUT WE ALSO LEARNED A LOT ALONG THE WAY, TOO.

AND THEN. SO THIS IS OUR PILOT.

THIS IS THE PILOT OF A DIAGNOSTIC.

SO THE PURPOSE OF A DIAGNOSTIC LIKE YOUR READING DIAGNOSTIC IS TO IDENTIFY STUDENTS THAT MAY NEED SOME TYPE OF INTERVENTION.

SO THIS IS A SCREENER THAT WE GIVE STUDENTS.

AND IN THE LOWER GRADES KINDERGARTEN AND FIRST GRADE IT'S INTERVIEW.

BUT WHAT WE HAVE DISCOVERED AND WE DIDN'T KNOW THIS UNTIL WE TRIED IT, IS THAT SOME OF THESE THINGS ARE ABOVE WHAT IS REQUIRED.

FOR EXAMPLE, A KINDERGARTEN STUDENT ONLY HAS TO IDENTIFY NUMERALS UP TO 20.

WITH THIS ASSESSMENT, THE FIRST 18 NUMBERS THAT THEY HAVE TO IDENTIFY ON THE PAGE ARE ALL ABOUT 20.

SO IT DOESN'T MATCH WHAT THEY'VE BEEN EXPOSED TO.

AND THAT'S JUST ONE EXAMPLE.

IN THIRD GRADE, SOME OF THE CONTENT HASN'T BEEN TAUGHT YET.

SOME OF THE CONTENT WON'T BE TAUGHT UNTIL FOURTH GRADE.

SO THAT'S FRACTIONS THAT ARE TWO.

SO WHILE WE DO SEE SOME NICE GROWTH IN THE GREEN AREA, I WANT TO CAUTION EVERYONE THAT THIS

[00:55:08]

STUDENTS. SO WE WERE ASSESSING WHAT THE TEACHERS ARE TEACHING.

EXACTLY. SO WE WILL DO THIS ONE MORE TIME JUST SO THAT WE HAVE THE DATA.

BUT WE ARE LOOKING, WORKING WITH OK AND LOOKING AT A DIAGNOSTIC THAT MATCHES THE COMMON CORE CURRICULUM BECAUSE IT DOESN'T MATCH COMMON CORE.

WHICH MAKES SENSE.

YEAH, YEAH.

KIND OF PUZZLING.

MIND BOGGLING ALMOST, THAT THAT'S THE WAY IT IS, THAT IT'S NOT GOING TO GIVE YOU A VERY GOOD READ.

NO. AND IT'S ONE OF THOSE EVERY, EVERY VENDOR WILL TELL YOU THAT WHATEVER IT IS, THEIR STUFF DOES EXACTLY WHAT MARYLAND NEEDS.

YEAH. EVERY VENDOR TELLS YOU THAT.

I'M GLAD WE PILOTED.

IT'S MADE BY THE SAME PEOPLE THAT MAKE BIBLES.

YEAH, WELL, AND I BECAUSE I SAW THE DEVIL'S DATA AND I THOUGHT, OH, I WANT THAT FOR THE I WANT THAT FOR MATH TEACHERS TOO.

RIGHT. BUT IT'S NOT, IT'S IN THE SAME PLATFORM.

IT'S. BUT IT'S NOT THE SAME.

NOT WHAT YOU NEED. YEAH. IT'S GOING TO GIVE THEM WHAT YOU NEED.

NO, NO, IT DOESN'T GIVE YOU THE DATA TO REALLY HELP YOU MAKE DECISIONS.

RIGHT. YEAH. YEAH.

THERE'S NO WE DON'T CONTINUE WITH PRACTICES.

ONCE WE'VE DETERMINED THAT THEY AREN'T SURE OF WHAT OUR STUDENTS ARE CAPABLE OF.

OKAY. SO MOVING ON.

SO WE HAVE READING AND WRITING AND ENGLISH DATA.

THERE IN HERE WE HAVE I-READY COMMON LIT AND M-CLASS AND I THINK I MISSED ONE RENE.

MY LEXI IS ALSO IN HERE.

SO THIS IS AGAIN BEGINNING OF YEAR VERSUS MID YEAR FOR 3 TO 8 ON THE I-READY READING ASSESSMENT.

AND WE SEE THAT WE WENT FROM 25% OF STUDENTS WHO WERE ON OR ABOVE GRADE LEVEL TO 39% AT MID-YEAR.

AND LIKEWISE, WE SAW A DECREASE FROM 37% TO 29% FOR STUDENTS WHO WERE TWO OR MORE GRADE LEVELS BELOW.

THIS IS THE DATA DISAGGREGATED BY GRADE LEVELS FOR GRADES K TO FIVE.

LOOKS LIKE A MARK.

MIGHT SEE THAT THE ACIDITY READING FOR SOIL.

YEAH IT DOES.

PH IS VERY ACIDIC.

THERE WE GO. AND THERE'S OUR THE MIDDLE SCHOOL DATA.

KATIE, DO YOU WANT TO MAKE ANY COMMENTS? WE SAW A FEW BACK AND FORTH.

SURE. THANK YOU. SO WE SAW GREAT GROWTH IN GRADE LEVELS THAT HISTORICALLY WE HAVEN'T SEEN THE SAME GROWTH.

AND REALLY THE ONLY THING THAT WE CAN ATTRIBUTE IT TO IS THE CHANGES OR THE CHANGES IN TIER TWO.

SO IN GRADE THREE, HAVING THAT ONE GRADE LEVEL BELOW YES, IS SOMETHING WE WANT TO LOOK AT.

BUT THAT REALLY COULD BE A DAY FOR A STUDENT.

SO I MEAN ONE GRADE LEVEL BELOW COULD BE A MATTER OF A COUPLE OF POINTS.

SO WHILE WE DO LOOK AT THE STUDENTS IN YELLOW, IT'S NOT AS CONCERNING FOR US AS THE RED AND THE PINK.

SO I MEAN, THE FACT THAT IN GRADES THREE AND FOUR ESPECIALLY, WE'VE SEEN THAT JUMP IN THAT FEW STUDENTS THAT ARE IN THE RED HAVE REALLY, REALLY BEEN SOME DATA POINTS THAT WE'VE CELEBRATED.

AND REALLY, AGAIN, THE ONLY THING THAT WE CAN ATTRIBUTE IT TO, WELL, THERE'S MANY FACTORS, BUT THE CHANGES IN TIER TWO, MANY OF THOSE STUDENTS WOULD HAVE BEEN IN TIER THREE.

GRADE THREE WAS PREVIOUSLY KIND OF THE MAGIC GRADE LEVEL THAT YOU PUT A STUDENT IN TIER THREE.

WE'RE NO LONGER ABIDING BY THAT EITHER.

WE HAVE STUDENTS IN GRADE ONE AND TWO IN TIER THREE FOR EARLY INTERVENTION, BUT WE HAVE FAR FEWER STUDENTS IN TIER THREE NOW, AND IT'S BECAUSE WE ARE SERVICING THEM IN TIER TWO.

AND THAT DATA IS SHOWING THAT IT'S IT'S WORKING.

YEAH. AND JUST AS AN ASIDE FOR MIDDLE SCHOOL, I THINK IT'S REALLY IMPORTANT FOR US TO CONTINUE TO TALK TO STUDENTS ABOUT THE CULTURE OF ASSESSMENT AND HOW IMPORTANT TAKING THAT ASSESSMENT SERIOUSLY CAN BE. THESE ARE VERY LONG ASSESSMENTS, MULTI-DAY, AND THERE WERE SOME INTERRUPTIONS FOR SNOW DAYS. I HAD TO LAUGH BECAUSE I HAVE A CHILD IN ONE OF THE GROUPS.

YES, THE SNOW DAY HITTING.

AND THEN AND I THOUGHT, OH BOY, OF COURSE THESE ARE ONE OF THE THAT'S A VARIABLE THAT WE CAN'T REALLY.

YEAH. AND WE DO SEE HISTORICALLY WHEN YOU LOOK AT SOME TRENDS FROM PREVIOUS YEARS, IT'S SHOWING AT MID YEAR ABOUT THE SAME DATA.

BUT WE ARE DEFINITELY LOOKING AND EXAMINING AT OTHER DATA POINTS THAT WE HAVE THAT ARE PERHAPS MORE RELIABLE, WHICH WE'RE ALSO GOING TO BE SHARING TODAY.

[01:00:03]

THIS IS MID-YEAR.

MID-YEAR. DIBELS DATA GRADES 1 TO 5.

FOR READING ACCURACY.

SO READING ACCURACY MEASURES JUST WHAT IT SOUNDS LIKE, HOW ACCURATE A STUDENT IS WHEN THEY READ A GRADE LEVEL PASSAGE TO BE ON GRADE LEVEL IN THE GREEN, SO TO SPEAK.

YOU HAVE TO READ WITH AN ACCURACY OF OVER 97%.

AND THEN YOU ALSO ARE RATED ON YOUR FLUENCY, WHICH IS WORDS PER MINUTE.

SO THE GREATEST JUMP THAT WE SAW THIS YEAR AGAIN, WE CAN ONLY ATTRIBUTE IT TO TIER TWO.

IS IT ACCURACY AND ACCURACY WILL COME BEFORE FLUENCY.

SO FIRST THE STUDENTS GET MORE ACCURATE AND THEN THEY GET FASTER READING.

SO WE SAW THIS GIANT JUMP ESPECIALLY I MEAN IN GRADE FOUR.

YES. IT BROUGHT A TEAR TO MY EYE.

TO SEE THAT TEXT.

YES. VERY EXCITED TEXT.

I WAS LIKE, OH MY GOSH, LOOK AT THIS.

82% OF OUR FOURTH GRADERS ARE READING AT GRADE LEVEL ACCURACY, WHICH IS SOMETHING THAT WE'VE NEVER SEEN BEFORE IN MY TIME HERE.

SO THAT IS JUST AMAZING TO ME.

AND EVEN IN FIRST GRADE 29% OF OUR STUDENTS AT GRADE LEVEL.

AND EVEN IF YOU'RE IN THE YELLOW, THAT'S AT 95, 96% ACCURACY, WHICH I'M STILL VERY GOOD WITH A FIRST GRADER READING 95% OF GRADE LEVEL TEXT ACCURATELY.

SO IT THIS REALLY IS JUST A TESTAMENT TO THE CHANGES THAT HAVE BEEN CARRIED OUT BY OUR TEACHERS.

THEY'VE REALLY EMBRACED IT.

THERE'S ALWAYS CHANGES IN EDUCATION.

SO SOMETIMES IT CAN BE DIFFICULT TO EMBRACE THE CHANGE BECAUSE IT FEELS LIKE THEY'RE NEVER ENDING.

BUT THEY'VE EMBRACED THIS.

AND BECAUSE THEY HAVE, WE ARE SEEING THESE MASSIVE GAINS IN OUR STUDENTS BEING ABLE TO READ.

YES, I THINK IT GOES BACK TO IT'S THE RIGHT THE TOOLS.

YOU'VE GOT THE RIGHT TOOLS IN THE HANDS OF TEACHERS.

AND THEY'VE BEEN TAUGHT HOW TO USE THE TOOL.

SO MY ALEXIA IS NOT THAT IT'S ONE OF THOSE TOOLS THAT WE WERE TALKING ABOUT AS IT APPLIES TO OUR STUDENTS WHO ARE BELOW GRADE LEVEL IN READING.

AND SO IT'S THE SAME GROUPING THAT DOCTOR VANDENBOSCH WAS ALSO REFERRING TO IN MATH, WHERE WE'RE LOOKING AT STUDENTS WHO ARE FAR BELOW GRADE LEVEL.

AND WHAT WE WANTED TO SHOW HERE WAS EVEN AFTER TWO MONTHS AND LESS THAN TWO MONTHS OF IMPLEMENTATION OF THIS PILOT 67% OF STUDENTS IN THE COMPREHENSION SKILL STATUS ARE NOW 61%.

AND THEN YOU CAN ALSO SEE THAT STUDENTS ARE MOVING OUT OF INTERMEDIATE PLACEMENT AND INTO ADVANCED PLACEMENT.

AND ADVANCED PLACEMENT IN THIS CASE MEANS MIDDLE SCHOOL GRADE BAND.

SO GRADE SIX SEVEN, EIGHT.

THAT'S OUR GOAL. THESE NUMBERS IS TO MOVE STUDENTS INSTEAD OF THEM BECOMING STAGNANT IN AN INTERVENTION.

AND THAT MOVEMENT IS GROWTH.

IT'S WHERE WE'RE LOOKING AT FILLING THE GAPS MEETING THE NEEDS.

AND THOSE IN THIS CASE ARE FOR DIFFERENTIATED FOR STUDENTS NEEDS.

SOMETIMES WE AREN'T ENTIRELY SURE WHAT IT IS THAT A STUDENT NEEDS.

AND THINGS LIKE LEXIA POWER UP ALLOWS US TO HAVE A LASER LIKE FOCUS ON STUDENTS IN GRADES SIX, SEVEN, EIGHT, AND NINE.

IN THIS CASE, THERE ARE TOO FEW STUDENTS IN TEN, 11, AND 12 WHO ARE PART OF THAT INTENSIVE INTERVENTION.

BUT THIS IS A REALLY NICE SNAPSHOT OF WHERE WE ARE IN TWO MONTHS AS A RESULT OF THE TOOL.

YEAH, AND I WOULD JUST TAKE A LOOK AT THE KEEP IN MIND, LIKE IN NINTH GRADE, THAT'S A SMALL PERCENTAGE, BUT YOU'RE IN EIGHTH AND NINTH GRADE, BUT YOU'RE NOT TALKING ABOUT A LOT OF STUDENTS. THERE'S ONLY 14 STUDENTS IN NINTH GRADE AND 30 IN EIGHTH GRADE.

SO THEY'RE VERY SMALL, VERY SMALL NUMBERS.

THESE ARE THE THESE ARE STUDENTS WHO'VE BEEN PERHAPS HAVEN'T HAD THE RIGHT INTERVENTION FOR A WHILE OR MAY NOT HAVE HAD SUCCESS IN AN INTERVENTION FOR A VARIETY OF REASONS, BUT THIS ONE IS WORKING.

AND SO WE ARE GOING TO CONTINUE WHERE AND TEACHERS ARE VERY EXCITED BECAUSE YOU CAN REALLY SEE IN THE DATA THAT STUDENTS, IT'S MAKING AN IMPACT.

SO THIS IS RENE'S WRITING DATA IN HER COMMON LIT BACKGROUND.

SO THE FIRST SLIDE IS PRE-POST DATA FOR A SEMESTER ONE RATING SCORES.

SO THE BAR ON THE LEFT IS THE PRETEST AND THE BAR ON THE RIGHT IS THE END OF COURSE, OR POST-TEST.

[01:05:02]

I THOUGHT THAT WAS A TARGET.

AS IN LIKE, OH LOOK, YOU HIT THE TARGET.

I FEEL LIKE WE ARE HITTING THE TARGET.

HOWEVER, THIS IS ACTUALLY IN FEEDBACK STUDIO, SO I DON'T HAVE AN ICON, A SNAZZY ICON FOR THAT, I APOLOGIZE.

THAT'S THE WRONG WORD. IT IS THE WRONG ICON.

BUT THAT'S OKAY. WE'LL TAKE IT.

I THOUGHT IT MEANT, LIKE, LOOK AT YOU.

YOU HIT THE MARK. AND NOW THAT IT'S LARGER, I'M NOTICING THAT IT SAYS.

BUT THAT'S OKAY.

YEAH, LISTEN, I'M HERE FOR IT.

AND WHAT I REALLY APPRECIATE ABOUT THE WAY THAT THIS DATA HAS BEEN SHARED WITH US THIS EVENING IS TO SHOW THAT MOVEMENT AND GROWTH.

SO YOU CAN LOOK AT THE OVERALL, BUT I DON'T WHAT I LOOK AT ARE INDIVIDUAL KIDS BECAUSE I WANT TO KNOW HOW THEY'RE DOING, AND I REALLY CARE ABOUT WHERE THEY END UP.

SO FOR EXAMPLE, IF YOU NOTICE THE 2,031% OF STUDENTS WHO ARE AT THAT BEGINNING PROFICIENCY LEVEL, AND THAT MEANS AT LEAST TWO GRADE LEVELS OR MORE BELOW 40%, 44% OF THEM WERE DEVELOPING AFTER A SEMESTER, 19% OF THEM WERE PROFICIENT AFTER A SEMESTER, AND 6% OF THOSE SAME BEGINNING STUDENTS WERE DISTINGUISHED.

AND WHAT THAT LETS US KNOW IS, FIRST OF ALL, THAT OUR TEACHERS ARE WORKING REALLY HARD AT BUILDING STUDENTS WRITING SKILLS, USING GRAMMAR PRACTICE AS WELL, BUT ALSO THAT THE STUDENTS ONES WHO MAY NOT HAVE NECESSARILY BEEN ENGAGED AND ARE ABLE TO MOVE FROM BEGINNING TO DISTINGUISHED ARE REALLY SHOWING WHAT THEY KNOW.

AND IF IF MEMORY SERVES, WE HAVE HAD DISCUSSIONS HERE BEFORE ABOUT THE IMPORTANCE OF WRITING FOR OUR STUDENTS, BUT ALSO IT IS AN ASSESSED AREA ON MCAT.

AND IF STUDENTS DO NOT COMPLETE THE WRITTEN PORTION OF THAT ASSESSMENT, THEY WILL NOT BE THEY WILL NOT BE PROFICIENT.

AND SO WHAT WE'RE ALSO INSTILLING AS PART OF THAT CULTURE IS THAT STUDENTS DON'T ONLY LOOK AT THEMSELVES AS, OH, WELL, I WAS BEGINNING SO I, I'M, I HAVE NOTHING THAT I CAN ACCOMPLISH BUT THAT THEY LOOK AT AND MONITOR THEIR OWN GROWTH OVER TIME.

AND THIS IS 9 TO 12 AT BOTH HIGH SCHOOLS.

YES. YEAH. AND THEN THE SEMESTER ONE ENGLISH COURSES.

SO THEN THE OTHER BULLET.

SO RENEE TALKED ABOUT THE BEGINNING.

SO 38%.

SO THE YELLOW BAND OF THAT YELLOW BAND, 30% OF THEM WENT TO GREEN AND 24 OF THEM, 24% WENT UP TO THE BLUE.

DISTINGUISHED. AND THEN IN THE 18% THAT STARTED GREEN, 36% OF THEM WENT UP TO DISTINGUISHED.

SO THE BULLETS HERE ARE TRYING TO ARE TRYING TO SHOW THE GROWTH.

THIS IS THE SAME DATA BUT FOR MIDDLE SCHOOL STUDENTS, AND THIS IS THEIR TRUE MIDDLE OF YEAR WRITING BENCHMARK.

THIS IS A COLD READ.

SO THEY ARE GIVEN SOMETHING TO READ AND THEN A PROMPT TO WRITE TO WHERE THEY HAVE TO INCLUDE TEXT EVIDENCE.

AND THEY HAVE 60 MINUTES TO DO SO.

AND IT IS TYPED.

AND SO THIS ALSO DEMONSTRATES A VARIETY OF SKILLS THAT OUR STUDENTS ARE GAINING OVER TIME.

AND I THINK THAT IT'S NOTEWORTHY THAT THIS IS MODELING EXACTLY WHAT THEY WOULD HAVE TO DO ON A TIMED MCAT.

AND IT IS NO SMALL FEAT TO TEACH WORD PROCESSING ON TIME AND FOR OUR STUDENTS TO BE THIS SUCCESSFUL.

I'M VERY PROUD OF THEM. AND FOR ME, I FEEL LIKE OUR TEACHERS ARE SEEING A LOT OF IMPACT FROM READING COMPREHENSION, BUT THROUGH STUDENT WRITING.

SO ONE OF THE POINTS THAT I DID MAKE NOTE THAT I WANTED TO POINT OUT, IS THAT THERE'S HALF AS MUCH INSTRUCTIONAL TIME IN THE MIDDLE SCHOOL VERSUS THE HIGH SCHOOL.

SO YOU SHOULD SEE WE WOULD WE WOULD ANTICIPATE SEEING MORE GROWTH IN HIGH SCHOOL BECAUSE THEY'VE TAKEN THEY'VE GONE THROUGH THE ENTIRE COURSE WHERE THE MIDDLE SCHOOL STUDENTS HAVE ONLY GONE THROUGH HALF THE COURSE, BUT IT'S STILL PRETTY AMAZING.

YEAH. AND THE FORMAT FOR THE MIDDLE, MIDDLE SCHOOL MID-YEAR WRITING, THEY ALL HAD TO WRITE A LETTER FORMAT, WHICH I'M ALSO VERY PROUD OF. THAT IS AN ART THAT WE ARE WE ARE GOING TO CONTINUE TO INSTILL.

AND THEY HAD AN AUTHENTIC WRITING PURPOSE.

SO OKAY, SO THAT WAS WRITING DATA.

THIS IS SO THIS IS COMMONLY OKAY.

THIS IS THE RIGHT LEG. THIS IS THE OKAY.

THAT IS THE SAME TARGET.

I JUST THOUGHT IT WAS FOR ALL MY SLIDES.

LIKE, I KNOW YOU ARE.

YOU ARE MY THE TARGET OF MY HEART.

THAT'S NOT WHAT THAT MEANS.

SO THIS IS THE SAME.

THIS IS A READING AND INFORMATIONAL READING INFORMATION ON READING, LITERATURE, TEXTS, STANDARDS.

THIS IS NOT WITHIN MY, YOU'RE RIGHT THERE OKAY.

SO OF THE 70.

SO AGAIN WE'RE TRYING TO HIGHLIGHT GROWTH HERE.

[01:10:01]

AND THEN THE 10% THAT WERE ON LEVEL 36, THIRD OF THEM WENT TO DISTINGUISHED.

AND I WILL JUST GIVE YOU A LITTLE CONTEXT FOR WHAT THIS ASSESSMENT LOOKS LIKE.

THE PRE ASSESSMENT IS SIMPLY THAT IT'S BEFORE THE COURSE TAKES PLACE.

IT'S AT THE VERY BEGINNING OF THE SEMESTER.

IT IS A TIMED ASSESSMENT.

IT'S 60 MINUTES COMPUTER BASED.

THERE ARE THREE READING PASSAGES THAT THE STUDENTS HAVE NEVER READ BEFORE, A COMBINATION OF LITERARY AND INFORMATIONAL TEXTS, AND A SERIES OF SELECTED RESPONSE ITEMS TO BE CONSIDERED IN THE YELLOW NO.

TO BE CONSIDERED IN THE GREEN PROFICIENT, A STUDENT WOULD HAVE HAD TO HAVE ANSWERED 75% OR MORE OF THE ITEMS CORRECTLY TO BE IN WHICH COLOR TO BE IN GREEN.

GREEN. SO THIS IS A VERY HIGH STANDARD.

IT IS A HIGH BAR, BUT IT IS MEASURING GRADE LEVEL PROFICIENCY.

AND I, I HAVE GOT TO PUBLICLY YOU KNOW, REALLY GIVE IT TO OUR STUDENTS AND OUR TEACHERS BECAUSE THIS IS A, A NEWER PLATFORM THAT THEY'RE USING, BUT IT ALSO ALLOWS STUDENTS TO BETTER UNDERSTAND WHICH STANDARDS THEY ARE NOT SUCCESSFUL IN YET AND THEN TARGET THOSE STANDARDS SO THAT THEY'RE ABLE TO SHOW GROWTH AND IMPROVEMENT.

AND THIS IS A SNAPSHOT OF GRADE TEN.

WE SAW GRADE NINE. FIRST, WE KNOW THAT GRADE TEN ELA IS THE TESTED GRADE LEVEL.

OH SORRY, I THOUGHT I HAD. NO, I WAS JUST SAYING.

SO THIS IS THE SAME DATA FOR GRADE TEN.

SAME DATA? GRADE TEN.

AND YOU'LL NOTICE, TOO, THAT THERE ARE WE KNOW THAT OF THE STUDENTS WHO ARE PROFICIENT OR DISTINGUISHED THAT THERE WAS GROWTH THERE, BUT ALSO THE STUDENTS WHO ARE AT 18% THRESHOLD AND EVEN THE STUDENTS WHO 50% OF STUDENTS WHO WERE STILL BEGINNING THOSE ARE STUDENTS WHO THERE WERE VERY FEW STUDENTS WHO WERE UNABLE TO ANSWER ANY QUESTIONS SUCCESSFULLY.

AND THAT'S A ANOTHER TESTAMENT TO THAT CULTURE OF ASSESSMENT AND THE WHY SO GOOD? I'M JUST WONDERING WITH THE 54% IN NINTH GRADE AT BEGINNING AND THE 50%.

10TH GRADE. AT THE BEGINNING LEVEL, WHAT RESOURCES OR WHAT DO WE HAVE TO I THINK THAT'S THAT'S ON OUR AGENDA TODAY.

ON THE AGENDA. OH, THIS IS A GREAT QUESTION.

AND AND NOT A PLANT.

AND MRS. HANSON CAN SPEAK TO SOME OF THE THINGS WE'RE DOING NOW.

WE HAVE A PILOT THAT WE WANT TO SHARE WITH THE BOARD THIS EVENING THAT WILL ABOUT THAT THAT WE ARE PLANNING TO PILOT FOR NEXT YEAR AS A WAY TO HELP THE KIDS WHO ARE ON AN I-READY PLAYING FIELD WOULD BE SIGNIFICANTLY BEHIND GRADE LEVEL TO TRY TO PROVIDE THOSE SUPPORTS BECAUSE THE HIGH SCHOOL SCHEDULE IS SO HARD TO NAVIGATE.

I DON'T WANT TO TAKE ANY OF THEIR CREDIT OPPORTUNITIES.

YEAH. AND COMMONLY IS A GRADE LEVEL TOOL AND IT IS THERE FOR TIER TWO.

RIGHT. BUT THERE ARE SOME STUDENTS WHO ARE NEED ADDITIONAL SUPPORT IN THEIR FOUNDATIONAL READING SKILLS STILL.

AND I WOULD I'M GOING TO SHARE WITH YOU HOW WE PLAN TO ADDRESS IT.

THANK YOU. GREAT.

GREAT QUESTION. YEAH.

PERFECT. PERFECT SEGUE.

OKAY. BUT WE'RE NOT DONE YET. WE'RE SO CLOSE.

SO WE'RE BUT WE'RE ALMOST FINISHED THOUGH.

YEAH. SO JUST IN SUMMARY ON THE MATH DATA, WE REALLY FEEL LIKE WE HAVE DATA NOW THAT'S EASILY ACCESSIBLE.

SO ONE THING I WANT TO POINT OUT AS MS. MULLIGAN POINTED OUT THESE ASSESSMENTS WERE ALREADY BEING DONE, BUT THEY WERE KEPT IN SPREADSHEETS THAT TEACHERS WOULD HAVE TO MANUALLY ADD TO.

AND NOW THESE ASSESSMENTS ARE ONLINE.

STUDENTS TAKE THEM PERFORMANCE MATTERS, CHECKS IT FOR THEM.

AND THEN THEY CAN ALSO COMPARE THEMSELVES TO OTHERS.

SO THAT THOSE DATA RICH CONVERSATIONS CAN HELP COACHES PLAN WITH TEACHERS AND HELP TEACHERS MAKE INFORMED DECISIONS ABOUT INSTRUCTION.

[01:15:01]

MRS. MULLIGAN'S INSIGHT ON OGAP TRAINING.

WE HAVE STARTED OUR COHORTS.

OUR TEACHERS. SO WE HAVE AN ADDITIVE REASONING COHORT, A MULTIPLICATIVE REASONING COHORT.

AND THIS SUMMER FOR MIDDLE SCHOOL WILL START ON FRACTIONS AND PROPORTION COHORT.

AND WE'LL CONTINUE ADDING TO THAT.

WHAT WAS THE FIRST ONE? ADDITIVE. ADDITIVE.

ADDITIVE. OKAY. THAT WILL HELP TEACHERS HAVE THE TOOLS THAT THEY NEED TO UNDERSTAND WHY STUDENTS ARE STRUGGLING AND HOW THEY CAN ADDRESS THOSE. WE TALKED ABOUT THE PERFORMANCE MATTERS DATA AND ABILITY FOR US TO REALLY DIVE INTO THAT DATA, MAKE INSTRUCTIONAL DECISIONS.

AND THEN OUR MATH 180 AND ALGEBRA AND INTERVENTIONS.

SO I THINK WE'RE ON IN A GOOD PLACE CONTINUING TO GROW.

AND I WANT TO THANK MY COACHES AND TEACHERS.

FOR TAKING THE TIME TO DIG INTO THAT DATA AND MAKE INFORMED DECISIONS.

ELEMENTARY HIGHLIGHTS.

SO OUR TIER THREE ENROLLMENT WHICH WE ALLUDED TO THIS, BUT I HAVE ACTUAL NUMBERS FOR YOU HAVE DRASTICALLY DECREASED THIS YEAR.

FROM LAST YEAR.

AT THE END OF THE YEAR, WE HAD 19% OF OUR ELEMENTARY STUDENTS IN A TIER THREE INTERVENTION, WE'RE NOW DOWN TO 1.5% OF OUR STUDENTS IN A TIER THREE INTERVENTION.

THAT'S NOT TO SAY THAT THOSE STUDENTS HAVE JUST DISAPPEARED AND THEY NO LONGER EXIST.

YEAH. THEY DON'T THEY JUST DON'T COME HERE ANYMORE.

WE ARE NOW SERVICING THE MAJORITY, VAST MAJORITY OF OUR STUDENTS IN A TIER TWO MODEL.

AND THE STUDENTS WHO ARE IN TIER THREE ARE STUDENTS THAT TRULY NEED TIER THREE.

AND MOST OF THEM ALSO ARE STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES.

SO HAVE AN IDENTIFIED DISABILITY AT PRESTON A 62% REDUCTION IN TIER THREE STUDENTS.

THAT'S JUST THIS YEAR.

SO THEY'VE GONE FROM 1818 STUDENTS DOWN TO SEVEN WHO ARE IN TIER THREE.

SO WE'RE ALSO EXITING STUDENTS IN TIER THREE, INSTEAD OF THEM BEING LIFERS, AS WE AFFECTIONATELY CALLED THEM.

AT FEDERALSBURG, WE HAVE A 56% REDUCTION OF STUDENTS WHO ARE NEEDING LOWER LEVEL PHONICS SKILLS.

SO AT THE BEGINNING OF THE YEAR, WE STARTED WITH 107 STUDENTS WHO WERE IN LOWER LEVEL PHONICS, SO THAT WOULD BE ANYTHING BELOW MULTISYLLABIC WORDS.

WE'RE DOWN TO 47 STUDENTS AT FEDERALSBURG WHO ARE NEEDING THAT HELP.

THE MAJORITY OF OUR STUDENTS IN TIER TWO.

SO THAT'S 93% OF THEM.

THEY'VE MOVED THROUGH TWO OR MORE SKILLS IN THAT CONTINUUM.

AND THAT WAS SOMETHING THAT WASN'T STARTED UNTIL AROUND THE END OF OCTOBER.

SO END OF OCTOBER INTO I BELIEVE I ASKED FOR THIS DATA MID-FEBRUARY.

SO IN THAT TIME FRAME, THEY'VE MOVED AT LEAST TO MORE, MORE SKILLS.

80% OF THE FOURTH GRADERS AT DENTON ELEMENTARY ARE IN TIER ONE INSTRUCTION ONLY, 80%.

I HAD TO CRUNCH THAT. AGAIN.

THEY'RE DOWN TO ONE CLASSROOM OF STUDENTS WHO ARE RECEIVING PHONICS INSTRUCTION.

EVERYONE ELSE IS RECEIVING ENRICHMENT DURING THAT TIME.

AT GREENSBORO ELEMENTARY, ONLY 20% OF FIRST GRADERS ARE RECEIVING TIER TWO.

SO A SCHOOL OF GREENSBORO SIZE, THAT'S AROUND 25 TO 30 STUDENTS OUT OF A GRADE LEVEL OF ABOUT 110, 120.

AND AT RIDGELY 71, STUDENTS HAVE EXITED TIER TWO ALTOGETHER AND ARE NOW ONLY IN TIER ONE INSTRUCTION.

SO I ASKED MY READING COACHES FOR JUST GIVE ME SOMETHING THAT'S LIKE THE ONE ABOUT YOUR SCHOOL THAT'S HAPPENING IN YOUR TIER TWO OR TIER THREE.

AND THAT WAS THE INFORMATION THAT ALL OF THEM PROVIDED TO ME.

SO GREENSBORO 80% OF THEIR FIRST GRADERS ARE.

YES. WOW.

YEAH. AND THAT IS A SCHOOL THAT HAS, OF COURSE, HUGE NEEDS.

ACCORDING TO STUDENTS WHO ARE STILL LEARNING THE ENGLISH LANGUAGE.

OH, MY QUESTION IS, YES.

WHERE DOES THE ENGLISH LANGUAGE LEARNING THAT PIECE OF IT PLAY INTO THIS? WELL, OBVIOUSLY..

WE ARE FORTUNATE..

THAT IN TIER ONE SOMETHING'S WORKING.

YEAH. AND WE'RE REALLY FORTUNATE IN THAT WHILE WE HAVE SEEN AN EXPLOSION OF NEWCOMERS AT GREENSBORO THIS YEAR, OFTENTIMES OUR STUDENTS ARE EVEN THOUGH THEY ARE LANGUAGE LEARNERS, THEY ARE STARTING HERE IN PRE-K, SO AND THEY THEIR BRAINS ARE JUST WIRED FOR LANGUAGE.

SO BY THE TIME THEY GET TO FIRST GRADE, THEY DO HAVE A PRETTY DECENT COMMAND OF THE ENGLISH LANGUAGE.

UNLESS THEY DIDN'T COME IN, YOU KNOW, PRE-K, KINDERGARTEN, OF COURSE.

BUT YES, IT REALLY HAS BEEN AMAZING GROWTH TO SEE.

AND WE HAVE BEFORE AND AFTER SCHOOL TUTORING OCCURRING IN ALL FIVE ELEMENTARY SCHOOLS, ALL TO VARYING DEGREES.

BUT IT IS OCCURRING EVERYWHERE, AND WE DO SEE THAT WE WILL BE ABLE TO FUND THAT AGAIN NEXT YEAR THROUGH VARIOUS GRANTS.

[01:20:05]

IF YOU ASK THEM, WHAT IS YOUR MOST TROUBLING STATISTIC? WHAT WOULD THAT SLIDE LOOK LIKE? IT'S STILL OUR STUDENTS RIGHT NOW WHO ARE MULTIPLE POPULATIONS.

WE'RE TRYING TO SERVE STUDENTS, THE ONES WHO TOUCH SPECIAL EDUCATION, MLL, PERHAPS ALSO TALENTED AND GIFTED HAVE STUDENTS WHEN YOU HAVE CERTAIN STUDENTS THAT DOUBLE AND TRIPLE DIP IN THE STUDENT POPULATIONS, THE TIME TO SERVICE THEM.

YEAH, WE STILL HAVE A FINITE NUMBER OF MINUTES.

THERE'S NO EXTRA DAY OR EXTRA PERIOD TO SERVICE THOSE STUDENTS, SO IT'S GIVING THEM WHAT THEY NEED WHILE ALSO MAKING SURE THEY DON'T MISS CORE INSTRUCTION, WHICH IS YOUR WHOLE DAY PRACTICALLY. SO HOW DO YOU BALANCE THAT? AND THAT IS STILL OUR THAT'S THE THORN IN OUR SIDE RIGHT? RIGHT. GOT IT.

IT'S A GOOD ANSWER I APPRECIATE THAT.

OH THANK YOU.

ALL RIGHT. SO FOR SECONDARY ENGLISH WE'RE GOING TO REALLY TARGET OUR MIDDLE SCHOOL HIGHLIGHTS.

3.8% OF ALL STUDENTS.

ONLY 3.8% ARE IN TIER THREE INTENSIVE INTERVENTION PROGRAMS AND ALL OTHER STUDENTS ARE USING LEXIA POWER UP.

WE KNOW THAT THE SCHEDULE STRUCTURE HAS NOT SHIFTED YET IN MIDDLE SCHOOL, AND SO THERE IS STILL THAT PERIOD WE CALL FOCUS, WHERE INTERVENTIONS AND ENRICHMENT AND OTHER COURSES OCCUR.

BUT THIS IS A STAT THAT I WAS EXTREMELY INTERESTED IN BECAUSE WE ARE LOOKING TO LOWER THE NUMBER OF STUDENTS IN THAT INTENSIVE TIER THREE.

SO TIER ONE AND TWO ARE ALL USING LEXIA POWER.

SO TIER ONE IS NOT USING LEXIA POWER UP.

AND THE STUDENTS WHO ARE IN NEED OF A TIER TWO ARE USING LEXIA POWER UP.

YES, IN MIDDLE SCHOOL, FOCUS GROUPS HAVE CHANGED BASED ON STUDENT DATA.

SO THAT'S THE IMPACT THAT WE'RE SEEING.

THAT CHANGES EACH SEMESTER.

AND IN MIDDLE SCHOOL, COMMUNITY SCHOOL FUNDS ARE BEING USED AT COLONEL RICHARDSON MIDDLE SCHOOL FOR READING AND MATH INTERVENTIONS AFTER SCHOOL.

AND THOSE READING INTERVENTIONS ALSO USE LEXIA POWER UP SO THAT WE HAVE A PILOT THAT'S MORE ROBUST AND GIVES US MORE DATA ON WHEN STUDENTS ARE USING THAT TOOL AT DIFFERENT TIMES OF THE DAY.

I GUESS THIS IS ALL OF US.

THIS IS PRETTY MUCH ALL OF US.

AND AS I SAID, THAT WHOLE FIRST BULLET POINT.

YOU'RE AN AUDIENCE PLANT, JUST LIKE MISS WAYMAN.

YEAH. WE'RE REALLY LOOKING AT MORE EFFECTIVE SCHEDULING OPTIONS FOR ESPECIALLY THOSE FOR THOSE POPULATIONS.

WE ALWAYS SAY WE NEED MORE MINUTES IN THE DAY, AND WE WE LITERALLY NEED MORE MINUTES IN THE DAY.

BECAUSE RIGHT NOW WE'RE REALLY SHARING TIME.

SO I'M WORKING CLOSELY WITH OUR SUPERVISOR OF SPECIAL EDUCATION, ERICA MCDONALD, AND OUR SUPERVISOR OF MULTILINGUAL LEARNERS, CHRIS CRYSTAL, TO JUST FIND A WAY THAT EVERYONE IS ABLE TO GIVE STUDENTS WHAT THEY NEED WITHIN THE MINUTES THAT WE HAVE.

AND IT'S JUST IT'S ALWAYS, ALWAYS THE ISSUE.

WE ALSO HAVE TRAINING THIS SUMMER PLANNED.

IT'S A WEEK LONG INTENSIVE TRAINING FOR ORTON-GILLINGHAM.

IMSE STANDS FOR INSTITUTE OF MULTISENSORY EDUCATION AND IT IS AGAIN OG PLUS THE MOST TRIED AND TRUE TIER THREE.

WE'LL BE ABLE TO TRAIN 25 MORE TEACHERS AND THAT'S A K TO 12 ENDEAVOR SO THAT WE WILL HAVE MORE PEOPLE AVAILABLE AND TRAINED.

YOU HAVE TO BE CERTIFIED TO PROVIDE THAT TIER THREE.

SO IN DOING SO WE'LL HAVE 25 MORE PEOPLE TRAINED COUNTYWIDE TO PROVIDE THAT.

SO MORE PEOPLE AVAILABLE FOR MORE BEFORE AND AFTER SCHOOL INTERVENTIONS IS REALLY WHAT WE'RE HOPING TO GAIN FROM THAT.

LEXIA POWER UP WILL BE USED FOR TIER TWO SUPPORT FOR SECONDARY STUDENTS BELOW GRADE LEVEL IN READING.

AND SO I'LL TALK TO YOU MORE ABOUT THAT WHEN WE DISCUSS THE ESSENTIALS.

PILOTS FOR ENGLISH NINE AND ENGLISH TEN.

NIKKI. WE'RE EXPLORING MORE OPTIONS FOR MATH WORKSHOP TO PROVIDE INTERVENTIONS FOR STUDENTS.

AND I FORGOT TO INCLUDE THIS BULLET, BUT ONE OF THE TRAININGS THAT WE HAVE SPECIAL ED TEACHERS AND MATH INTERVENTION TEACHERS.

SUMMER IS OG [INAUDIBLE] SO.

THAT'S GREAT. AND THEN SUMMER TRAINING FOR MIDDLE SCHOOL TEACHERS IS.

I WOULDN'T WANT TO HAVE TO SAY THAT SECOND BULLET VERY FAST.

YEAH. THANK YOU.

THAT WAS OUTSTANDING.

A LOT OF INFORMATION.

YEAH, A LOT OF INFORMATION.

SO SOME OF THOSE CHARTS, MY EYES WERE LIKE, I KNOW.

YEAH. IT IS ENCOURAGING.

IT'S THE RIGHT. YEAH. THINKING ABOUT THE SUMMER LAPSE THAT HAPPENS.

IT JUST HAPPENS. IT'S.

NORMAL, I GUESS.

PRETTY MUCH. DO WE KIND OF PULL THOSE TIER THREE STUDENTS IN FOR THE SUMMER SCHOOL PROGRAM IF WE CAN?

[01:25:08]

THEY'RE THE ONES THAT.

IT'S OPEN TO ALL STUDENTS.

RIGHT, RIGHT.

BUT IT DEFINITELY IS WHERE WE ALSO WANT TO OFFER THE INTERVENTIONS THAT ARE THAT ARE OFFERED TO THE STUDENTS CONTINUE.

AND WE WILL CONTINUE WITH OUR PARTNERSHIP WITH RECREATION AND PARKS FOR ELEMENTARY STUDENTS.

IT WILL BE DENTON.

IT WILL BE FEDERALSBURG.

PRESTON IS GETTING A ROOF, SO PRESTON AND FEDERALSBURG WILL BE AT FEDERALSBURG THIS YEAR.

AND THEN GREENSBORO AND RIDGELY KIDS CAN GO TO GREENSBORO AS RIDGELY WILL NOT HOST ITS PRESTON, DENTON OR FEDERALSBURG, DENTON AND GREENSBORO.

AND THEN THE MIDDLE SCHOOL CSET PROGRAM WILL BE TARGETING STUDENTS FOR THAT AS WELL TO PARTICIPATE IN THAT PROGRAM THAT WE PARTNER WITH METRO REGIONAL COUNCIL FOR THE PROGRAM THAT WE'RE ACTUALLY HOSTING THIS SUMMER AT COLONEL HIGH.

AND I ACTUALLY HAVE ALREADY SPOKEN.

THOMPSON. AND EVEN THOUGH IT IS OPEN TO EVERYONE AS STUDENTS.

SHE'S GOING TO SHARE THOSE NAMES WITH.

READING COACHES AND TEACHERS AT THE ELEMENTARY LEVEL TO IDENTIFY WHAT STUDENTS HAVE ALREADY BEEN IN A TIER TWO OR TIER THREE, AND WE DO PLAN ON CONTINUING TO PROVIDE THE TIER 2 OR 2 TIER THREE OVER THE SUMMER TO THOSE STUDENTS WHO ARE ENROLLED.

FOR READING AND FOR MATH.

LOOKS LIKE WE'VE DONE A LOT.

THAT WAS FROM THE BEGINNING OF THE YEAR TILL MID YEAR.

THAT'S IT. AMAZING.

YEAH. LOOKING FORWARD TO THE BUILT THE INTEGRATED TIERED SUPPORT SYSTEM.

SO BUILDING THAT WAS A HUGE LIFT, AND SEEING IT WORK IS PROBABLY THE MOST REWARDING THING.

AND I THINK ALL OF THE TEACHER TRAINING THAT'S GOING ON, IT'S MADE A BIG, BIG DIFFERENCE.

I KNOW IT CAN'T BE EASY, EVEN FOR THE TEACHERS, BECAUSE YOU'VE TAUGHT ALL DAY.

AND YOU KNOW, I KNOW THAT, BUT IT'S IT'S PAYING OFF.

IT ABSOLUTELY IS IN A LOT OF THEM HAVE HAVE MENTIONED THAT, THAT THEY HAVE FELT LIKE THE TRAININGS THAT WE'VE DONE RECENTLY WITH LETTERS, WHILE VERY TIME AND LABOR INTENSIVE.

THEY'VE BEEN WORTH IT AND THEY, THEY'VE LEARNED THE MOST FROM THEM.

THAT'S GREAT. WHICH THAT'S THE GOAL.

RIGHT. SO AND WITH THEIR PERFORMANCE MATTERS TRAINING, WE'VE BEEN UTILIZING WHAT WE ALREADY HAVE AVAILABLE SO THAT THEY'RE NOT GOING EXTRA. IT'S NOT IT'S NOT ADDED ON TO THE PROFESSIONAL DEVELOPMENT.

IT BECOMES PART OF PROFESSIONAL DEVELOPMENT AND ONGOING.

SO IT DOESN'T GO AWAY, JUST CONTINUES TO GO.

I THINK THE WHEN YOU GET TO THE, THE MIDDLE SCHOOL, YOU KNOW, THE, THE OLDER STUDENTS, YOU'RE STILL, YOU'RE STILL SEEING THE LIKE THE, THE STRUGGLES, LIKE YOU SAID, FROM THE LEARNING LOSS.

BUT WHAT YOU'RE SEEING FROM THE, THE YOUNGER STUDENTS IS WHERE ALL THIS, ALL THIS EXTRA WORK THAT'S BEEN DONE TO TO COME UP WITH THESE, YOU KNOW, THESE METHODS TO ATTACK THAT LEARNING LOSS YOU'RE SEEING WHEN YOU GET A STUDENT THAT DIDN'T REALLY HAVE THAT LEARNING LOSS, YOU'RE REALLY THAT'S WHERE YOU'RE REALLY SEEING THE BENEFITS OF WHAT THE FUTURE COULD BRING FROM FROM THE YOUNGER STUDENTS, YOU KNOW, AS THEY'RE COMING IN WITHOUT THAT, WITHOUT THAT BACKGROUND.

SO IT'S, YOU KNOW, IT WAS IT WAS A BAD TIME AND, AND, YOU KNOW, A BAD A BAD TIME.

BUT WE'RE SEEING SOME THINGS THAT TOOK PLACE TO MAKE, TO REALLY MAKE THE FUTURE BRIGHTER FOR, FOR THE, FOR THE YOUNGER GROUP THAT DIDN'T HAVE TO GO THROUGH THAT.

SO. ABSOLUTELY, ABSOLUTELY.

YEAH. ANY OTHER QUESTIONS BOARD ON THAT PRESENTATION? I'D SAY JUST OUTSTANDING.

IT'S NICE TO SEE SUCH THOUGHTFUL EFFORT AND JUST VERY PROFESSIONAL.

MUCH APPRECIATED AND JUST GREAT TEAMWORK, OBVIOUSLY.

IT WAS REALLY VERY IMPRESSIVE AND ALL MY QUESTIONS WERE ANSWERED.

OH THAT'S COLD.

THAT WARMS MY HEART.

AND AS AND AS SOME OF THEM MAY CHOOSE TO DEPART.

BECAUSE IT IS. MISS HANSEN HAS THE NEXT ITEM.

THIS IS NOT THIS IS NOT A DIG.

AS I SAY IT, IF THEY CHOOSE TO, THEY TOTALLY CAN.

ABSOLUTELY. IT ABSOLUTELY HAS BEEN TEAMWORK.

TEAMWORK IS WHAT HAS GOTTEN OUR INSTRUCTIONAL DIVISION TO WHERE IT IS.

IT STARTS AT THE TOP AND EVERYBODY DOWN SUPERVISORS, PRINCIPALS AND AT THE BUILDING LEVEL, WITH TEACHERS, WITH INSTRUCTIONAL STAFF.

TEAMWORK IS WHY WE ARE WHERE WE ARE.

AND I APPRECIATE EVERYBODY'S EFFORTS.

AND THAT IS WHAT'S MOVING US.

IT'S IT'S IT'S THEM AND WHAT THEY'RE LEADING EVERY DAY WITH PRINCIPALS AND TEACHERS.

SO THANK YOU ALL. AND IT'S VERY APPARENT I MEAN THAT'S WHY I SAID THAT.

[01:30:03]

YOU KNOW I DON'T SEE IT ON A REGULAR BASIS LIKE DOCTOR SIMMONS DOES.

AND JUST THAT THE TEAMWORK AND THE OVERALL EFFORT AND JUST THE SOMEBODY SAID THE WORD SILOS EARLIER OR WHATEVER.

I DON'T SEE IT. YOU'RE YOU'RE REALLY KNOW AND WORKING TOGETHER AS WELL.

ALL THIS, ALL THIS WORK.

THIS IS WHEN I SHARED ABOUT THE BLUEPRINT, HOW I SAID IT'S JUST ORGANIC.

IT'S PART OF WHAT WE DO.

THIS ALL IS EMBEDDED WITH THE BLUEPRINT.

WORK IS OWNED BY THE. WHICH IS WHY WE'RE SO INNOVATIVE WITH WHAT'S HAPPENING.

AND IT'S IT'S DIRECTLY SPEAKING TO WHAT THE INTEGRITY OF THE BLUEPRINT OR THE INTENTION OF THE BLUEPRINT IS TO BE INNOVATIVE AND THINK DIFFERENTLY.

AND THAT'S WHAT THIS TEAM HAS DONE.

SO IT'S BECOME PART OF OUR LANGUAGE, AND IT'S GOING TO MAKE THE JOB OF WRITING TO THIS.

SO MUCH EASIER BECAUSE IT'S OURS.

THE TALENT IS WITHIN THIS DISTRICT.

THERE DOESN'T NEED TO BE SOMEBODY COMING OUTSIDE IN TO TELL US WHAT TO DO.

WE HAVE THE TALENT.

IT'S HERE. AND THIS IS.

THIS IS WHAT IT LOOKS LIKE.

I MENTIONED.

OUR REGULAR BOARD MEETING ABOUT ATTENDING THE I GUESS IT WAS IT WAS A PUBLIC WORKSHOP ON THE SCIENCE OF READING, AND I WENT TO IT JUST TO LEARN MORE AND REALLY LEARNED THAT CAROLINE COUNTY IS AHEAD OF US.

AHEAD OF THE BALL WITH THAT.

AND THAT MADE ME FEEL REALLY GOOD TO SEE THAT DOWN TO THE CLASSROOM LEVEL NOW.

YEAH, IT'S YEAH, I CAN SEE IT.

IT'S SO KUDOS TO.

YOU FOLKS, WELL DONE.

THANK YOU. THANK YOU. SO, ARE YOU GUYS HANGING AROUND FOR? NO THEY'RE NOT.

SHE'S LIKE OH YEAH.

NO THEY'RE NOT.

OH THANK YOU GUYS FOR THE TEAMWORK.

JUST LIKE OH TEAMWORK WE WERE TALKING ABOUT.

NIKKI MELISSA RENEE I'M HERE.

OH. THANK YOU. I JUST YOU DON'T HAVE TO GO HOME.

CHEER YOU ON. WE'RE HERE FOR YOU.

YES. THAT'S RIGHT.

THOSE WATCHING AT HOME.

WE'RE GOING TO TAKE A BRIEF, BRIEF, BRIEF PAUSE.

YES, YES.

LIKE EVERYONE LEFT.

YEAH. EVEN THE ONES.

EVEN THE ONES I'VE EVEN TALKED TO.

YOU'RE WATCHING AT HOME.

TAKE A BATHROOM BREAK, GET A GLASS OF WATER.

CHANGE THE CHANNEL ON THE TELEVISION.

NO, WE'RE GOOD NOW. YEAH. WE'RE GOOD.

SO OUR NEXT ITEM WE HAVE, AND MRS.

[2.02 English 9 and 10 Essentials Pilot]

AND SHE TOTALLY DID NOT KNOW THE PLANT LIKE IT, BUT IT WORKED SO WELL.

MISS HESSEN CAME TO ME WITH AN IDEA THAT SHE HAD DEVELOPED AND SHARED WITH DOCTOR DOWNS, AND IT REALLY WORKED THROUGH IT.

AND SO WE'RE NOT WE'RE NOT ASKING THE BOARD FOR A NEW COURSE.

ADOPTION. PUT SOMETHING IN THE COURSE CATALOG.

WHAT WE'RE WHAT WE'RE DOING IS WE'RE GOING TO PILOT A COURSE NEXT YEAR TARGETING, ACTUALLY ONE FOR ENGLISH, NINE ENGLISH, TEN TO SUPPORT THOSE STUDENTS.

THE VERY STUDENTS THAT MISS WAYMAN COMMENTED ON ON THAT DATA SLIDE.

YEAH. TO TRY SOMETHING DIFFERENT THAT WE BELIEVE WILL HELP.

AND MISS HESSEN HAS DONE A TREMENDOUS AMOUNT OF RESEARCH INTO IT.

IT'S VERY THOUGHTFULLY DONE, BUT WE WANT TO SHARE WITH THE BOARD WHAT WE'RE PLANNING ON DOING.

SO YOU'RE AWARE OF IT, AND WE'LL MONITOR, OF COURSE.

AND IF WE'RE SEEING THE THE PROGRESS, IT'LL COME BACK TO THE BOARD FOR APPROVAL AS AN ACTUAL COURSE THAT WILL BE THERE IN PERPETUITY.

SO, MISS HESSEN.

SURE. SO THANK YOU FOR DEFINITELY SETTING UP THIS PRESENTATION BECAUSE WAYMAN.

SO ENGLISH NINE AND ENGLISH TEN.

I JUST WANT TO TALK ABOUT WHY WOULD WE NEED ENGLISH ESSENTIALS.

AND I THINK IF AFTER YOU VIEWED SOME OF OUR DATA, YOU WILL ALSO AGREE THAT STUDENTS ENTERING HIGH SCHOOL SOMETIMES LACK THE FOUNDATIONAL SKILLS THAT THEY NEED TO BE SUCCESSFUL IN ENGLISH COURSES IN HIGH SCHOOL AND IN OUR SEMESTER ONE, YOU WERE ABLE TO NOTICE THAT THAT TIER TWO SMALL GROUP INSTRUCTION.

IT WAS USEFUL TO STUDENTS, BUT NOT ALL STUDENTS REQUIRED THAT SAME FREQUENCY OR INTENSITY OR DURATION OF ACADEMIC SUPPORT.

AND SO WE WE PLAN OUR PACING FOR THE STUDENTS WITH THE GREATEST NEEDS IN MIND.

AND REALLY THOSE ACHIEVEMENT GAPS, THOSE STILL EXIST.

AND STUDENT GROUPS ARE MAKING PROGRESS.

YET LEARNERS WHO ARE ON AND ABOVE GRADE LEVEL MAY NOT BE CHALLENGED TO THE EXTENT NEEDED IN THAT MODEL, BECAUSE THERE MAY BE SEVERAL DIFFERENT GROUPS.

[01:35:02]

SO WE WANT TO ALSO ALIGN WITH MATH PATHWAYS.

WE'VE TALKED A LOT ABOUT HOW WE PUT STUDENTS IN THE BEST POSSIBLE PLACE BEFORE THEY TAKE THAT ALGEBRA ONE, OR WHEN THEY'RE MOVING INTO THOSE UPPER LEVEL MATHS, AND WE NEED TO DO THE SAME FOR ENGLISH COURSE OPTIONS.

MATH INCLUDES THIS FOLLOWING THE FOLLOWING PATHWAY.

AND THEY'RE DESIGNED TO REINFORCE THOSE SKILLS AND CONCEPTS PRIOR FOR THE SAME MATH STANDARDS.

BUT BUT MAYBE IT JUST HAPPENS IN A DIFFERENT PROGRESSION FOR SOME STUDENTS.

THERE'S A LINK TO MODELS OF ENGLISH ESSENTIALS PILOTS IN NEIGHBORING DISTRICTS.

THEY'RE NOT ALWAYS CALLED ENGLISH ESSENTIALS, BUT I THINK THAT YOU'LL AGREE THAT IT IS ESSENTIAL FOR STUDENTS TO HAVE THE READING FOUNDATIONAL SKILLS THEY NEED AT ANY GRADE LEVEL, AND THE MODELS THAT WERE REVIEWED INCLUDED THESE THE FOLLOWING COUNTIES WORCESTER, QUEEN ANNE'S, TALBOT, WICOMICO, AND DORCHESTER.

AND 100% OF OUR NEIGHBORING DISTRICTS HAVE A SIMILAR PLAN FOR STUDENTS WHO NEED MORE SUPPORT.

CHARACTERISTICS OF THE COURSES INCLUDE THE CURRICULUM IS ADJUSTED OR THE PACING IS ADJUSTED, OR THERE'S MODIFIED TIME THAT STUDENTS ENGAGE WITH THE STANDARDS.

SO MAYBE THEY'RE IN THE COURSE FOR A FULL YEAR INSTEAD OF A SINGLE SEMESTER.

IT COULD BE AN ELECTIVE CREDIT OPTION.

SO IN ADDITION TO THEIR ENGLISH NINE CREDIT, OR IT'S PART OF A STUDENT PATHWAY THAT ALSO INCLUDES ACCELERATION OPPORTUNITIES.

SO THERE'S ESSENTIALS ON ONE PART OF THE SPECTRUM.

AND THEN MAYBE AN ACCELERATED MATH FOR EXAMPLE.

BUT IN ENGLISH.

WE'RE LOOKING TO TARGET NOT JUST OUR TIER ONE, WHICH WOULD STILL BE OUR PROSPECTIVE ENGLISH CORE CURRICULUM.

IF YOU REMEMBER BACK FROM ONE OF OUR FIRST SLIDES FROM THE LAST PRESENTATION, THERE WAS A MODEL THERE THAT SHOWED THAT THERE ARE THREE DIFFERENT TIERS.

WE NEED TO INCLUDE GRADE LEVEL STANDARDS IN ALL ENGLISH COURSES, ENGLISH NINE, ENGLISH TEN, WHAT HAVE YOU.

AND WE NEED TO PROVIDE THE SUPPORT FOR STUDENTS TO MASTER THEM.

BUT WHAT WE DISCOVERED THIS YEAR IS THAT FOR ENGLISH ESSENTIALS, WHAT WE'RE USING FOR TIER TWO NEEDS TO SHIFT FOR SOME STUDENTS WHO ARE IN A NEED OF FOUNDATIONAL READING SKILLS.

AND I WAS ABLE TO TALK TO YOU A LITTLE BIT ABOUT THE POWER UP INTERVENTION AND WHAT THIS COURSE WILL TARGET ARE THOSE FOUNDATIONAL READING SKILLS TO ACCESS THE GRADE LEVEL TEXTS AND THE GRADE LEVEL STANDARDS.

STUDENTS THEN ARE IN THE SAME CLASS WITH THE SAME TEACHER TO APPLY WHAT THEY'RE LEARNING IN POWER UP TO THEIR CONTENT IN REAL TIME.

SO BASICALLY YOUR CORE AND YOUR TIER TWO, SO YOUR PLUS MORE ALL OTHER ENGLISH COURSES WOULD CONTINUE TO USE COMMON LIT, WHICH TARGETS THOSE GRADE LEVEL STANDARDS THAT ARE LITERARY AND INFORMATIONAL.

THE ONLY DIFFERENCE THEN IS THE RESOURCE THAT'S USED FOR SMALL GROUP TEACHING AND LEARNING.

AND STUDENTS WON'T HAVE TO TAKE THE SAME READING INTERVENTION CLASSES THAT THEY ARE NOW TAKING THAT ARE ALSO FOR CREDIT OPPORTUNITIES.

BUT IT'S ALL HAPPENING AT THE SAME TIME, WHICH.

I THINK IT'S PRETTY IMPORTANT IN THIS MODEL.

OH, NO. I WENT THROUGH A.

OKAY, SO HOW WILL STUDENTS BE SELECTED FOR THIS PROCESS? SO FOR THE PILOTS WE'RE WORKING CONTINUING TO WORK WITH OUR SAME SCHOOL TEAM THAT ALREADY ANALYZES STUDENT DATA TO DETERMINE WHO HAS TIER TWO AND TIER THREE NEEDS. THAT ALSO INCLUDES SPECIAL ED AND MULTILINGUAL LEARNER SPECIALISTS.

AND STUDENT DATA ON AT LEAST TWO MEASURES WOULD NEED TO DEMONSTRATE A NEED FOR SUPPORT IN WORD STUDY, GRAMMAR, AND READING OR READING COMPREHENSION.

THESE ARE A LIST OF POSSIBLE DATA SOURCES AND MCAP IS OUR TRUE SUMMATIVE, AND THAT ASSESSMENT DATA AT THE END OF GRADE EIGHT WOULD HELP TO INFORM STUDENT PLACEMENT IN GRADE NINE.

FOR THIS PILOT, THERE IREADY READING RESULTS.

ANY STUDENT WHO WAS ALREADY IN A FOCUS INTERVENTION COURSE WHO MAY NEED ADDITIONAL SUPPORT.

COMMONLIT POST-ASSESSMENT DATA FOR GRADES EIGHT AND NINE AND FEEDBACK STUDIO RATING DATA.

BECAUSE WE ALREADY SAID THAT THAT ALSO IS AN INDICATOR OF STUDENT PROFICIENCY.

THIS WILL ALSO INCLUDE TEACHER RECOMMENDATIONS WITH PROGRESS MONITORING DATA TO SUPPORT THAT RECOMMENDATION IN THOSE SHORT CYCLE COMMON ASSESSMENTS THAT WE SAW IN PERFORMANCE MATTERS. FOR EXAMPLE, IF THERE IS A STUDENT WHO WAS CONSISTENTLY NOT SHOWING GROWTH OR PROGRESS.

[01:40:01]

ABSOLUTELY.. TEACHERS RIGHT THERE.

WE HAVE DATA, WE HAVE MORE DATA NOW THAN EVER AND WE NEED TO USE IT, I THINK, TO BEST IDENTIFY STUDENTS WHO WOULD BE MOST BENEFITED.

SO HERE'S A SAMPLE PILOT CLASS IF I WERE TO PULL THAT NOW, BECAUSE THIS IS SOMETHING THAT'S VERY IMPORTANT TO ME, IS THAT WHAT DOES THIS STUDENT GROUP LOOK LIKE? AT COLONEL RICHARDSON THERE WOULD BE 11 STUDENTS.

THE GOAL WOULD BE ONE SECTION IN GRADE NINE AND ONE SECTION IN GRADE TEN.

AND THERE WOULD BE IN THIS SAMPLE CLASS, FIVE MALES, SIX FEMALES, TWO STUDENTS WITH DISABILITIES.

IN THE DATA THAT I PULLED, THERE WERE ZERO MULTILINGUAL LEARNER STUDENTS.

HOWEVER, THAT ALSO CAN MEAN THAT THERE MAY BE SOME STUDENTS WHO WOULD BE NEEDED FOR THAT PILOT OR WHO WOULD BE.

IT WOULD BE APPROPRIATE FOR THE PILOT.

BUT THIS IS ALSO THE RANGE OF ETHNICITIES.

THERE WOULD BE SEVEN CAUCASIAN, ONE MULTIRACIAL, AND THREE AFRICAN AMERICAN STUDENTS IN THAT CLASS.

SO YOU WOULD NOT LOOK AT THAT CLASS AND IT WOULDN'T LOOK ANY DIFFERENT THAN ANYONE ELSE'S.

AND THAT'S THE MOST IMPORTANT PART OF ESSENTIALS, IN MY VIEW.

IS THIS A NINE AND 10TH GRADE COMBO CLASS OR IS THIS? NO IT WOULD, THERE IS ONE ENGLISH NINE ESSENTIALS AND IT IS ALSO THERE ENGLISH NINE CREDIT AND ONE ENGLISH TEN ESSENTIALS COURSE THAT IS THERE ENGLISH TEN CREDIT.

THAT'S GREAT, WHICH IS VERY EXCITING.

IT'S TWO CLASSES OF ABSOLUTELY TOWARD GRADUATION REQUIREMENTS, WHICH IS REALLY WHAT WE'RE.

THAT'S GREAT. YEAH. THAT'S WHAT WE REALLY AND I APPRECIATE RENEE PULLING THE DATA ON THIS.

WE REALLY WANTED TO MAKE SURE.

SO AS A COUNTY, WE'VE HELD OFF FOR A WHILE ON HAVING SORT OF THE PRE-ALGEBRA OF ENGLISH.

YES, I MEAN, THAT'S A GOOD WAY.

IT IS THE BEST WAY TO THINK WE REALLY HELD OFF ON IT BECAUSE WE WERE VERY CONCERNED ABOUT WHAT THE REPRESENTATION WOULD LOOK LIKE IN THAT CLASSROOM.

AND SO PULLING THE DATA GAVE US A REAL PICTURE OF WHAT IT WOULD LOOK LIKE.

AND IT LOOKS VERY TYPICAL TO WHAT AN ENGLISH NINE OR ENGLISH TEN CLASSROOM LOOK LIKE CURRENTLY LOOKS LIKE OTHER SCHOOLS.

YES. WHICH WAS THE BEAUTY OF IT.

YES, WHICH WAS GREAT.

AND AT NORTH CAROLINE, VERY SIMILAR SAMPLE PILOT CLASS.

I RAN IT AS THOUGH I WAS PULLING THAT DATA RIGHT NOW, YOU KNOW, AND IT PULLED 22 STUDENTS.

THE GOAL WOULD BE TWO SECTIONS OF 25 OR FEWER STUDENTS.

AND THAT WOULD BE IN EACH GRADE LEVEL AT NORTH CAROLINE IS A LARGER SCHOOL.

SO IT WOULD BE TWO IN NINTH AND TWO AND NINTH AND 2 IN 10.

AND WE TYPICALLY HAVE TWO TEACHERS OF ENGLISH NINE TWO TEACHERS OF ENGLISH TEN.

SO THAT ALSO ALLOWS US TO CROSS POLLINATE A LITTLE BIT AND COLLABORATE ON THE PILOT.

IT'S BETTER TO HAVE MORE KNOWLEDGEABLE HEADS AT THE TABLE THAN TOO FEW.

THERE WILL BE EIGHT MALES AND 14 FEMALES IN THE SAMPLE GROUP 12 STUDENTS WITH DISABILITIES.

HOWEVER, SOME OF THESE 12 ARE CURRENTLY ALREADY ENROLLED IN ONE OR MORE READING INTERVENTION.

THAT IS A COURSE IN THEIR DAY.

AND SO THIS WOULD BE HELPING TO TAKE BACK ONE OF THOSE CREDIT OPPORTUNITIES FOR STUDENTS OR TO EARN BACK ONE OF THOSE CREDIT OPPORTUNITIES BEYOND AN ELECTIVE CREDIT, WHICH, I THINK MAKES ME THE HAPPIEST.

AND THIS IS THE ETHNICITIES THAT WOULD BE REPRESENTED IN THAT ONE SAMPLE THAT I'M PULLING FOR YOU.

DIVERSE AND THE NEED FOR FOUNDATIONAL READING SKILL AND ADDITIONAL SUPPORT.

REALLY KNOWS NO ETHNICITY.

IT KNOWS NO GENDER.

AND AND THAT'S THE BEAUTY OF IT IS THAT IT TAKES OUT IT WE'RE USING ONLY DATA TO HELP DRIVE THE DECISION.

HERE ARE THE COURSE DESCRIPTIONS.

THEY LOOK VERY SIMILAR TO WHAT ONE WOULD SEE IN A PROGRAM OF STUDY GUIDE FOR ENGLISH NINE OR ENGLISH TEN.

HOWEVER, NOTICE HERE I THINK THIS MIGHT.

OH, THERE WE GO. INSTRUCTION WILL TARGET GRADE LEVEL STANDARDS AND PROVIDE EXPLICIT INSTRUCTION AND SUPPORT IN READING, WRITING AND VOCABULARY SKILLS TO ENHANCE THE STUDENT'S ABILITY TO ENGAGE IN COMPLEX READING AND WRITING TASKS.

AND SO THAT'S THE ACQUIRING THOSE FOUNDATIONAL READING AND WRITING SKILLS.

THOSE FOUNDATIONAL STANDARDS ARE NOT PART OF THE COLLEGE AND CAREER READY STANDARDS FOR GRADE NINE OR GRADE TEN.

AND WE BUT WE DO NEED TO ADDRESS THEM.

AND THIS IS ONE WAY TO ENSURE THAT THAT HAPPENS FOR ALL STUDENTS NEEDING THEM.

AND IT WOULD BE A SCHOOL TEAM PROCESS.

I'M REALLY WORKING HARD TO BUILD THE CAPACITY OF SCHOOL TEAMS TO USE DATA TO EXAMINE STUDENT NEEDS, AND THEN NOT JUST DIAGNOSE, BUT PRESCRIBE JUST RIGHT AND ON TIME INTERVENTIONS TO STUDENTS AT THE SECONDARY LEVEL.

[01:45:08]

AND THAT GOAL, AGAIN, IS TO REGISTER ENOUGH STUDENTS FOR AT LEAST ONE SEMESTER TO BE THAT ESSENTIAL PILOT COURSE.

A JULY AND AUGUST OF THIS COMING SUMMER, ENGLISH TEACHERS WILL BE TRAINED TO USE THE POWER OF READING INTERVENTION RESOURCE.

WE ALREADY HAVE A NUMBER WHO I HAVE PUT AS PLANTS IN THE AUDIENCE.

FOR EXAMPLE, THEY ARE ALREADY TEACHING THAT READING INTERVENTION DURING FOCUS CLASS, FOR EXAMPLE.

OR THERE ARE A FEW DIFFERENT GROUPS THAT WE KNEW THAT WOULD BENEFIT FROM IT NOW.

AND THE TEACHER HAD ALREADY DONE LEXIA ASPIRE TRAINING, AND THEY SAID, I REALLY WANT TO DO MORE WITH WORD STUDY AND GRAMMAR.

ABSOLUTELY. LET'S WORK WITH OUR CO-TAUGHT CLASS.

FOR EXAMPLE USING, LET'S SAY, POWER UP FOR STUDENTS WHO NEED IT.

AND BECAUSE IT REALLY IS A GROUP EFFORT, WE NEED ALL HANDS ON DECK.

AND SO WE NEED THE TEACHER'S FEEDBACK AND SUPPORT TO BUT THE DATA THAT IS COLLECTED AND ANALYZED WILL HELP DETERMINE THE EFFECTIVENESS OF THE PILOT.

AND THEN REALLY TEACHER AND STUDENT INPUT IS BEING GATHERED STARTING RIGHT NOW BY YOURS TRULY.

I DO VISITS WITH STUDENTS AND ALSO WITH STAFF.

WAS WONDERING.. YES WE DO.

WE GIVE TARGETED FEEDBACK TO TEACHERS ABOUT THE THEIR FIDELITY TO THAT PROGRAM AND WHERE THEY HAVE QUESTIONS. I HELP WITH THAT TOO.

FROM THE TECHNICAL SIDE, I'M REALLY DOING IT ALL AT THIS POINT, AND I ALSO MEET WITH INDIVIDUAL STUDENTS TO CHECK ON THEIR PROGRESS.

AND I ALWAYS ASK THEM, WHAT DID YOU LEARN TODAY? AND THE FACT THAT THEY CAN TELL ME IS WHY I KEEP COMING BACK? THAT'S A PLUS. YEAH, ABSOLUTELY.

AND NOW THEY GET FORWARD.

THEY LOOK FORWARD TO MY VISITS.

BECAUSE, AS YOU KNOW, SOMETIMES STUDENTS WHO ARE STRUGGLING WITH READING ARE ALSO RELUCTANT TO SHARE THAT STRUGGLE WITH STRANGERS.

AND SO I NEED TO MAKE MYSELF KNOWN TO THEM AND AS A TRUSTED ADULT.

SO THAT'S ALSO WHY THEY WILL SEE ME AROUND.

AND TO THEM THAT MEANS YOU CARE.

I DO CARE. SO I WANT THEM ALL READING BEFORE THEY LEAVE US.

THAT IS THE MOST IMPORTANT THING.

IT'S THE ONLY THING, HONESTLY.

AND IT'S IT'S WHAT IS DRIVING ALL OF US, REALLY.

I LIKE WHAT YOU SAID.

THAT'S WHAT MAKES ME KEEP COMING BACK.

ABSOLUTELY. I LIKE I LIKE THIS AND I DO THINK IT NEEDS TO BE A CREDIT.

YES, ABSOLUTELY. IT'S IT AND IT.

THERE'S NO CHANGE IN THE COURSE EXCEPT THE TIER TWO.

SO THEY'RE STILL GETTING CREDIT FOR IT.

AND I THINK IT'S AND THE BEST THING IS IT'S A USABLE CREDIT TOWARDS THEIR BEFORE THEY NEED AN ENGLISH TEN, WHICH IS INCREDIBLE.

WHAT WHAT HAS TO BE DONE FOR THEM TO ENSURE THAT THEY GET A CREDIT.

WELL, AS US PILOTING IT, THE IT'S THE SAME COURSE.

YEAH, IT'S THE SAME COURSE. IT MEETS THE SAME STANDARDS.

SO IT CAN USE THE SAME CODE AND THE DATA FILE THAT GOES TO THE STATE.

SO IT ABSOLUTELY CAN AND ONCE WE HAVE THE DATA FOR IT AGAIN, WE'LL COME TO YOU GUYS ASSUMING IT ALL GOES WELL AND WE BELIEVE IT WILL.

YEAH. FOR THE OFFICIAL APPROVAL FOR IT TO BE A COURSE THAT STAYS PERMANENTLY IN OUR CATALOG.

BUT RIGHT NOW, WE JUST WE'LL LOG IT IN POWER SCHOOL TO GIVE IT THE CONNECTING CODE.

YEAH. AND IT'LL LIFT UP.

OKAY. YEP. I THINK YOU'RE GOING TO HAVE ONE PROBLEM.

THAT'S THE NEXT YEAR YOU'RE GOING TO HAVE PARENT REQUESTS.

WELL AND WE'RE PREPARED FOR IT.

I THINK WE'RE ALSO NOTICING IN OUR IN OUR ELEMENTARY DATA AND EVEN OUR MIDDLE SCHOOL DATA NOTWITHSTANDING ALREADY.

IT'LL BE FUN. BUT WE'RE NOTICING THAT THE STUDENTS WHO ARE COMING TO US AND THAT WE ARE JOINING OUR ENGLISH NINE CLASSES ARE MORE PREPARED THAN EVER, AND THEY ARE ENGAGED IN THE WORK THAT MORE ENGAGED THAN EVER.

AND I DO REALLY BELIEVE THAT THE ESSENTIALS WILL ALSO ALLOW US TO DO ALL THE THINGS WE WANT TO DO IN SMALL GROUP, BUT THERE AREN'T ENOUGH OF US TO GO AROUND IN WHEN YOU'VE GOT ONE TEACHER.

AND THEY ALSO NEED TO WORK ON READING SKILLS, THAT'S A VERY DIFFERENT GROUP THAN IF YOU'RE WORKING ON INFERENCING WITH A GRADE NINE TEXT.

SO THIS WILL ALSO PROVIDE TEACHERS WITH JUST WHAT THEY NEED.

WHAT IS ALSO BENEFICIAL ABOUT THIS IS THAT IT IS NOT WITHOUT RESOURCES.

AND SO IT WILL TELL THE STUDENT AND THE TEACHER WHAT THEY NEED WHEN THEY NEED IT.

[01:50:01]

SO SO FAR WE'VE BEEN REALLY PLEASED.

IT'D BE INTERESTING.

YOU SAID YOU'RE WORKING ON STUDENT INPUT ABOUT THE CLASS, BECAUSE I DO THINK AT THAT AGE YOU HAVE TO HAVE STUDENT BUY IN.

YES. THAT'S THE MOST IMPORTANT THING, ACTUALLY, BECAUSE IF YOU DON'T HAVE A WILLING PARTICIPANT.

YEAH. LEARNING DOESN'T OCCUR.

THAT'S RIGHT.. AND..

THAT'S RIGHT. IF THEY'RE NOT PRESENT, LEARNING DOESN'T OCCUR.

AND SO 100% OF THE CHILDREN THAT HAVE TALKED TO, EVEN ON THEIR WORST DAY HAVE SAID, OH, I LIKE THIS A LOT BETTER THAN X.

ENTER WHAT YOU KNOW, YOU FILL IN THE BLANK.

AND THEY'VE BEEN TELLING BEEN ABLE TO TELL ME WHAT THEY LEARN.

AND I THINK IT'S BECAUSE IT'S ALIGNED WITH THE SCIENCE OF READING, BUT IT ALSO HAS THE GAMIFICATION.

THEY CAN BUILD STREAKS JUST LIKE THEY WOULD WITH OTHER GAMING THINGS THAT THEY DO THAT SAYS, YOU GOT THIS MANY CORRECT, BUT IT'S ABOUT ACADEMICS, RIGHT? AND THEY DON'T LEAVE.

THEY DON'T LEAVE A TOPIC UNTIL THEY HAVE MASTERED IT.

AND YEAH, I THINK THE TEACHERS ARE, ARE REVISITING GRAMMAR THAT THEY NEVER THOUGHT THAT THEY WOULD SEE AGAIN.

AND SO IT'S STRETCHING ALL OF US A LITTLE BIT.

BUT I THINK THAT'S THE POINT IS YOU WANT TO LEAVE SOMETHING? I HAVEN'T FELT LIKE YOU'VE DONE SOMETHING YOU DIDN'T KNOW BEFORE.

AND THAT THAT KEEPS KIDS COMING BACK TO.

SO MORE NEWS TO FOLLOW AS WE GATHER MORE DATA.

WELL, IT LOOKS REALLY GREAT.

I'M, I KNOW I DON'T APPEAR VERY ENTHUSIASTIC BECAUSE IT'S A LITTLE LATE, BUT I HAVE TO TELL YOU, I'M VERY I THINK, HONORED TO BE A PART OF IT.

YOUR WORDS ARE VERY ENTHUSIASTIC.

YES. YOU CAN'T HIDE IT.

YOU CAN'T HIDE IT.

YOU DON'T HAVE TO DO CARTWHEELS TO SHOW YOU'RE EXCITED.

I KNOW YOU WOULDN'T WANT TO ATTEMPT A CARTWHEEL, BUT YES.

AND I APPRECIATE, IT TAKES EVERYONE, AND WHETHER YOU KNOW IT OR NOT, YOUR SUPPORT IS INVALUABLE TO US AND TO OUR TEACHERS BECAUSE WE NEED TO HEAR THAT SOMEBODY NOTICES THE WORK.

AND I THINK THAT'S REALLY CRITICAL BECAUSE THEY ARE THE TEACHERS ARE PUTTING IN THE WORK, THE TIME, THE EFFORT, THE ENERGY, AND OUR KIDS ARE NOW, TOO.

AND THAT'S THE POINT IS I THINK IT'S WHY WE'LL HAVE MORE FOLKS WHO ACTIVELY SIGN UP FOR ESSENTIALS, BECAUSE THEY RECOGNIZE THAT THEY NEED IT, AND THEY THINK THAT THEY HAVE A GROWTH MINDSET.

THEY WANT THEY WANT TO GROW AND LEARN.

YEAH. SO THAT'S GREAT.

GIVE THEM AN OPPORTUNITY.

SOME OF THEM. ABSOLUTELY.

WOW.. AND WHEN YOU CAN GROW INCREMENTALLY AND YOU DON'T, YOU LEAVE BEHIND WHAT I THINK IS A VERY ANTIQUATED WAY OF THINKING ABOUT MASTERY, WHERE YOU HAVE TO BE PERFECT AND YOU HAVE TO GET IT RIGHT, ALL OF IT THE FIRST TIME.

BOY, YOU CAN JUST REALLY DO SOME AMAZING THINGS.

SO IF WE GET THE KIDS TO CONTINUE TO BELIEVE IN THEMSELVES, THEN THEY WILL GROW.

AND TEACHERS THAT BELIEVE IN THAT GROUP OF KIDS.

ABSOLUTELY. THAT'S THE CONNECTION.

YEAH, THAT'S THE CONNECTION.

THANK YOU VERY MUCH. THANK YOU.

YES, IT DOES START WITH YOUR HARD WORK.

YOU. YEAH. THE OTHER LADIES THAT LEFT, THOUGH, AND IT MAKES ITS WAY DOWN THROUGH THE TEACHERS THAT YOU WORK WITH TO THE STUDENTS.

AND YOU GUYS REALLY DO WORK, WORK HARD AT IT AND YEAH, IT, IT JUST IT WORKS ITS WAY DOWN.

IT REALLY DOES.

AND YOU KNOW WE SEE THE DATA, YOU SEE SOME OF THE RESULTS.

AND YOU'LL CONTINUE TO THANK YOU.

KEEP PLUGGING AWAY AT IT. BUT THANK YOU.

NUMBER ONE.

THANK YOU. I REALLY WANT TO HEAR ABOUT THIS BUDGET.

YOU CAN YOU CAN TURN IT ON AND LISTEN ON THE RIDE HOME.

SO INCLINED.

WE COULD JUST SKIP OVER THAT, BUT NO THANK YOU.

THANK YOU VERY MUCH.

SO OUR FINAL ITEM IS A BUDGET UPDATE.

[2.03 Budget Update]

WE ARE STILL WE'RE STILL OBVIOUSLY ENGAGED IN NEGOTIATIONS WITH CCEA AND CCESPA HAS MADE PROGRESS IN WORKING ON THEIR COMMITTEE FOR THE NEGOTIATION FOR THE SPORT STAFF, WHICH REALLY IS DUE THE FOLLOWING YEAR.

BUT THEY WE'RE MAKING GOOD HEADWAY.

AND THEN ASAC IS OUR ADMINISTRATORS ASSOCIATION.

WE HAVE NOT STARTED THE MEET AND CONFER PROCESS WITH THEM, WHICH IS NOT ATYPICAL FOR THIS TIME OF YEAR.

WE TEND TO START IN ABOUT ANOTHER MONTH OR SO AND WORK THROUGH THAT PIECE.

IT'S NO NUMBERS IN THERE YET BECAUSE WE DON'T HAVE THE FINAL NUMBERS FROM THE STATE, AND WE'RE STILL WORKING THROUGH NEGOTIATIONS.

[01:55:05]

WE'RE HOPEFUL FOR ABOUT A 5%, SEVEN IS WORST CASE.

TYPICALLY WHAT WE SEE WITH HEALTH INSURANCE, KNOCK ON WOOD, THIS IS BASED ON SEVEN, ISN'T IT? YES. THIS IS BASED ON SEVEN.

LAST WE HEARD WAS THAT WOULD BE THE KIND OF THAT WOULD BE THE HIGH END, WORST CASE SCENARIO.

I'VE HEARD MUCH HIGHER FOR SOME OTHER FOLKS.

I'M GLAD THAT'S NOT US THIS YEAR.

AND HOPEFULLY IT COMES IN A LITTLE BIT.

A LITTLE BIT LOWER.

JUST A PIECE ON THE THE BLUEPRINT PART FOR QUICKLY ON THE, YES..

HEALTH CARE, PREVIOUS YEAR HAS BEEN SIGNIFICANTLY HIGHER THAN THAT.

YEAH. LAST YEAR WAS OUR ONLY YEAR WE HAD A GOOD YEAR WITH IT, AND THERE WERE SOME CHANGES THAT WERE MADE TO DECREASE THE PREMIUM BY RAISING AND THE WHOLE SEISMIC HEALTH INSURANCE TRUST AGREED TO, BUT THEY RAISE THE COST OF THE COPAY.

THEY PULLED MONEY FROM RESERVES.

THEY DID A COUPLE OTHER THINGS, BUT IT WAS TO OFFSET COST.

BUT IF NOT, WE PROBABLY HAVE BEEN LOOKING AT A DOUBLE DIGIT.

SO FINGERS CROSSED IT'S 5%.

YES, AND I'M HOPING FOR THE FIVE ON THE BLUEPRINT CCR FRONT.

THIS IS WHAT OUR TRUE UP COST PROBABLY WOULD NEED TO BE IN THE BUDGET, ADDING AN ADDITIONAL 150,000 AT LEAST TO OUR LINE ITEM WHERE WE COVER DUAL ENROLLMENT COSTS OUT OF THERE IS SOME LEGISLATION THAT'S BEING CONSIDERED RIGHT NOW AND SOME AMENDMENTS.

WE ARE TRYING TO WORK THROUGH, ASKING FOR EITHER AN INCREASE IN COST FOR DUAL ENROLLMENT OR THE ABILITY FOR SCHOOL SYSTEMS TO PUT GUARDRAILS ON DUAL ENROLLMENT FROM WHERE WE ARE RIGHT NOW.

AND THERE'S VERY GOOD DEBATE OVER IF SCHOOL SYSTEMS CAN DO THAT OR NOT.

SOME HAVE CHOSEN TO GO AHEAD AND DO THAT ALREADY, AND THERE'S BEEN SOME DEBATE AMONGST THE AIB IF, IF THEY WERE ALLOWED TO.

BUT I'LL TELL YOU FOR US RIGHT NOW, WITH THE WAY THE PRELIMINARY BUDGET NUMBERS LOOK, BECAUSE WE UNDER BLUEPRINT, WE DO GET MONEY IN BUCKETS THROUGH OUR CCR BUCKET. NEXT YEAR IS LESS THAN $100,000.

THIS YEAR IT WAS ABOUT $230,000.

OUR DUAL ENROLLMENT BILL FOR THIS YEAR IS GOING TO COME IN SOMEWHERE AROUND 300,000.

IF I'M ONLY IF I'M GETTING LESS THAN 100 TO COVER THE COST.

AND THAT'S WHERE AP, DUAL ENROLLMENT, CAREER COUNSELING, YOU NAME IT.

I CAN'T HAVE A $300,000 BILL FOR DUAL ENROLLMENT IF I ONLY HAVE THAT MUCH, RIGHT.

SO YOU HAVE ANY RESTRICTIONS ON IT LIKE WE DO? NOT RIGHT NOW, BECAUSE WE ARE NOT ALLOWED TO UNDER THE INTERPRETATION BY THE AIB, WE ARE ACTIVELY LOOKING AT HOW THE CONVERSATION IS GOING WITH OTHERS. AND IF WE NEED TO, I WILL BE COMING TO THE BOARD FOR YOUR SUPPORT.

THERE ARE DISTRICTS WHO ARE CONSIDERING LIMITING THE NUMBER OF COURSES, OR FOR ONLY STUDENTS WHO NOW QUALIFY FOR CCR, SINCE WE NOW HAVE A STANDARD THAT WAS JUST PASSED BY THE STATE BOARD, WE ARE THINKING WE CAN IMPLEMENT IT.

BUT THE AIB IS SAYING, WELL, THAT DOESN'T KICK IN TILL NEXT YEAR, SO YOU CAN'T UNTIL THOSE NEXT YEARS STUDENTS.

SO WE'RE IN THIS TRYING TO FIGURE IT OUT, BUT THE MATH DOESN'T ADD UP.

SO WE'RE TRYING TO DO SOME LEGISLATIVE THINGS ON THAT FRONT.

FOR PSSAM, THAT'S THE PUBLIC SCHOOL SUPERINTENDENTS ASSOCIATION OF MARYLAND, WHICH I BELONG.

DUES HAVE BEEN STATIC FOR SEVERAL YEARS.

WE COMPLETED A STRATEGIC PLAN THIS YEAR OF EFFORTS WE'RE TRYING TO DO TO INCREASE PROFESSIONAL DEVELOPMENT OPPORTUNITIES.

DR. DOWNS IS PARTICIPATING IN THE ASPIRING SUPERINTENDENTS ACADEMY THIS YEAR.

DR. VANDENBOSCH DID LAST YEAR IS LOOKING TO DO MORE ON THAT FRONT AS WELL FOR FOR OTHERS AND MORE PROFESSIONAL DEVELOPMENT FOR SUPERINTENDENTS.

SO IT DOES COST.

SO THE DUES ARE GOING UP FOR ALL MEMBERS.

WE TALKED ABOUT THE SPECIAL ED CONSORTIUM COMPONENT.

WE TALKED ABOUT THE INSURANCE PIECE, THE POWER SCHOOL FINANCE, HR SOFTWARE.

THOSE ARE JUST ONGOING COSTS.

PRETTY MUCH EVERYTHING WE USE IS PROBABLY A POWERFUL PRODUCT.

NOW. THEY BOUGHT OUT JUST ABOUT EVERYBODY.

SO THERE ARE ANNUAL INCREASES THAT ARE ATTRIBUTED WITH THOSE.

THE TRANSPORTATION IS JUST RIGHTSIZING THAT LINE ITEM AS IT RELATES TO FUEL AND BUS CONTRACTORS IN PARTICULAR, THE SROS WERE RIGHTSIZING THAT WITH THE COMMISSIONER'S OFFICE AND COVERING THOSE COSTS.

WE TALKED ABOUT MOST OF THEM BEFORE.

I DO WANT TO SHARE WITH YOU, I DON'T HAVE TONIGHT COMING TO YOU THE POSITION ALLOCATIONS FOR ANY NEW POSITIONS THAT WE WILL BE CONSIDERING.

THE INTENT PROCESS FOR ALL EMPLOYEES.

MISS WAYMAN FAMILIAR WITH IT? ALL TEACHERS AND ALL SUPPORT STAFF COMPLETE AN INTENT FORM.

SO IT'S IN THE CONTRACT THAT THEY GIVE THEIR INTENTION IF THEY'RE GOING TO RETURN, RETIRE, ASK FOR A TRANSFER TO A DIFFERENT POSITION OR RESIGN THEIR POSITION.

THAT CLOSED ON FRIDAY.

I WILL MEET WITH DR. WILLOUGHBY TOMORROW.

[02:00:02]

IT'S A GREAT OPPORTUNITY TO LOOK AT DO WE NEED EVERYTHING THAT OPENS OR DO WE NEED IT IN THE WAY WE HAVE? IT GIVES US A GREAT OPPORTUNITY TO LOOK AT AT ANY EITHER BUDGETARY SAVINGS OR REALIGNMENT OF POSITIONS.

SO UNTIL WE GET THAT FINALIZED, IT'S HARD TO SAY IF I TRULY NEED TO ADD A PIN POSITION INTO THE BUDGET BECAUSE I MIGHT BE ABLE TO UTILIZE SOMETHING ELSE.

BUT WE'RE WORKING THROUGH THAT PIECE, SO WE'LL WE'LL NAIL THAT DOWN HOPEFULLY THIS WEEK.

AND THE OTHER COMPONENT I DO WANT TO SHARE WITH THE BOARD, WE ARE CONTINUING TO WORK THROUGH THE BUDGET PIECE THAT I SHARED A LITTLE WHILE BACK THAT WE NOTICED SOMETHING SEEMED OFF IN OUR BUDGET UNDER COMPENSATORY EDUCATION.

WE HAVE CONTINUED TO HAVE ONGOING CONVERSATIONS WITH MSD AND OTHER DEPARTMENTS IN ANNAPOLIS.

IT DOES LOOK LIKE THE THERE IS AN ERROR IN THE CALCULATIONS AS IT RELATES TO OUR FUNDING IN ONE OF OUR CATEGORIES.

SO WE'RE WORKING THROUGH THE PROCESS OF WHAT IT WILL TAKE TO GET THAT MADE RIGHT.

WE'RE AT AN INTERESTING SPOT IN THE, IN THE TIMELINE.

IT'S GOING TO TAKE SOME EFFORT TO GET IT MADE RIGHT.

THERE'S NOT A REQUIREMENT THAT THEY MAKE IT RIGHT.

JUST INTERESTING.

YEAH, I VIEW IT DIFFERENTLY.

AND THERE MAY COME A TIME WHERE I ASK FOR THE BOARD SUPPORT.

I WON'T EMBARRASS MYSELF OR EMBARRASS THE BOARD, BUT ASK FOR THE BOARD'S BACKING IF I HAVE TO BE A LITTLE BIT MORE FORCEFUL.

AND HELPING MAKE THAT POINT FOR, FOR US TO HAVE HAVE THE RIGHT SIZE FUNDING.

WE'VE JUST RUN INTO, SOME CHALLENGES, I'LL SAY AND WE'RE MAKING EVERYONE WHO'S PART OF IT AWARE OF SORT OF WHERE THOSE CHALLENGES HAVE COME FROM TO SEE IF WE CAN GET IT MADE RIGHT THE RIGHT WAY.

BUT THERE MAY COME AN OPPORTUNITY, COME A TIME WHERE I NEED TO LET THE BOARD KNOW EXACTLY THE STEPS I MAY HAVE TO TAKE, WHICH COULD BRING A LITTLE BIT MORE ATTENTION TO US.

I'D RATHER GO THE MICE ROUTE FIRST.

BUT WE'RE GOING TO WE'RE GOING TO TRY THAT APPROACH AND SEE WHERE WE, WHERE WE CAN LAND.

IT'S A SIGNIFICANT DIFFERENCE.

AND FROM MY PERSPECTIVE, IT'S ONE IT'S STATUTORILY REQUIRED.

SO IF IT'S STATUTORILY REQUIRED, IT SHOULD JUST BE MADE RIGHT.

NO IFS, ANDS OR BUTS.

AND I TRULY BELIEVE THAT IF THE RIGHT MESSAGE IS GIVEN, IT WILL HAPPEN.

AND WE'LL WE'LL DO OUR PART TO GET THERE.

ONCE WE HAVE THAT, WE'LL KNOW OUR FINAL NUMBERS.

AND THEN WE CAN MOVE FORWARD WITH, WITH FINALIZING OUR BUDGET WITH WHERE WE WILL BE.

BUT IT'S A MATTER OF THE STATE HONORING THEIR REQUIREMENT UNDER A STATUTORY REQUIREMENT.

THEY'RE AWARE WE'RE WORKING THROUGH IT.

WE ARE TALKING, WHICH IS GREAT.

AND WE WILL LEVERAGE WHAT WE CAN TO, TO TO GET IT THERE.

SO I'M FEELING POSITIVE WE'RE GOING TO GET A RESULT.

AND HOPEFULLY IT'S THE HOPEFULLY IT'S THE FULL RESULT.

BUT I'M GOING TO REMAIN POSITIVE AS WE WORK THROUGH IT.

SO THAT'S WHERE WE ARE BUDGET WISE.

THIS IS, AS I'VE SHARED WITH THE BOARD AND SHARED WITH A LOT OF STAFF.

THIS IS OUR ONE TOUGH YEAR.

IN THE NEXT TWO THE FORMULA IS VERY KIND FOR NOT JUST US, BUT FOR ALL SCHOOL SYSTEMS. SO THIS WILL BE THE ONE TOUGH YEAR TO GET THROUGH.

BUT WE WILL GET THROUGH IT ALSO WITHOUT MAKING ANY CUTS AT THE CLASSROOM LEVEL AND WITHOUT THE SIGNIFICANT THINGS WE'RE HEARING OTHERS WORK THROUGH, YOU KNOW.

YEAH, THEY HARFORD CALVERT IS GOING TO CALVERT TOOK A $20 MILLION HIT IN THEIR STATE AID.

CECIL IS HARFORD JUST FOUND OUT LAST WEEK THAT YEAH, THEY WERE HOPING FOR A LITTLE BIT EXTRA AND.

IT'S KIND OF A GLOOMY SPOT FOR FOR A LOT OF SYSTEMS, WHICH IS WHICH IS TOUGH.

UNFORTUNATELY, AS WE'VE TALKED WITH, BUDGETS ARE LARGELY PEOPLE.

THAT'S THE TOUGH PART WHEN THEY'RE HITTING THOSE ROUGH PATCHES THAT'S PEOPLE ATTACHED TO AND THAT'S NOT EASILY REPLACED.

YOU KNOW, THE CHALLENGES WITH HIRING TEACHERS.

SO NUMBER ONE, THAT'S THAT MANY MORE IF THEY'RE GOING TO REPLACE THOSE POSITIONS IN FUTURE YEARS, THAT'S THAT MUCH MORE HIRING.

AND THE REPUTATION WILL BE THERE THAT WHEN IN TROUBLE THEY CUT POSITIONS.

THAT'S NOT GOOD FOR THEM.

THAT'S REALLY DIFFICULT.

BUT THEY'RE THEY CERTAINLY RECOGNIZE THEY MUST RECOGNIZE THAT THE DISTRICT'S DAMAGE THAT THEY'RE DOING ON THIS PARTICULAR SHEET.

YES. BY THE WAY, I APPLAUD LEAVING THE FIRST TWO SPOTS BLANK.

AND PEOPLE MIGHT THINK, WELL, THAT'S NOT BEING TRANSPARENT.

[02:05:03]

IT CAN ALSO GIVE SOME FALSE IMPRESSIONS.

IT IS AND WE'RE TRYING TO BE FAIR.

THIS IS A GOOD WAY TO DO THIS.

IT'S A GOOD WAY TO DO IT.

THEY HEAR THAT YOU DON'T KNOW WHAT THAT IS AND HAVING A PLACEHOLDER MAKES SENSE.

BUT THEN THAT PLACEHOLDER CAN KIND OF LOOK LIKE LOOKS LIKE YOU'VE ALREADY DECIDED.

YEAH. AND IT TAKES NEGOTIATIONS OUT OF THE TABLE AND I DON'T WANT TO DO THAT.

YEAH. SO THIS IS A GOOD APPROACH.

YEAH. SO BUT I'LL CONTINUE TO KEEP YOU ALL IN THE LOOP AS WE WORK THROUGH AND DEVELOP.

OKAY. VERY GOOD.

THANK YOU. AND I THINK WE ARE AT UPCOMING MEETINGS.

[3. Upcoming Meetings/Events]

THE BUSY TIME OF YEAR.

LOTS OF HAPPENING.

JUST AS ALWAYS, I'LL GIVE THE THE SHAMELESS PLUG IF YOU, IF YOU'RE GOING TO SOMETHING, THROW IT ON THE ON THE GOOGLE SHEET JUST SO OTHER BOARD MEMBERS KNOW IF SOMETHING'S COVERED OR NOT.

RIGHT? IF YOU'RE HAVING DIFFICULTY, GET IT ON THERE.

JUST SHOOT RACHEL OR I TEXT AND WE'LL WE CAN ADD IT ON THERE.

THERE IS GOING TO BE OVERLAP BECAUSE IT'S JUST THAT WE HAVE NINE SCHOOLS IN A TECH CENTER, AND THERE'S ONLY SO MANY DAYS IN THE SPRING TIME TO GET THE END OF THE YEAR TYPICAL EVENTS IN.

SO THEY'VE DONE THEIR BEST TO TRY TO AVOID BOARD MEETING NIGHTS.

TAQUITOS OPEN, YOU KNOW,.

IS THE JAZZ FEST JUST NORTH HIGH OR IT'S BOTH GOOD? YEP. IT'S BOTH. I WAS THINKING ABOUT.

YEAH. SO SOMETHING JUST LOCATED? YES. SOMETHING ON SOCIAL MEDIA ABOUT THAT.

THAT ANSWERS THAT QUESTION.

YES. AND THE CCCA ART SHOW.

WHERE IS THAT LOCATED? IT'S AT THE CAROLINE COUNTY COUNCIL OF ART.

IT IS OUT THERE AND I'M WAITING ON SOME CONFIRMATION, BUT I BELIEVE THAT IT STARTS ON THE 12TH AND IT WILL GO THROUGH THE END OF THE MONTH.

YOU'LL BE ABLE TO STOP BY DURING THEIR OPERATING HOURS.

WHAT IS THE EVENT THEY HAVE AND RICK COULD HAVE ANSWERED THAT THE EVENT THEY HAVE AT CARNELL.

THE ART SHOW. THE ART SHOW.

THAT'S A GOOD QUESTION. WHERE WE GET TO VOTE.

I DON'T SEE IT.

WE WILL CHECK ON IT AND LET YOU KNOW.

YEAH, WE'LL FOLLOW UP BECAUSE THAT'S ALWAYS A GREAT, GREAT EVENT.

IT'S REALLY FUN.

SO HARD TO.. IT'S HARD TO VOTE.

YES. LAST YEAR, I MOVED YOUR VOTE TO SOMETHING ELSE.

OH. I DIDN'T REALLY, BUT I COULD HAVE..

SHOULD HAVE TAKEN A PICTURE OF IT WHEN I PUT IT UP.

THIS IS MINE.

YEAH. YEAH, I LIKE IT.

I LIKED IT BETTER. I THREW YOURS AWAY.

I WOULDN'T DO THAT. NO, IT'S REALLY.

IT'S REALLY FUN AND VERY HARD TO CHOOSE.

FREQUENTLY. IT'S ALWAYS.

EVERY TIME I'VE BEEN THERE, IT'S VERY HARD TO CHOOSE.

SO. ALL RIGHT, SO THERE WE ARE WITH THAT.

AND OUR NEXT BOARD MEETING IS APRIL 2ND.

AND I THINK I INDICATED LAST TIME THAT I HAVE JURY DUTY, AND I SAW A PARTIAL EXCUSAL, IF YOU WILL.

SO THEY DID EXCUSE ME FOR APRIL 2ND.

IF THERE IS A IF I AM PLACED ON A JURY OR HAVE TO SERVE THAT DAY, I WON'T.

I FELT THAT NEEDED TO BE AT OUR MEETING AND SO THEY GAVE ME A THEY LEFT ME OUT OF IT.

HOW ABOUT THAT. VERY GOOD.

I THINK THEY PROBABLY KNOW THEY'RE NOT GOING TO HAVE ANY JURY TRIALS.

I SEE THAT COMING FOR THOSE FIRST COUPLE OF DAYS.

SO THE WORK SESSION IN APRIL, I DON'T KNOW.

WE'LL SEE. AND EVEN IF I HAD TO SERVE THAT DAY, IT MIGHT BE OVER BY THE TIME WE HAVE OUR WORK SESSION.

SO DON'T WORRY.

I THINK IT'S AN OBLIGATION YOU SHOULD MEET.

YOU SHOULD DEFINITELY GO IN SEPTEMBER AND DIDN'T HAVE ANY.

YEAH, I HAD DECEMBER LAST TIME.

I DID IT A COUPLE OF YEARS AGO.

AND YOU KNOW, DECEMBER.

HOW MANY JURY TRIALS ARE IN DECEMBER? YES. YEAH, I WON THE LOTTERY, BUT I REALLY I DON'T MIND.

IT'S A DISRUPTION FOR PEOPLE, I GET THAT.

BUT YOU KNOW, JUST PART OF THE PART OF BEING A CITIZEN, SO.

YEAH. ALL RIGHT, I THINK WE'RE AT OUR ADJOURNMENT.

CAN WE GET A MOTION TO ADJOURN? I'LL MAKE A MOTION TO ADJOURN.

I'LL SECOND THE MOTION.

I'M GLAD WE GOT A, WE HAVE TWO OF YOU TO CHOOSE FROM.

ALL IN FAVOR? AYE. WE ARE ADJOURNED.

THANK YOU. THANK YOU ALL.

* This transcript was compiled from uncorrected Closed Captioning.