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WORK SESSION FOR CAROLINE COUNTY BOARD OF EDUCATION.
[1.01 Call Meeting to Order/Members Present 8:30 a.m.]
IT IS TUESDAY, MARCH THE 17TH. HAPPY SAINT PATRICK'S DAY TO EVERYONE PRESENT AND TO THOSE WHO ARE WITH US VIRTUALLY.WE WILL BEGIN WITH THE PLEDGE OF ALLEGIANCE. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.
THANK YOU. GOOD CATCH. YOU'RE WELCOME. MAY I PLEASE HAVE A MOTION TO START THE MEETING? SURE. SINCE IT WAS MY IDEA. I'LL DO THAT FOR YOU.
I'LL SECOND. PROPERLY MOVED AND SECONDED THAT WE CONTINUE WITH OUR BOARD OF EDUCATION MEETING.
ALL IN FAVOR? AYE. ANY OPPOSED? SO CARRIED. LET ME GET THE AGENDA UP.
AND WE'VE HAD THE PLEDGE OF ALLEGIANCE, AND WE NEED AN APPROVAL OF TODAY'S AGENDA.
[1.03 Approval of Agenda]
I'LL SECOND. MOVED AND SECONDED. ALL IN FAVOR? AYE. ANY OPPOSED? SO CARRIED. AND WE HAVE DISCUSSION ITEMS.[2.01 Middle Year Academic Data Update]
THE MIDDLE OF THE YEAR ACADEMIC DATA. DOCTOR SIMMONS, IF YOU'LL NEED THAT.YES, MA'AM. SO EXCITED TODAY TO HAVE EVERYBODY HERE AS WE WALK THROUGH SORT OF OUR MID YEAR PROGRESS DATA FOR OUR READING LITERACY AND MATHEMATICS WITH US TODAY, WE HAVE DOCTOR DOWNES, ASSISTANT SUPERINTENDENT OF INSTRUCTION.
WE ALSO HAVE MISS RENEE HESSON, KATEY ALLIS FISHER AND WE HAVE MR. AUSTIN FILLING IN FOR MATHEMATICS AS DOCTOR VONDENBOSCH COULD NOT BE HERE TODAY.
SO MR. AUSTIN GETS TO BRING THE GOOD NEWS AROUND THE MATHEMATICS WORK THAT WE HAVE DONE.
SO WE ARE COME TO THE TABLE. YOU WANT TO JOIN US? WE HAVE THE OPEN SEAT. SO WE'RE EXCITED TO KIND OF WALK THROUGH WHERE WE ARE WITH, WITH OUR, OUR MID-YEAR PROGRESS. AS WE STARTED DOING, I THINK TWO YEARS AGO, WE STARTED THAT KIND OF SEE HOW WE, HOW WE'VE DONE. SO WE'RE HAPPY WITH SOME GROWTH WE'RE SEEING. AND WE STILL HAVE A LITTLE OVER, A LITTLE LESS THAN HALF OF A SCHOOL YEAR TO GET THROUGH AND EXPECT TO SEE SOME GOOD GROWTH CONTINUE. SO WITH THAT, WE'LL JUMP RIGHT INTO TODAY'S PRESENTATION. BEGINNING WITH.
BEGINNING WITH. ME. READING K TO FIVE. BY THE WAY, I HAD A CALL YESTERDAY ASKING IF WE WERE DOING THE SCIENCE OF [INAUDIBLE], OF, I SAY, THAT'S OLD NEWS. WE'VE BEEN THERE.
I SAID, YOU'RE LATE [LAUGHS]. WE'VE BEEN THERE, DONE THAT, STILL DOING THAT.
SO GOOD MORNING. GOOD MORNING. I HAVE TODAY OUR MID YEAR DATA FOR OUR K TO FIVE STUDENTS.
I HAVE BROKEN IT DOWN BY GRADE IN THE ASSESSMENTS THAT WE OFFER PER GRADE IN KINDERGARTEN.
I'VE PULLED LETTER SOUNDS AND NONSENSE WORD FLUENCY.
AND SOMETHING THAT DIBELS JUST STARTED, INCLUDING IN THEIR REPORTS, IS A NATIONAL NORM DATA, WHICH I FOUND TO BE REALLY EXCITING BECAUSE EVERY TIME WE SEE DATA, WE SAY, WELL, WHAT IS, WHAT DOES THAT MEAN? HOW DO WE COMPARE? AND NOW WE'RE ABLE TO SEE HOW WE DO COMPARE TO ALL OF THESE STUDENTS WHO TAKE DIBELS AND USE THE DIBELS DATABASE IN THE UNITED STATES. SO WE STARTED AT THE BEGINNING OF THE YEAR WITH ABOUT 59% OF OUR STUDENTS CONSIDERED AT RISK.
WE HAVE CUT THAT DOWN TO 26% OF OUR STUDENTS AT RISK.
SO WE'VE CUT THAT ABOUT IN HALF. AND THAT DOES MAKE US GREATER THAN THE NATIONAL AVERAGE OF 28% OF STUDENTS MID-YEAR WHO WERE AT RISK. SO WE'RE IN NONSENSE WORD FLUENCY IS JUST EXACTLY WHAT IT SOUNDS LIKE.
STUDENTS HAVE TO READ WORDS LIKE [INAUDIBLE] AND OFTEN I GET THE QUESTION, WHY ARE WE HAVING STUDENTS REUSE WORDS THAT AREN'T REAL WORDS? AND THAT'S BECAUSE MULTISYLLABIC WORDS ARE MADE OF NONSENSE WORDS.
SO THAT IS, THAT IS THE WHY BEHIND IT. BUT VERY HAPPY WITH THIS GROWTH AND THIS YEAR WITH THE SWITCH TO UFLI AS OUR CORE FOUNDATIONAL SKILLS CURRICULA WE'RE SEEING STUDENTS MOVE IN KINDERGARTEN FASTER THROUGH DIFFERENT CONTENT THAN THEY WERE IN FUNDATIONS.
THEY WEREN'T READING WORDS IN FUNDATIONS UNTIL AFTER CHRISTMAS BREAK.
IT'S JUST THE SCOPE AND SEQUENCE OF THAT PROGRAM.
IN THIS PROGRAM, ONCE THEY LEARN THREE LETTERS, THEY START TO BLEND.
IN FIRST GRADE, WE ALSO LOOKED AT NONSENSE WORD FLUENCY.
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THIS IS DECODING NOT JUST LETTER LETTER SOUNDS.IT'S DECODING THE ENTIRE NONSENSE WORD IS THE EXPECTATION.
WE SAW A INCREASE IN MID-YEAR AT RISK STUDENTS FROM 21% TO 31%.
HOWEVER, WE ALSO SAW THAT THAT WAS THE NORM ACROSS THE NATION.
BY MID-YEAR FIRST GRADE, IT REALLY JUMPS BECAUSE DIBELS IS A MOVING TARGET.
IT MOVES EVERY ADMINISTRATION TO WHAT THE EXPECTATION IS AND THAT MID-YEAR EXPECTATION IS HIGH.
I WAS HAPPY TO SEE, HOWEVER, THAT THAT'S NOT UNCOMMON ACROSS THE UNITED STATES.
SO WE EVEN THOUGH WE DON'T WANT TO SEE THE QUOTE READ GROW, IT IS WHAT IS HAPPENING EVERYWHERE BECAUSE THE JUMP IS SO GREAT BETWEEN BEGINNING AND MID-YEAR EXPECTATIONS IN GRADE ONE. WE ARE ALSO HAPPY TO SEE HOW MANY STUDENTS AT THE BEGINNING OF THE YEAR WERE NOT AT RISK, BECAUSE THAT MEANS OUR KINDERGARTEN PROGRAMING IS WORKING AND THEY'RE NOT LOSING AS MUCH OVER THE SUMMER, WHICH AGAIN IS A HUGE PLUS. IN SECOND GRADE, WE START TO LOOK AT ORAL READING ACCURACY, AND THAT'S EXACTLY WHAT IT SOUNDS LIKE. THEY READ A PASSAGE THAT IS CONSIDERED ON GRADE LEVEL FOR THE MIDDLE OF SECOND GRADE, AND THEY MEASURE THE ACCURACY ON IN ADDITION TO HOW MANY WORDS PER MINUTE.
SO EVEN IF A STUDENT IS, LET'S SAY, YELLOW, THEY COULD STILL BE 95% ACCURACY, WHICH I DON'T HATE.
THAT'S STILL GREAT. SO WE REALLY LOOK AT THOSE STUDENTS WHO ARE CONSIDERED TO BE AT RISK.
WE ARE VERY CLOSE TO THE NATIONAL AVERAGE. WE STARTED, HOWEVER, MUCH HIGHER THAN THE NATIONAL AVERAGE OF STUDENTS AT RISK, AND WE STILL LANDED FAIRLY CLOSE TO WHERE THE NATION LANDED.
SO WE'RE VERY EXCITED AGAIN TO SEE THAT AND TO SEE 56% OF OUR STUDENTS.
AND LIKE I SAID, THAT 13 THAT'S STILL CONSIDERED YELLOW.
THERE'S THERE'S STILL READING, THERE'S STILL READING, AND THERE'S STILL PRETTY ACCURATE.
WE LOOK AT THE SAME MEASURE IN THIRD GRADE AND REALLY EXCITED IN THIRD GRADE TO SEE ONLY 18% OF OUR STUDENTS MID-YEAR ARE NOT MEETING THAT BENCHMARK.
SO AGAIN, MEANING OUR FOUNDATIONAL SKILLS CURRICULA AND WHAT WE'VE DONE IN TIER TWO INSTRUCTION IS WORKING TO GET THOSE STUDENTS, BECAUSE THESE THIRD GRADE STUDENTS ARE THE ONES THAT WE STARTED OUR REVAMP OF THE MTS PROCESS WHEN THEY WERE IN FIRST GRADE.
SO THEY'VE HAD A COUPLE OF THREE. YES. FIRST GRADE.
SO THEY'VE HAD A COUPLE OF YEARS OF REALLY TARGETED TIER TWO INSTRUCTION.
AND SO HAVING 68% OF THEM READING WITH 97% ACCURACY REALLY MAKES US EXCITED.
THE NERD IN ME IS VERY EXCITED ABOUT THAT. IT ALSO MEANS THAT BY THIRD GRADE, WHERE WE REALLY NEED THEM TO START SHOWING COMPREHENSION, DECODING IS NOT GOING TO STAND IN THE WAY. WE CAN WORK ON COMPREHENSION.
WE CAN WORK ON VOCABULARY INSTRUCTION IN TIER TWO INSTEAD OF DECODING BECAUSE THEY'RE PAST THAT.
WE NO LONGER TAKE I-READY IN K TO TWO WE DO TAKE IT IN 3 TO 5.
SO WE WERE ABLE TO SEE AGAIN A JUMP IN OUR STUDENTS WHO WERE CONSIDERED TO BE LOW RISK OR ABOVE GRADE LEVEL WITH 49%. SO NEARLY HALF OF OUR STUDENTS. SO WE WERE ABLE TO GROW THAT FROM 31%.
SO WE'RE HAPPY TO SEE THAT GROWTH. AND AGAIN, TO SHRINK QUOTE, THE READ DOWN.
AND AGAIN, I ATTRIBUTE THAT TO THE TIER TWO INSTRUCTION WHERE WE'RE HAVING JUST REALLY TARGETED TIER TWO INSTRUCTION IN ALL GRADE LEVELS AND REALLY HONING IN ON WHAT THE STUDENTS NEED, ESPECIALLY ON THAT COMPREHENSION BAND WERE YOU ABLE TO MOVE PAST THE DECODING PORTION.
AND YOU SAID, THIS IS GRADE THREE FIVE WE DO THE I-READY? WE THREE THROUGH FIVE, SO THREE, FOUR AND FIVE.
WE STOPPED USING IT IN K TO TWO FOR A VARIETY OF REASONS.
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ONE, WE WEREN'T LOOKING AT IT NEARLY AS OFTEN AS WE WERE USING DIBELS BECAUSE WE FOUND IT TO BE MORE RELIABLE AND ACCURATE.IN ADDITION, I-READY IS A COMPUTER BASED ASSESSMENT.
THERE ARE LOTS OF STUDIES THAT SHOW COMPUTER BASED ASSESSMENTS WITH OUR YOUNGEST LEARNERS ARE NOT AS ACCURATE IN THE RESULTS, AND SO I DID NOT FIND IT TO BE WORTH THE COST TO KEEP IT WITH K TO TWO.
FOURTH GRADE DIBELS ORAL READING ACCURACY. WE HAVE ONLY 5% OF OUR STUDENTS WHO ARE READING BELOW GRADE LEVEL EXPECTATION. AND AGAIN, IT'S A FOURTH GRADE LEVEL PASSAGE.
SO WE SHOWED THEM THE PASSAGE AND SOME OF THEM NOT ALL TEACHERS DID IT, BUT MANY DID, ESPECIALLY THE YOUNGER GRADES, JUST TO SHOW PARENTS LIKE THIS IS AN ACTUAL SECOND GRADE PASSAGE AND THEY'RE REALLY SURPRISED.
AND SAME WITH FOURTH GRADE. WHEN YOU SEE WHAT THEY'RE EXPECTED TO READ, IT'S KIND OF EYE OPENING, BUT WE ARE VERY EXCITED TO SEE THAT WE ARE ABOVE THE NATIONAL AVERAGE IN STUDENTS WHO WERE READING AT RISK OR BELOW THE EXPECTATION OF ACCURACY AND HAVING 85% OF OUR STUDENTS THAT WERE ABLE TO MEET THAT 97%.
FOURTH GRADE I-READY ALSO SHOWED CONSISTENT GROWTH.
THIS IS A GRADE LEVEL THAT WE ARE CONTINUING TO TARGET.
THEY WERE THE STUDENTS THAT ALREADY HAD K IN ONE UNDER THEIR BELT BEFORE WE WERE ABLE TO REVAMP THE MTS PROCESS SO WE'VE HAD MORE GROUND TO MAKE UP WITH OUR FOURTH AND FIFTH GRADE STUDENTS BECAUSE WE DID NOT HAVE THAT VERY TARGETED INSTRUCTION HAPPENING.
HAVING 45% OF THEM STILL CONSIDERED TO BE AT RISK.
BUT IF YOU ALSO NOTICE THOSE KIDS THAT ARE ABOVE THAT NUMBER IS EXPANDING AS WELL.
SO MISS FISHER'S MTSS PROCESS AT MIDDLE AT ELEMENTARY SCHOOL AND IT HAPPENS AT SECONDARY AS WELL.
THEY'RE NOT JUST GETTING THOSE KIDS THAT NEED REVIEW.
SO IT IS A COMBINATION. TIER TWO DOESN'T MEAN JUST REVIEW.
IT MEANS ENRICHMENT. IT MEANS EXTENSION AND EXTENSION.
AND IT ALSO MEANS REVIEW FOR SOME WHO NEED IT.
SO THAT'S THAT'S UNIQUE. AND THAT TAKES A LOT OF PLANNING ON ALL OF THEIR PARTS TO DO THAT WELL.
THAT'S GREAT. AND NOW THAT IT IS THE EXPECTATION PREVIOUS YEARS IT WAS NOT THE EXPECTATION, BUT IT WAS THIS YEAR THAT ALL STUDENTS MOVED DURING THAT TIME OF DAY.
SO WHAT THAT DOES IS FOR THE STUDENTS WHO ARE ON OR ABOVE GRADE LEVEL OR JUST NEED DIFFERENTIATED INSTRUCTION AND NOT REMEDIATION, THEY'RE ABLE TO GET SMALL GROUP INSTRUCTION EVERY SINGLE DAY. WE'RE IN A TRADITIONAL CLASSROOM MODEL WHERE YOU HAVE ALL STUDENTS STAYING IN THE SAME PLACE.
YOU HAVE A TEACHER WHO'S PLANNING FOR THE MOST FRAGILE LEARNERS, ALL THE WAY UP TO THE STUDENTS WHO ARE ON OR ABOVE GRADE LEVEL, AND THE ONES WHO GET SEEN MORE OFTEN ARE YOUR MORE FRAGILE LEARNERS.
SO THE STUDENTS WHO ARE REALLY DOING WELL ACADEMICALLY JUST DON'T GET THE SAME AMOUNT OF ATTENTION.
BUT NOW THAT WE MOVE THEM ACCORDINGLY, THEY'RE MOVING WITH A COHORT OF STUDENTS JUST LIKE THEM TO A TEACHER THAT'S ONLY PLANNING FOR THEM, AND THEY'RE ABLE TO BE SEEN NEARLY EVERY DAY IN A SMALL GROUP INSTRUCTION ROTATION WHERE THEY CAN TARGET COMPREHENSION, VOCABULARY STILL IS OUR WEAKEST LINK AND KIND OF THE THORN IN OUR SIDE.
SO WE'RE REALLY HONING IN ON VOCABULARY AND ALSO WRITTEN EXPRESSION.
IS THAT IN EVERY GRADE, IN EVERY? WITH THE EXCEPTION OF KINDERGARTEN.
KINDERGARTEN IS THE ONLY ONE THAT WE DO NOT REQUIRE IT BUT 1 TO 5.
IT IS THE REQUIREMENT. AND WHAT'S THE TIME BLOCK FOR THAT? IT'S A ILS, INSTRUCTIONAL LEVEL SUPPORT, IN 3 TO 5 THIS YEAR IT'S 45 MINUTES.
WE'RE MOVING TO 60 NEXT YEAR IN ORDER TO BE IN ALIGNMENT WITH THE READING POLICY.
K TO TWO THIS YEAR WENT TO 60 MINUTES. OKAY. SO DURING THAT TIME BY GOING TO 60 MINUTES WE'RE ABLE TO ALSO SERVE AS STUDENTS WITH IN SPECIAL POPULATIONS EQUALLY TO OTHER STUDENTS. SO THEY, STUDENTS WHO ARE IN ML, THEY EITHER GO TO ML BEFORE THE FIRST 30 OR THE SECOND 30, BUT THAT WAY THEY'RE NEVER MISSING THEIR SMALL GROUP ROTATION IN TIER TWO. THE MODEL WE HAD PREVIOUSLY, WE HAD TO DO A WEEK ON WEEK OFF, SO THEY WERE ONLY GETTING BOTH OF THOSE TYPES OF INSTRUCTION HALF OF THE TIME, SO THEY WERE NOT MAKING THE SAME GROWTH. ALSO FOR HAP, WE'RE STARTING NEXT YEAR FOR GIFTED AND TALENTED.
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AND JUST TO SHARE THAT, THE DANCE THAT HAS TO HAPPEN IN ORDER FOR THAT TO WORK, THE DAY HASN'T CHANGED.THE MINUTES OF INSTRUCTION HAVE NOT CHANGED SINCE 1923.
PROBABLY. YEAH. AND SO THE FACT THAT THE SUPERVISORS HAVE BEEN COLLABORATING WITH THE DISTRICT WIDE MTS TO BE ABLE TO HAVE CONVERSATIONS ABOUT HOW THEY CAN MAKE THESE MINUTES WORK. THE K TO TWO INTERDISCIPLINARY THAT MISS FISHER IS PILOTING IS UNLIKE ANYTHING ELSE IN THE STATE THAT WE KNOW OF, AND IT REALLY WAS A BRAINCHILD OF THE WORK THAT THEY HAVE DONE TOGETHER, COLLABORATING ON THAT SHARED TIME BECAUSE EVERYBODY, IF THEY'RE NOT TOGETHER, THEY'RE FIGHTING FOR THAT TIME. SO THAT THAT IS AN AMAZING FEAT FOR THEM TO BE ABLE TO MAKE THAT WORK WITH THE MINUTES THAT THEY HAVE TO WORK WITH.
AND NO, NO ONE THREW HANDS [LAUGHS] WE WE PLAYED NICE IN THE SANDBOX.
AND THEN THE OTHER CHANGES THE STATE IS BRINGING OUT. THE STATE IS SEEMS TO BE COMING, MSD SEEMS TO BE COMING TO AN UNDERSTANDING THAT A LOT OF THE POLICIES THAT THEY'VE PASSED IN THE LAST SIX MONTHS, MAYBE OR MORE, THAT THE MINUTES AREN'T CONGRUENT WITH THE LENGTH OF THE SCHOOL DAY.
THE MATH DOESN'T MATCH. 7.25 HOUR DAY, 30 MINUTES FOR LUNCH.
SO IT'S SIX AND THREE QUARTER A DAY IS WHAT YOU HAVE FOR INSTRUCTION.
THAT'S, YES, THAT'S I MEAN, IN ESSENCE IS WHERE YOU HAVE TO WORK WITHIN.
SO WE'RE DOING OUR BEST TO WORK WITHIN SOME OF THOSE TO GO.
SOMETHING HAS TO TAKE PRIORITY. SO THEY'VE DONE A GREAT JOB BALANCING AND WE EXPECT SOME ADDITIONAL SUPPORT COMING FROM THE STATE DEPARTMENT HERE IN THE NEXT MONTH OR SO. OKAY. TO REDUCE AND REALIZE THAT THEY'VE GIVEN US SOMETHING THAT WON'T FIT IN THE SACK THEY'VE GIVEN US.
BUT THEY DO SEEM TO BE VERY AWARE AND UNDERSTANDING OF THAT NOW.
NOW AS WE WORK THROUGH, BUT OUR TEAM HAS DONE A GREAT JOB GETTING US TO THIS POINT.
BUT THEY'VE DONE A FANTASTIC JOB OF ACCOMMODATING IT TO THIS POINT.
THEY'RE ONLY GONE A LITTLE CRAZY. YEAH. RIGHT.
YES. OKAY. AND IN FIFTH GRADE WE AGAIN MEASURED ACCURACY.
WE'RE SEEING THE SAME EXCITING RESULTS THAT ARE ON PAR WITH NATIONAL AVERAGES, 84% OF OUR STUDENTS MEETING THAT 97% ACCURACY WITH ONLY 10%. SO 1 IN 10 OF OUR FIFTH GRADERS NOT MEETING THAT EXPECTATION.
SO WE'VE NEVER SEEN RESULTS QUITE LIKE THAT BEFORE.
OUR STUDENTS ABLE TO BE ACCURATE AND THEN IN TURN, NOW WE CAN FOCUS ON SOMETHING ELSE TO HELP THEM.
SO THAT'S THE. IT'S GOOD TO SHOW THIS TO OR YOU MAY NOT SHOW THIS, BUT TO EXPLAIN IT TO PARENTS, BECAUSE A LOT OF OUR PARENTS, YOU KNOW, WILL GET TO MIDDLE SCHOOL AND SAY, OH, THEY CAN'T DO THIS AND THEY CAN'T DO THAT.
I'M SURE YOU'VE HEARD THEY CAN, BUT THEY CAN.
AND HERE'S THE PROOF OF IT. YES, YES. AND THEN SAME WITH I-READY.
SO WE'RE LOOKING TO SEE WHY THAT IS. BUT WE DID EXPECT TO SEE THE STUDENTS IN RED BECAUSE I-READY IS MORE OF A MEASURE OF COMPREHENSION AND VOCABULARY. SO IT'S KIND OF LIKE BUILDING A A HOUSE.
SO NOW WE ARE ABLE TO WORK ON COMPREHENSION AND VOCABULARY.
SO IT'S NOT UNEXPECTED FOR US TO SEE THE STUDENTS THAT ARE QUOTE IN READ IN THE COMPREHENSION REALM, BUT THAT'S BECAUSE WE'VE NOW GOT THE SOLID DECODING BACKGROUND AND WE CAN MOVE UP TO THAT NEXT LEVEL.
AND THEN JUST ALSO A SMALL UPDATE FOR MTSS WE HAVE CURRENTLY WE'RE SITTING AT 38% OF OUR STUDENTS WHO ARE IN TIER TWO INSTRUCTION THAT IS THE EXACT SAME AS WHAT WE WERE LAST YEAR, MID YEAR. RIGHT NOW WE'RE SITTING AT 7% OF OUR STUDENTS IN TIER THREE INTERVENTION.
THAT'S INTENSIVE INTERVENTION. IN ADDITION TO HAVING TIER TWO, THEY DON'T JUST RECEIVE ONE OR THE OTHER, THEY RECEIVE BOTH. LAST YEAR AT THIS TIME, WE WERE SITTING AT 4.7% MID YEAR.
WE ARE EXPECTING THE NUMBERS TO INCREASE IN TIER THREE.
IT'S OKAY. THAT'S BECAUSE WE TOOK IT ALL THE WAY BACK TO ZERO A COUPLE OF YEARS AGO.
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SO IT IS NATURAL THAT THEY ARE GOING TO CONTINUE TO CREEP.HOWEVER, THE EXPECTATION AND WHAT IS CONSIDERED NORMAL FOR A SCHOOL DISTRICT IS AROUND 10%, SO WE'RE STILL BELOW THE NORM. I DO EXPECT THAT WE'LL GET TO 10% AND I'M OKAY WITH THAT.
HOWEVER, IT'S FAR LESS THAN THE AROUND 30% THAT WE SAW SEVERAL YEARS AGO OF STUDENTS IN TIER THREE.
SO WE ARE OKAY WITH THESE NUMBERS AND WE'RE HAPPY WITH THESE NUMBERS.
TIER TWO HAS ALSO DECLINED GREATLY FROM WHEN WE STARTED.
SO NOW HOVERING AROUND 38, WE WANT TO BE CLOSER TO 20.
BUT AGAIN, STILL AN AMAZING CUT THAT WE ARE HAPPY TO SEE.
BEFORE WE MOVE TO ENGLISH 6 TO 12, WE MIGHT HAVE ANY QUESTIONS FOR [INAUDIBLE] FISHER.
OKAY, I'M GLAD TO SEE THE INCREASE. [INAUDIBLE] ACHIEVEMENT.
THAT'S GOOD. THANK YOU, THANK YOU. ALRIGHT, WE'LL MOVE INTO THE ENGLISH 6 TO 12 AREA.
AND I'M GOING TO TRY TO MAKE SOME CONNECTIONS FOR YOU ABOUT HOW WE ADDRESS THOSE NEEDS IN MIDDLE AND HIGH SCHOOL SO THAT MORE STUDENTS ARE DEMONSTRATING THAT PROFICIENCY, PARTICULARLY WHEN IT COMES TO COMPREHENSION AND VOCABULARY UNDERSTANDING.
BECAUSE IF YOU NOTICE IN THE FIFTH GRADE DATA ALREADY, THERE WERE JUST UNDER 50% OF STUDENTS WERE MEETING THAT TARGET MID-YEAR. AND WE START WORKING NOW ON A PLAN WITH THE SCHOOLS SO THAT WE HAVE SUPPORTS IN PLACE SO THAT ALL STUDENTS ARE ON A SUCCESSFUL PATH.
THE MOMENT THAT THEY COME TO US. SO I WANT TO START WITH THE END IN MIND.
OBVIOUSLY THAT'S GRADUATION, BUT I'M GOING TO ACTUALLY BEGIN WITH OUR ELA TEN DATA.
THANK YOU [INAUDIBLE]. IN THE WINTER BECAUSE WE ARE SEMESTER WISE, WE HAVE DATA ALREADY OF OUR 10TH GRADE STUDENTS AT THE END, OF COURSE, FOR ENGLISH TEN, THERE WERE 61% OF STUDENTS PROFICIENT OR ADVANCED, AND THAT IS AN INCREASE OF 4% COMPARED TO THE SAME RESULTS IN 24-25.
IN THE WINTER I'M GOING TO JUST SHOUT OUT ALL OF THE TEACHERS AND STUDENTS AND WHO HAVE BUILT OUR STUDENTS AS LITERATE INDIVIDUALS UP TO THIS POINT. IT DOESN'T JUST HAPPEN IN 10TH GRADE, BUT WE ARE VERY PREPARED IN GRADE TEN TO HONE THOSE SKILLS AND MAKE SURE THAT STUDENTS HAVE THE READINESS TO BE ABLE TO PERFORM AT THAT LEVEL.
THOSE ARE STUDENTS WHO EARN A THREE OR A FOUR ON THAT END OF COURSE EXAM.
IT IS FOUR DAYS, 70 MINUTES PER DAY. SO IT IS ALSO A TEST OF STAMINA AND A STUDENT'S ABILITY TO THAT, THAT STICK-TO-ITIVENESS THAT WE WEIGHT THAT WE ARE TRYING TO DEVELOP IN OUR KIDS TO OF THE STUDENTS WHO EARN THE HIGHEST SCORE OF FOUR, THERE WERE 12% OF THOSE STUDENTS WERE REALLY LOOKING FOR 10 TO 15 OR HIGHER PERCENT OF STUDENTS TO DO THAT.
I'D ALSO LIKE TO CALL OUT SOME SIGNIFICANT DATA AT EACH OF THE SCHOOLS.
NORTH CAROLINE HIGH SCHOOL 63% OF STUDENTS WERE PROFICIENT OR ADVANCED.
THAT'S AN INCREASE OF 7% COMPARED TO LAST YEAR.
THEY ARE REALLY USING MTSS AND DATA DRIVEN DECISION MAKING IN THAT BUILDING.
AND I ALSO ATTRIBUTE THAT FACT TO HAVING A FULL TIME LEAD TEACHER LEVEL FOUR IN THAT BUILDING.
MISS KIM MULKEY HAS REALLY WORKED DILIGENTLY TO COACH THE TEACHERS AND THE STUDENTS.
WE MEET WITH STUDENTS REGULARLY. WE GOAL SET WITH THEM.
AND YOU KNOW, STUDENT OWNERSHIP, I'VE SAID THIS BEFORE IS THE KEY.
AND CERTAINLY YOU CAN TELL THAT THE STUDENTS REALLY DID OWN THEIR LEARNING ON THIS ASSESSMENT.
COLONEL WE HAD TWO EXTENSIONS, TWO ESSENTIAL STUDENTS WHO EARNED A SCORE POINT OF THREE AND FIVE STUDENTS IMPROVED OVER THEIR EIGHTH GRADE MCAT RESULTS. THAT IS AN ENGLISH ESSENTIALS GROUP.
11 OUT OF 48 STUDENTS, WHICH IS 23% OF THOSE STUDENTS EARNED A LEVEL THREE ON MCAT TEN.
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AND THAT, TO ME, SHOULD BOOST THEIR SELF-ESTEEM.YEAH. YOU KNOW, THERE ARE TESTS ALL OF THE TIME.
IF I CAN JUST ADD, HAVING THIS HAPPEN IN SECONDARY IS EXTREMELY RARE.
SMALL GROUP TIER TWO JUST WASN'T PART OF THE PLAN, RIGHT? AND BECAUSE SHE'S DONE IT IN A WAY THAT HAS YIELDED RESULTS THERE, IT'S CATCHING ON AND AND IT'S GOING FAST LIKE A STEAM ENGINE.
THEY ALSO LEAD SMALL GROUPS AND I DO TOO. SO IF THERE'S SOMEONE MISSING OR IF THERE'S A NEED, I PUSH IN AND AND SOMETIMES THE STUDENTS RECOGNIZE ME, SOMETIMES THEY DON'T.
BUT IT IS A GROUP EFFORT AND WE'RE VERY PLEASED TO BE ABLE TO SHARE THIS INFORMATION TODAY.
YOU'LL NOTICE THAT IN GRADES NINE THROUGH 12, STUDENTS IN ALL GRADE LEVELS IMPROVED AFTER THAT IN TIER ONE INSTRUCTION OCCURRED AND AFTER THEY RECEIVED TARGETED TIER TWO INTERVENTION OR EXTENSION AND ENRICHMENT.
YOU'LL ALSO NOTICE THAT IN GRADE TEN, 54% OF STUDENTS WERE PROFICIENT OR ADVANCED.
ON THAT END OF COURSE, ASSESSMENT, WE'RE SEEING A STRONG CORRELATION BETWEEN THAT ASSESSMENT.
IF YOU'LL NOTICE, 54% IS NOT THAT FAR AWAY FROM 61%, TO BE VERY HONEST WITH YOU.
A STRONG CORRELATION BETWEEN THAT AND THE END OF COURSE ASSESSMENT, THE MCAT BLA.
IT IS A COLD TIMED READ OF THREE GRADE LEVEL PASSAGES WITH TEXT DEPENDENT QUESTIONS THAT ARE A PART A PART B STYLE. SO THIS IS ALSO QUITE IMPRESSIVE AS FAR AS READINESS FOR STUDENTS WHO WOULD BE TAKING THOSE ASSESSMENTS.
IT ALSO ALIGNS WITH PSAT AND SAT GOALS. SO IT'S SOMETHING THAT WE'VE INVESTED A LOT OF TIME IN.
BUT 60 MINUTES IS NOT FOUR 70 MINUTE SESSIONS SO WE'RE ALSO GLEANING A LOT OF DATA IN A RELATIVELY SHORT AMOUNT OF CLASS TIME AND INSTRUCTIONAL TIME. DID I UNDERSTAND YOU TO SAY THAT ALL STUDENTS IMPROVED? YES. ALL. SO NO, THE THE THE TOTAL NUMBER. THE TOTAL PERCENTAGE OF STUDENTS THAT WAS OVERALL.
YEAH. OKAY. I WILL SAY ANOTHER PHONE CALL [LAUGHS].
NO. I WILL SAY THOUGH, THAT THERE ARE RELATIVELY FEW STUDENTS WHO DO NOT IMPROVE UPON THAT SCORE AND THAT PROFICIENCY LEVEL IS A 70% OR HIGHER. SO THAT THIS THESE NUMBERS, THIS, THESE DATA ACTUALLY WE'VE BEEN ABLE TO FIND A 60% OR HIGHER CORRELATION. THOSE NUMBERS ARE QUITE SUBSTANTIALLY HIGHER FOR THE NUMBER OF STUDENTS WHO EARN A 60% OR GREATER OR WHO HAVE IMPROVED. BUT, YOU KNOW, I LIKE TO KEEP THINGS KIND OF LIKE FOR ME, I WANT TO SEE WHAT DID THE ASSESSMENT VENDOR SAY WAS THEIR PROFICIENCY LEVEL? BECAUSE IF WE KEEP THOSE HIGH EXPECTATIONS, STUDENTS WILL MEET THEM.
THEY WILL WITH THE APPROPRIATE SUPPORT AND TARGETED INSTRUCTION.
I'D BE WILLING TO BET THAT JUST GIVEN THE STUDENTS OWNERSHIP MAKES A DIFFERENCE.
WELL, BECAUSE THEY THE STUDENTS KNOW THE STANDARDS AND IT IS ALSO ALIGNED TO THOSE STANDARDS.
SO STUDENTS CAN SEE WHEN THEY'RE WHEN THEY'RE ANSWERING A QUESTION WHAT STANDARD IT'S TARGETING.
IT'S THEME, CENTRAL IDEA. AND NOW WE'RE TALKING IN CLASSROOMS MORE AND MORE ABOUT WHAT IS IT THAT I'M LEARNING AND WHY DO I NEED TO LEARN IT? AND THAT WHY IS I DON'T KNOW ABOUT YOU, BUT MY DAUGHTER, WHO, WHO IS ALSO A 10TH GRADER, SHE NEEDED TO KNOW.
SHE NEEDED TO KNOW WHY. AND THIS HELPS WITH THAT CONVERSATION AND THE CONNECTION.
[00:30:03]
THIS IS THE NOW, LOOK, I'VE TALKED TO THIS BOARD A LOT ABOUT WRITING, AND THE COMMON ASSESSMENT IS 60 MINUTES AND IT IS SELECTED RESPONSE ITEMS IN RESPONSE TO READING PASSAGES.SO WE ALSO PRESENT STUDENTS WITH A WRITING ASSESSMENT.
THAT IS ANOTHER 60 MINUTE TIMED ASSESSMENT. IT IS A PASSAGE THAT HAS NOT BEEN TAUGHT, AND THEN STUDENTS WRITE TO A PROMPT THAT IS MCAT RELATED, BUT ALSO AT AN ANALYSIS LEVEL OR SYNTHESIS LEVEL, DEPENDING ON YOUR GRADE.
AND YOU'LL NOTICE HERE THAT STUDENTS IN GRADE NINE MADE THE MOST GAINS IN THE FIRST SEMESTER FROM 20% PROFICIENT PRETEST TO 70% PROFICIENT ON THE POST WRITING ASSESSMENT 10TH GRADE.
YOU'LL NOTICE ALSO THERE WERE SOME DRAMATIC GAINS, THE SAME IN 11TH AND THEN IN 12TH GRADE.
YOU'LL NOTICE THAT SOMETIMES OUR STUDENTS GET A LITTLE A LITTLE SLEEPY, A LITTLE TIRED OF WRITING, BUT I WILL SAY THIS THAT THE PERCENT PROFICIENT POST-TEST IS A STRONG INDICATOR OF THE NUMBER OF STUDENTS WHO ARE ABLE TO DRAFT AND COMPOSE A MULTI-PARAGRAPH ESSAY IN A 60 MINUTE READ AND RESPOND IN A 60 MINUTE TIMED ASSESSMENT.
PLEASE NOTE, TOO, THAT BECAUSE OF THE SNOW, THERE WERE A NUMBER OF STUDENTS WHO WERE UNABLE TO TAKE THIS FINAL ASSESSMENT IF THEY WEREN'T NECESSARILY IN SCHOOL ON THAT LAST DAY, BECAUSE, YOU KNOW, THAT SEMESTER CHANGE WAS A LITTLE DIFFICULT.
BUT THIS DOES REPRESENT THE MAJORITY OF STUDENTS, AND WE ARE VERY PLEASED WITH THE RESULTS.
BUT WE KNOW THAT THERE'S A LOT OF ROOM FOR GROWTH, AND WE'LL CONTINUE TO WORK ON THAT WRITTEN EXPRESSION THAT MISS ALICE ALSO DISCUSSED WITH THE ELEMENTARY DATA.
SO WHO IS TAKING THIS? LIKE WHO TAKES THIS ASSESSMENT? IS IT? EVERY STUDENT WHO IS IN AN ENGLISH CLASS.
SO THERE ARE STUDENTS WHO ARE NOT IN. YES. AN ENGLISH CLASS THAT YOU ARE CAPTURING.
YES, YES. AND STUDENTS WHO ARE NEWLY ENROLLED.
YES. YES. IF THEY'RE DOING ONE ON 1 OR 2 THERE.
YEAH. YES. THIS IS SPECIFIC. YES. SOMETHING TO KEEP IN MIND.
YES. I THINK THAT THE NUMBERS MAY LOOK DIFFERENT IF YOU.
AND, BUT I'M REALLY PLEASED WITH THIS DATA AS IT'S REPRESENTATIVE OF MOST STUDENTS AND THE ONES WE'RE SERVING, I BELIEVE WE ARE SERVING WELL AND WE'RE GOING TO CONTINUE TO DO SO.
SO NO STUDENT IS EXPECTED TO REMAIN IN ESSENTIALS.
NO STUDENT IS EXPECTED TO REMAIN IN ENGLISH TEN.
WE ARE CONSISTENTLY AND CONSTANTLY TALKING WITH STUDENTS AND WITH FAMILIES ON WHAT THEIR PATHWAY, WHAT THEIR NEXT STEP IS. AND THAT HAS ALSO BECOME, I THINK ONE OF OUR STRONGEST POINTS IN THE ENGLISH CLASSROOM IS THAT STUDENTS ARE NOT BEING TRACKED, THEY'RE ACTUALLY BEING SUPPORTED ON A PATHWAY THAT THEY NOW SEE WHAT THE END GOAL AND HOW THAT CAN BENEFIT THEM.
THIS NEXT SLIDE IS FOR OUR MIDDLE SCHOOL STUDENTS.
THEIR MOY UNIT SKILLS ASSESSMENTS. THESE ARE AVERAGE SCORES BY STANDARD.
AND THIS IS SOME REALLY FASCINATING DATA BECAUSE SOME OF THE MOST IMPORTANT WORK THAT WE DO IS AROUND THE STANDARDS ALIGNMENT IN SIXTH, SEVENTH AND EIGHTH GRADE.
WE NOW HAVE ACCESS TO UNIT SKILLS ASSESSMENTS IN COMMON LIT THAT ASSESSED 1 TO 4 STANDARDS ONLY.
SO IT ISOLATES THAT DATA. TEACHERS THEN USE THAT INFORMATION TO PLAN FOR SMALL GROUP INSTRUCTION.
AND IT MAKES THAT INSTRUCTIONAL TIME MUCH MORE WORTHWHILE FOR EVERY STUDENT.
IT INCLUDES TARGET LESSONS FOR STUDENTS WHO NEED MORE SUPPORT AND EXTENSION AND ENRICHMENT, WHICH WE CALL MEDIA RELATED MEDIA LESSONS FOR STUDENTS WHO HAVE ALREADY MET THE EXPECTATION FOR THAT STANDARD.
I WILL ALSO SAY THAT IN OUR SIXTH GRADE, WE ARE NOTICING A LOT OF PROMISING DATA, PARTICULARLY BECAUSE OUR SIXTH GRADERS, IT'S A, IT'S A QUITE A LEAP FROM FIFTH TO SIXTH GRADE AS FAR AS THE EXPECTATIONS GO.
AND WHEN WE'RE TALKING ABOUT SYMBOLS, THAT IS A ONE MINUTE TIME ASSESSMENT OF A GRADE LEVEL PASSAGE.
[00:35:07]
AND THAT THEY'RE ENGAGING WITH GRADE LEVEL TEXTS EVERY DAY.THERE'S A LOT OF CONTENT TEXT THAT THERE ARE ALSO ENCOUNTERING.
AND THESE DATA, PARTICULARLY WITH READING INFORMATIONAL TEXTS, GIVE ME.
WITH OUR SIXTH GRADERS, IT GIVES ME A LOT OF I THINK THOSE, THOSE POSITIVE FEELINGS THAT OUR STUDENTS ARE GOING TO BE ABLE TO GRAPPLE WITH TEXTS THAT THEY ENCOUNTER IN ENGLISH, BUT ALSO IN OTHER CONTENT AREA COURSES.
AND THAT'S WHY WE'RE HERE IS TO HELP SUPPORT THEM WITH THAT.
I'M ALMOST FINISHED, I PROMISE. NO, NO, YOU'RE TOTALLY OKAY. I JUST DON'T WANT TO MISS MY JOB.
YES. NO NO NO. I'M SORRY. NEXT. BEEP. WHAT IS THAT? THE THE SLIDE PROJECTOR. I'M REALLY AGING MYSELF.
WHICH WAS ONE OF MY FAVORITE THINGS EVER. SO ALSO TO TALK A LITTLE BIT MORE ABOUT TIER TWO INSTRUCTION, WE'VE ALREADY DISCUSSED OUR ENGLISH ESSENTIALS CLASSES.
THIS IS REPRESENTATIVE DATA FOR STUDENTS IN THAT PARTICULAR COURSE IN GRADES SIX THROUGH 12.
AND YOU'LL NOTICE THE NUMBER OF STUDENTS SERVED IS THE SECOND COLUMN THERE.
AND OUR GOAL IS TO REDUCE SIGNIFICANTLY THE NUMBER OF STUDENTS SERVED.
I WOULD SAY THAT THIS YEAR IN PARTICULAR, BECAUSE IT IS YEAR THREE OF FOLLOWING MTSS WAS SLIGHTLY BLOATED COMPARED TO THE NUMBER OF STUDENTS WE WILL SERVE NEXT YEAR AND ONGOING.
THE CONVERSATIONS I'M HAVING IN OUR MEETINGS ABOUT STUDENT DATA AND STUDENT PROGRESS ARE SHOWING THAT WE ARE CUTTING A LOT OF THOSE NUMBERS IN HALF IN SEVENTH, EIGHTH AND NINTH GRADE WHICH I'M REALLY EXCITED TO REPORT BECAUSE WE HAVE TO KNOW HOW MANY SECTIONS WE'RE GOING TO HAVE TO SERVE. AND IT'S BECAUSE OF [INAUDIBLE] POWER-UP AND THE WORK THAT OUR STUDENTS AND OUR TEACHERS ARE DOING.
IF YOU NOTICE HERE IN THE, THE LAST COLUMN, THE PERCENTAGE OF STUDENTS WHO MOVED FROM FOUNDATIONAL INTO INTERMEDIATE OR ADVANCED. NOW ADVANCED IS GRADES SIX THROUGH EIGHT.
SO SOME OF THOSE STUDENTS IN THE ADVANCED COLUMN FOR MID-YEAR PERCENTAGE GRADES SIX THROUGH EIGHT.
THAT DOESN'T MEAN THAT THEY ARE SIXTH GRADERS.
IT MEANS THAT'S THE LEVEL. AND ONCE THEY'VE MET THAT TARGET, THEY MOVE OUT OF ESSENTIALS.
AND TO BE VERY HONEST WITH YOU, SO ARE THEY. BECAUSE THEY'VE PUT IN THE TIME, THEY CAN TALK TO ME ABOUT HIGH LEVEL TYPES OF CONTENT, INCLUDING IN WORD STUDY, GRAMMAR. SOMEONE CORRECTED MY GRAMMAR IN SIXTH GRADE ESSENTIALS AND I SAID, YOU KNOW, LISTEN, DO AS I, DO AS IT SAYS AND NOT AS I DO.
OKAY. BUT THERE'S ALSO AN ATTENTION TO READING COMPREHENSION THAT INCLUDES CAUSE EFFECT.
I WILL ALSO JUST HIGHLIGHT THE NUMBER OF OR THE PERCENT OF STUDENTS WHO WERE AT THE BEGINNING OF THE YEAR, FOUNDATIONAL. AND WHAT THAT MEANS IS THAT THEIR READING OR THEIR SKILL LEVEL ALIGNS WITH STANDARDS IN KINDERGARTEN THROUGH GRADE TWO.
THAT'S AN EXTRAORDINARY PERCENT TO START A YEAR, AND IT CAN BE DAUNTING FOR OUR STAFF AND FOR THE STUDENT, HIM OR HERSELF. IT FEELS LIKE A QUITE A MOUNTAIN TO CLIMB.
BUT BECAUSE WE HAVE TARGETED TIME AND INSTRUCTION AND SMALL GROUP THAT'S LED BY A TEACHER NOT ON A COMPUTER WE ARE MAKING A LOT OF MOVEMENT AT MID-YEAR. YOU'LL NOTICE THAT IN THAT MIDDLE COLUMN, THE PERCENT OF STUDENTS AT FOUNDATIONAL IN EVERY SINGLE GRADE LEVEL HAS DROPPED DRAMATICALLY, AND I ATTRIBUTE THAT TO THE RESOURCE BEING A QUALITY INSTRUCTIONAL MATERIAL.
RIGHT? HOWEVER, BECAUSE WE'RE CONTINUING TO MAKE THAT PROGRESS, YOU'LL NOTICE THAT OUR TIER TWO HAS ACTUALLY DROPPED NOT SIGNIFICANTLY, BUT BUT SLIGHTLY FROM 2025 MID-YEAR PERCENTAGES.
[00:40:07]
AND I ATTRIBUTE THAT TO BECAUSE WE'RE GETTING A LOT BETTER AT KNOWING WHAT KIDS NEED AND GIVING IT TO THEM NO MATTER WHAT.AND THAT'S, I THINK, A TESTAMENT TO THE WORK THAT'S HAPPENED IN ELEMENTARY AND ALSO OUR STRONG COMMUNICATION WITH FAMILIES BECAUSE THEY'RE ALSO PART OF THE SOLUTION. AND I THINK THAT'S ALL THAT I HAVE FOR TODAY.
THANK YOU FOR ALLOWING ME TO SHARE. DOES ANYONE HAVE ANY QUESTIONS? NO QUESTIONS. I JUST THINK IT'S SUCH A KEY POINT THAT BOTH OF YOU SHARED ABOUT YOUR COMMUNICATION WITH THE STUDENTS AND THE PARENTS, BECAUSE, YOU KNOW, IF I DON'T KNOW, I DON'T KNOW.
AND SOME PARENTS, YOU KNOW, JUST LIKE START PRE-K WHEN MY KID CAN DO EVERYTHING THEY CAN DO AND THEN THEY GET HERE AND IT'S LIKE, THEY CAN'T, THEY CAN'T REALLY DO. BUT I MEAN, TO KNOW, TO GIVE THEM WHAT THEY NEED TO REACH FOR.
AND WE ARE IN AN ASSET DEVELOPMENT MODEL FOR SURE.
YEAH. WHAT DO YOU KNOW? AND WHAT CAN WE DO? JUST AS IMPORTANT TO THE PARENT AS IT IS TO THE CHILD.
ABSOLUTELY. ABSOLUTELY. THANK YOU. MR. AUSTIN, YOU'RE UP NEXT.
GOOD MORNING EVERYBODY. SO I'M GOING TO PRESENT K TO 12 MID-YEAR DATA TODAY.
IT'S GOING TO LOOK AT SOME I-READY MEASURES, SOME MCAT MEASURES.
SO EVERY STUDENT IN K THROUGH EIGHT TAKES I-READY THREE TIMES A YEAR.
I'LL TELL YOU AT THE BEGINNING OF THE YEAR, MID-YEAR, END OF THE YEAR. OKAY. THE CHART WE HAVE FOR YOU, SORRY, THE TABLE WE HAVE FOR YOU NOW IS A LOOK AT THE LAST THREE ASSESSMENTS OF MID-YEAR.
24-25-26. THE WHOLE IDEA IS THAT WE WANT TO GROW HERE AND WE WANT TO DECREASE THEIR 2024 IS WHEN DOCTOR VONDENBOSCH TOOK OVER AS OUR MATH SUPERVISOR. AND HE'S DONE A REALLY GOOD JOB OF TRYING TO GET K TO COULD BE MORE SUCCINCT WITH EACH OTHER.
SO WE NOW HAVE THE SAME CURRICULUM GOING ACROSS K THROUGH EIGHT.
AS YOU CAN TELL, OUR ON LEVEL IS 26% IN 2024 AND WE'VE JUMPED UP TO 29% IN 2026.
IF YOU LOOK AT 2 OR 3 GRADE LEVELS BELOW IN 2024 WAS 27% AND NOW IT'S ONLY 23%.
IT SHOWS THAT THE CHANGES WE'VE MADE WITH CURRICULUM IS SHOWING HERE.
THIS ALSO SHOWS BECAUSE WE HAVE MANY MORE HIGHER PERCENTAGE OF KIDS ON LEVEL WE'RE ABLE TO OFFER MORE KIDS ACCELERATED PROGRAMS IN MIDDLE SCHOOL AND LEADS INTO HIGH SCHOOL, WHICH IS THE, THE NUMBER OF KIDS WE HAVE TAKING ACCELERATED COURSES IN MIDDLE SCHOOL HAS GROWN OVER THE PAST THREE YEARS, WHICH IS AWESOME. THIS NEXT SLIDE IS REALLY JUST A BEAUTIFUL TRIANGLE VISUALIZATION, VISUALIZATION OF WHAT WE JUST TALKED ABOUT.
THE WHOLE IDEA IS TO DECREASE THE SIZE OF READ.
SO THIS WAS 23-24. THIS IS 25-26. AND TO INCREASE THE SIZE OF GREEN, THIS IS 23-+24.
AND THIS IS 25-26. SO IT'S GOOD TO SEE INSTEAD OF JUST BEGINNING YEAR TO END OF YEAR, BEGINNING TO MID YEAR IS WHERE HAVE WE BEEN AS A SYSTEM FOR THE LAST 3 OR 4 YEARS. SO AS A SYSTEM, IT'S GREAT TO SEE THAT WE ARE IMPROVING OUR MID YEAR DATA INSTEAD OF JUST ONE MEASURE TO THE NEXT.
WHAT'S GREAT THOUGH, IS THIS NEXT VISUAL OF JUST THIS SCHOOL YEAR.
WE STARTED THE YEAR AT 15% KIDS ON LEVEL AND WE ARE NOW AT 29% KIDS.
SO WE HAVE GROWN 14% OF OUR ON LEVEL KIDS. WE STARTED THE YEAR WITH 32% OF OUR KIDS AT RISK, AND WE ARE NOW DOWN TO 23% OF OUR KIDS AT RISK.
WHEN WE TRY TO PREDICT THIS OUT TO THE END OF THE YEAR, OUR GOAL IS TO BE AT 50% TIER ONE BY THE END OF THE YEAR, WHICH WOULD BE THE FIRST TIME SINCE THE PANDEMIC WE'VE BEEN THERE.
SO THAT IS ACTUALLY VERY EXCITING TO SEE THAT IT'S LIKE, WOW, WE WERE ACTUALLY LIKE, THE GROWTH IS ACTUALLY HAPPENING. SO OUR GOAL AT THE END OF THE YEAR IS TO SEE THAT NUMBER AT 50% AT TIER ONE, WHICH WOULD BE THE FIRST TIME IN 7 OR 8 YEARS WOULD BE GREAT.
AS YOU CAN TELL BOTH HIGH SCHOOLS TAKE THIS, EVERY KID IN NINTH GRADE TAKES THIS.
WE STARTED THE YEAR. THIS IS KIND OF OUR AT RISK.
THIS IS KIND OF OUR LEVEL. WE'RE DECREASING OUR KIDS AT RISK SIGNIFICANTLY.
AND WE ARE INCREASING OUR ON LEVEL SIGNIFICANTLY.
[00:45:05]
THE GROWTH THAT THOSE NINTH GRADERS HAVE MADE IS SIGNIFICANT.AND WE'RE LOOKING TO SEE IF THEY'LL TAKE THE, THEY'LL TAKE THIS AGAIN AT THE END OF THE YEAR. AND WE'RE HOPING TO SEE AGAIN, GREAT GROWTH OUT OF THOSE STUDENTS FROM END OF YEAR.
TAKE YOUR TIME. I'M GOING TO ZOOM BACK OUT. OUR KIDS, JUST LIKE MISS HESSON TALKED ABOUT HER ENGLISH TEN KIDS ARE NINTH GRADERS. TOOK ALGEBRA ONE MCAT IN THE WINTER.
WE HAVE LAST YEAR'S 2024-25 COHORT WHERE WE HAVE 21% OF OUR KIDS AT LEVEL ONE, 72% OF OUR KIDS AT LEVEL TWO, AND 7% OF OUR KIDS AT LEVEL THREE, WHICH IS A PROFICIENT LEARNER.
AND THEN WE'VE TAKEN A LOOK AT THE CCPS 25-26 EVEN THOUGH WE ARE NOT INCREASING OUR PROFICIENT LEVEL, THE FACT THAT WE'VE DECREASED OUR BEGINNING LEARNERS AT 8% IS AMAZING CONSIDERING THAT THE STATE 8% IS 28%.
SO WE ARE LESS THAN HALF. LIKE WE'VE CUT THAT DOWN IN HALF FOR OUR BEGINNING LEARNERS.
WHAT'S DISAPPOINTING IS NOT THE WORD I WANT TO USE.
WE'VE HAD SO MANY KIDS IN THAT LEVEL TWO ALMOST PROFICIENT.
IT'S HEARTBREAKING ACTUALLY HOW MANY KIDS ARE ALMOST THERE? IF YOU SCORE BETWEEN A 742 AND A 749 AND A SCALE SCORE, YOU'RE ONE QUESTION AWAY FROM BEING PROFICIENT.
AND THE NUMBER OF KIDS THAT WE HAVE IN THAT BAND IS LIKE, YEAH.
LIKE IT'S JUST ONE OF THOSE. SO THE FACT THAT WE AS A SCHOOL SYSTEM ARE BEATING THE STATE AS A SCALE SCORE AS WELL, LIKE WE ARE ABOVE THE SCALE SCORE. WE ARE, WE ARE HAVE LESS KIDS.
LEVEL ONE WE'RE INCREASING, YOU KNOW, OUR ONE TO TWOS, WE'RE GOING TO GET HERE.
AS DOCTOR SIMMONS SAYS, THERE ARE SOME THINGS COMING DOWN AT THE STATE LEVEL. NEXT YEAR THERE'S A NEW MATH POLICY FOR K TO EIGHT MATHEMATICS, WHICH WILL EVENTUALLY REACH HIGH SCHOOL COURSES DOWN THE ROAD. WE ARE THERE'S A NEW VENDOR FOR TESTING DOWN THE ROAD THAT STARTS NEXT YEAR AS WELL.
IT STARTS NEXT YEAR FOR EVERYONE EXCEPT FOR THE HIGH SCHOOL ASSESSMENTS.
ALGEBRA ONE WILL BE THE SAME TEST NEXT YEAR. CORRECT.
BUT WHAT IS WHAT WE ALL KNOW AS MCAT 3 TO 8. IT'LL HAVE A NEW NAME.
WE DON'T KNOW WHAT IT IS YET. YES, BUT A NEW MCAT 3 TO 8 WILL BE NEW FOR FIELD TESTING.
BUT ANY TEST THAT'S TIED TO HIGH SCHOOL, WHICH.
ONE MORE YEAR. ONE MORE YEAR. YES. SO DIDN'T WE JUST HAVE A STATE VISIT? YES. FOR MATH, WE HAD A STATE VISIT TO PRESTON ELEMENTARY SCHOOL FOR THEIR MATH PERFORMANCE.
FOR IT BEING WELL ABOVE THE STATE AVERAGE AND STATE PERFORMANCE.
THE MATHEMATICS IS INTERESTING. I'LL LET MR. AUSTIN SPEAK TO THIS SOME.
THE THE MATH, THE ALGEBRA ONE ASSESSMENT IN PARTICULAR HAD SOME REALLY SIGNIFICANT FLAWS IN THE ASSESSMENT ITSELF, WHICH IS WHY THEY'RE REDOING THEM AND WHY THEY WERE CHANGING IT.
IT'S NOT JUST A, NOT A GOOD GROWTH MEASURE, BUT I'M NOT A PSYCHOMETRICIAN.
BUT WHEN THE PSYCHOMETRICIANS QUESTION WHERE WE PUT THE CUT SCORE COMING OUT OF COVID THAT THAT BECAME A ESPECIALLY WITH ALGEBRA ONE MORE THAN ANYTHING ELSE, BECAUSE THE NUMBER OF KIDS THAT NOT JUST US, BUT OTHERS HAVE SCORING IN THAT ONE QUESTION RANGE FROM BEING PROFICIENT.
THERE'S JUST AN ISSUE WHEN THEY SHORTEN THE TEST AND KIND OF ARBITRARILY SET A CUT SCORE.
THAT IT'S NOT THE THING WE DON'T PAY ATTENTION TO BECAUSE WE ARE HAPPY WE'RE ABOVE THE STATE AVERAGE, BUT I DON'T EXPECT TO SEE TREMENDOUS A TREMENDOUS BOOM IN THE ALGEBRA ONE MCAT IN ITS LAST YEAR ITERATION.
BE GREAT IF WE SEE, WE WILL SEE SOME GROWTH. YES WE WILL, BUT WE WON'T SEE.
WE'RE NOT GOING TO JUMP TO A 90% PASSING. NOBODY IN THE STATE IS.
THERE'S JUST AN ISSUE WITH THE WAY THAT THEY SET SOME ASSESSMENT THINGS ON THAT. AND MISS WAYMAN TO MENTION YOUR STATE, THE STATE VISIT, LIKE WHEN WE LOOK AT OUR I-READY DATA, BECAUSE WE'RE SEEING THAT SYSTEMATIC GROWTH FOR OVER A FEW YEARS, WE ARE GETTING MORE KIDS ON LEVEL IN OUR DATA, WHICH IS WHAT WE'RE WHAT WE'RE REALLY LOOKING FOR IN A NATIONAL NORM TEST, LIKE I SAID, RIGHT. SO YES, WE, WE AS A SCHOOL SYSTEM, WE WOULD LOVE TO SEE THIS NUMBER GET HIGHER.
AND THAT'S OUR GOAL FOR THE SPRING BECAUSE WE WILL HAVE MORE HIGH SCHOOL KIDS TAKING THIS IN THE SPRING. WE ALSO HAVE EIGHTH GRADERS TAKING IN THE SPRING THAT ARE TAKING ALGEBRA IN THE MIDDLE SCHOOL LEVEL. BUT WE ARE VERY THRILLED THAT WE ONLY HAVE 13% OF OUR KIDS AT LEVEL ONE WHICH MEANS THEY ARE GETTING SOME ALGEBRA ONE CONTENT.
AND WE ARE VERY HAPPY THAT OUR SCALE SCORE IS ONE POINT ABOVE THE STATE LEVEL WITH OUR MCAT DATA.
AND CORRECT ME IF I'M WRONG BECAUSE I'M NOT A LANGUAGE ARTS PERSON, BUT TIER TWO IS I KNOW, I'M SORRY. YES THAT'S CORRECT. TIER TWO IS NOT A PROGRAM IN MATHEMATICS.
IT'S REALLY IN THE MOMENT DELIVERY OF INSTRUCTION OF WHAT KIDS NEED, WHAT CONTENT AT THAT DAY.
OKAY. IT'S REALLY BASED UPON FORMATIVE AND SUMMATIVE ASSESSMENT DATA.
[00:50:09]
GOTTEN AFTER THEY GET AFTER THEY TAKE THE TEST THE FIRST TIME THEY GET TIER TWO INSTRUCTION, THEY REASSESS THE SECOND TIME.WE'RE SEEING AMAZING GROWTH GROWTH WITH THAT.
WE HAVE KIDS THAT WE ARE PILOTING PILOTING THIS YEAR AT MIDDLE SCHOOL OF OWNING THEIR DATA.
THEY'VE MADE GOALS AT THE BEGINNING OF THE YEAR OF WHAT THEY WANT THEIR AVERAGE UNIT ASSESSMENT DATA TO BE, AND THEY HAVE A RUNNING LOG SHEET OF THEIR UNIT ASSESSMENTS. AND THEN THEY WILL SEE AT THE END OF THE YEAR IF THEY'VE MADE THEIR GOAL. WE'VE SEEN MORE BUY IN WITH KIDS WITH UNIT ASSESSMENTS WITH THAT THIS YEAR. HOPEFULLY AS THAT GOES ON, WE COULD, WE COULD PUSH THAT DOWN TO ELEMENTARY SCHOOLS NEXT YEAR AND HIGH SCHOOLS AS WELL.
TIER THREE AS DAVE MENTIONED, WE HAVE A LITTLE BIT OF HIGHER PERCENTAGE OF KIDS TAKING TIER THREE.
WE ARE [INAUDIBLE] MULTIPLE ML TEACHERS TEACH TIER THREE.
THE GREATEST THING WITH THE SPECIAL TEACHER'S ML TEACHERS IS THAT IT ACTUALLY CAN WORK THROUGH THEIR PLAN AS WELL. SO IF THEY HAVE, IF YOU'RE A, A SPECIAL ED TEACHER AND YOU HAVE THIS PERSON ON YOUR CASELOAD, AND YOU ALSO HAVE THEM IN YOUR TIER THREE INTERVENTION CLASS, YOU CAN REALLY HIT THEIR GOALS IN THAT FACET, WHICH IS AWESOME.
CAN JUST POP IN FOR A SECOND? DOCTOR VONDENBOSCH AND HER TEAM HAVE HAD TO BE EXTREMELY CREATIVE WHEN GENERATING TIER TWO AND TIER THREE, BECAUSE THERE, THERE REALLY ISN'T A QUANTIFIABLE OR QUALITY TIER TWO TIER THREE INTERVENTION IDENTIFIED IN MATH.
TIER THREE HAS A LITTLE BIT OF A HAS ONE PROGRAM, BUT IT'S NOT.
AND SO I THINK THAT THAT, THAT WAS A HUGE SHIFT AND NEEDED TO HAPPEN.
AGAIN, TIME IS STILL OF THE ESSENCE. AND THEN FOR TIER THREE, REMEMBER IT HAS TO BE WITH YOUR TIER THREE STUDENT, YOU'RE GETTING CORE PLUS MORE PLUS MORE. SO YOU HAVE TO FIND PLACE IN THE SCHEDULE FOR THREE ITERATIONS OF INSTRUCTION OR THREE LEVELS OF INSTRUCTION.
AND THAT'S ALWAYS A DANCE AS WELL. SO BOTH MATH AND ELA.
AND I WANTED TO JUST KIND OF PLUG THAT IN ABOUT WHAT THAT LOOKS LIKE IN MATH.
CORRECT. AND AS THEY MENTIONED EARLIER, EARLY INTERVENTION IS KEY.
BECAUSE WE'VE HAD SUCCESS WITH OUR TIER THREE WITH MATH 180.
WE'RE EXITING KIDS OUT OF MATH 180 AND WE'RE ACTUALLY PUTTING IT INTO ELEMENTARY SCHOOLS.
WE'VE HAD SUCCESS WITH FIFTH GRADE DOING MATH. 180 AND NOW WE'RE ACTUALLY PUTTING IT IN FOURTH GRADE. SO HOPEFULLY IT'LL DECREASE OUR NUMBER OF KIDS THAT NEED IT IN MIDDLE SCHOOL. AND I THINK THAT'S IT FOR ME. DOES ANYBODY HAVE ANY QUESTIONS? YES. I'M GLAD DOCTOR SIMMONS IS NOT A PSYCHOMETRICIAN [LAUGHS].
I WOULD NOT BE ON THE BOARD. YEAH. THOSE PEOPLE ARE SPECIAL.
I MEAN, I'M GLAD THEY EXIST, BUT WILL THEY GET REALLY EXCITED OVER.
AND I TRY AND I TRY TO FIGURE IT OUT. I'M LIKE, NOPE, I'M GOOD, I'M GOOD.
YEAH, YEAH. IT'S GREAT WHEN YOU FIND ONE WHO CAN TRANSLATE IT INTO ENGLISH.
WHICH WE HAD A REALLY VERY KNOWLEDGEABLE INDIVIDUAL ON THE STATE ASSESSMENT TASK FORCE THAT I WAS ON, WHO WAS GREAT AT TURNING IT INTO ENGLISH LANGUAGE FOR ALL OF US WHO ARE NOT TO UNDERSTAND IT.
AND TO MY KNOWLEDGE, HE'S STILL GOING TO BE AROUND HELPING THE STATE THROUGH THIS PROCESS OF GETTING THE ASSESSMENTS WHERE THEY NEED TO BE. OKAY, GOOD, GOOD. AND I JUST WANT TO TAKE A MOMENT.
IT'S THE HARD WORK OF THE SUPERVISORS THE TEACHER SPECIALISTS, THE COACHES, THE CLASSROOM TEACHERS, THE ML TEACHERS, THE SPECIAL ED TEACHERS, THE SUPPORT STAFF, EVERYBODY WHO'S POURING IN TO A CONSISTENT MESSAGE AND A CONSISTENT PROGRAM ACROSS READING, LITERACY AND MATHEMATICS. IT'S MAKING A DIFFERENCE.
I'D LOVE TO SIT HERE AND SAY THAT THERE IS A IF IT WAS A DYAD ANALOGY, IT WOULD BE A GET THIN, QUICK APPROACH. THERE'S NOT IT IS HARD WORK, CONSISTENT, FOCUSED, MAKING ADJUSTMENTS WHERE YOU NEED, WHEN THE DATA TELLS YOU WHEN IT LOOKS LIKE WE'RE PLATEAUING SOMEWHERE, YOU MAKE SOME TWEAKS AND YOU KEEP BUILDING ON BECAUSE YOU KNOW BETTER BY LOOKING AT THE DATA, WHICH THEN HELPS YOU DO BETTER WITH THE KIDS.
THEY HAVE BEEN PHENOMENAL WORKING THROUGH THIS FOR THE LAST SEVERAL YEARS.
[00:55:03]
GREAT AND THE RESULTS ARE SHOWING UP FOR OUR KIDS.WOULD WE ALL LOVE IT TO BE FASTER? ABSOLUTELY.
ONLY SO MANY MINUTES. YEAH, THERE'S ONLY SO MANY MINUTES. SIX AND THREE QUARTER GOES REAL FAST. I TELL YOU WHAT, I HEAR YOU AND I HEAR, YOU KNOW, THIS REPORT AND SOME OTHERS THAT HAVE BEEN SITTING THROUGH IS COMMUNITY, I HEAR, YOU KNOW, FROM WHEN IT WAS ELEMENTARY SCHOOL, MIDDLE SCHOOL, HIGH SCHOOL, I HEAR WORKING TOGETHER.
AND AS A RESULT OF THAT, OUR KIDS, OUR STUDENTS THAT WERE KIDS WHEN WE WERE TALKING ABOUT OUR STUDENTS ARE IMPROVING BECAUSE THEY ARE THE FOCUS POINT AND THE, THE I JUST, I JUST LIKE THE IMPORTANCE OF AT THE MIDDLE AND HIGH SCHOOL THAT THEY ARE BEING GIVEN OWNERSHIP. I MEAN, WE'RE NOT PUTTING IT ALL ON THEM, BUT THEY'RE BEING MADE AWARE OF WHERE THEY ARE SETTING A GOAL FOR WHERE THEY WANT TO BE AND WHY THEY WANT TO BE THERE. AND WE CELEBRATE THEM.
YEAH. THEY YEAH. WHEN THEY SET AND MEET THEIR GOALS, WE CELEBRATE THEM.
WE HAD A STUDENT WHO COMPLETED ALL OF LEXIA, NOT BECAUSE HE HAD TO, BUT BECAUSE HE WANTED TO.
AND I JUST THINK, ISN'T THAT WHY WE'RE HERE, YOU KNOW, TO REALLY PRIVILEGE LEARNING.
AND THAT'S IF THAT'S THE LEGACY, I THINK THAT'S THE MOST IMPORTANT THING.
YEAH, ABSOLUTELY. I THANK YOU FOR THE REPORT.
ABSOLUTELY. IT'S SO ENCOURAGING. THANK YOU FOR YOUR SUPPORT.
YOU KNOW, AND ANYTIME SOMEONE'S CALLING. YOU, ARE YOU ASSIGNED TO.
YES. WE'VE BEEN USING IT FOR, YOU KNOW, BUT IT'S GOOD THAT CAROLINE COUNTY IS.
WE ARE MOVING. YES, WE ARE MOVING. NO DOUBT ABOUT THAT.
ABSOLUTELY. WE ARE MOVING. SOME OF US ARE REALLY MOVING [LAUGHS] IS THAT WHAT YOU MEANT BY US? WELL, WE. YEAH.
IF THE SHOE FITS. THANK YOU VERY MUCH. YES. THANK YOU.
WE JUST HAVE UPCOMING MEETINGS AND EVENTS AND.
YEAH, I WOULD LIKE TO THE BOARD TO SIT JUST A SECOND AFTERWARDS.
OKAY. OKAY. THANKS, EVERYONE. UPCOMING MEETINGS?
[3.01 Upcoming Meetings and Events]
OF COURSE. RACHEL, KEEP US UPDATED. YES. AND OUR NEXT MEETING IS APRIL 7TH.I BELIEVE IT IS. YES. LET'S JUST DOUBLE CHECK THAT.
THANKS. THANK YOU. THANK YOU VERY MUCH. OKAY.
DOCTOR SIMMONS ALREADY KNOWS THIS BECAUSE I SHARED IT WITH HIM YESTERDAY.
YOU NEED THIS FOR THE MEETING, MISS WAYMAN, OR IS THIS. NO.
DO WE WANT TO GO AHEAD AND ADJOURN? MOTION THAT WE ADJOURN THE MEETING.
OUR WORKING SESSION. SECOND, IT'S BEEN MOVED AND SECONDED THAT WE ADJOURN OUR WORK SESSION.
AND ALL IN FAVOR? AYE, AYE. OPPOSED? SO CARRIED.
THANK YOU. WHO WAS THE MOTION?
* This transcript was compiled from uncorrected Closed Captioning.