okay all right so we're starting the education student services committee meeting for Wednesday October 9th at 12: PM use the microphone it is on I just didn't I wasn't up to it enough and we will start with a roll call Kathleen here Mark inart present flaming godon pres there we go look at that timing perfect right outside all we were missing was walk up music well he did this last night too at the exact meeting making entr Beau we're picking up a 3.1 Mr goon if you want to pick up there all right so approval the minutes I guess approval of the minutes second all in favor I I we passed that as well for approval of the agenda second I all in favor I approved all right information upcoming board meetings and topics so I two two things we walked away with from our last education committee meeting uh from everyone so one you know you guys had asked about um updates for win time mtss and seal so Miss Murphy is here today uh he going to be working with Mr rutz on some of that the other thing we felt um you know typically every year we do a huge data presentation in February right it's long it's a long night it's a lot of charts it's a lot of graphs and after we did the federal programs presentation last week and it was just a little snippet of data for just that Mr rut and I got talking and said hey wonder if we just do small like five to 10 minute data presentations the next couple meetings so rather than doing a huge one all at once in February why don't we do a few that are more timely so um what you'll see tonight is a quick little snippet of beginning of the year data as well as the requested updates on mtss and win and seal uh and then our plan will be in November to do a short 5 to 10 minutes on just the p to say Keystone data growth and achievement because we'll have it by then uh that way when we get and then we won't do anything in December and then nothing in January and then in February rather than doing an overly long 25 minute data driven chart you know we'll just do our midyear data that way it's just I think it's just easier for all of us even from a planning standpoint to take it in smaller bits so it'll be the same information you would have gotten last year but rather than one big huge night very drawn out it's as timely as we're getting it like we just closed our fall beginning of the year assessments literally a week ago so you'll get that information today and then on the 22nd I think is the meeting right and then in November we'll have the pssa and Keystone data should be coming I think Joey said the end of the month yes the pasas data so we'll get you that in November so it'll be more timely to when we're getting the data and then that also will cut down on the sort of the massive long night in February where we can just again do a 5 to 10 minute here's the mid year any questions we can talk about growth then so that's upcoming the pssa data that was just released that's from the spring right yes it's from last year and that's what you're thinking of next month next month yeah we're waiting the growth date is not released yet correct so the the achievement date is out okay right and we've alluded to we've got some grades that are back to pre-pandemic which is good um uh but the but the P growth data is not out yet so that that was usually comes out out now but they're pushing it back to the end of October so we're going to do both the achievement and the 23 24 so last year's Keystone pssa achievement growth will be our our November meeting the survey that's going out to parents and students administrators and stuff um there is an educational piece to that as well will we get those results at some what do you mean an educational piece to ask about um what do you think about the school the education yeah that's just like we did last year we'll do uh once we get that back you know um we've got yeah the climate culture data y we we presented that last year we'll present it again this year you're doing it twice right we're doing it fall and spring and actually what we'll present around that do we have an ed committee meeting in December I have to look I know December might be the month we only have the the reor the two smaller ones but yeah we can do that for you maybe January because what we did with last year's data is we're doing climate and culture think tanks this year at each building so one of the Consultants you guys all approved was Julia skolnick which is the brain based learning that we do we've been doing now for six years or more uh so she's working with the building so it's teams of building admin building teachers counselors support staff as well as Central admin and they're going to address a need based off of that data so you know some buildings had really low climate culture some had middle some had higher all of them though have areas they can improve so they're going to work with the team of teachers faculty support staff admin to work on that this year so we can give you updates on that as well as part of it so giving the teachers a voice to support staff of voice in uh what the admin collectively we can all do to make to help with the the culture and some of the buildings yep sounds good all right gonna invite up Mr rutz and Miss Murphy sure all right Anthony am I using the clicker or the arrows on either one will work great thank you good afternoon everybody um so this is a first draft of a beginning of the year um presentation just on the beginning of the year uh fall local assessment results um that Mr Gabriel was alluding to again trying to chunk this information also because of the timeliness or I would say lack of timeliness of a part of the state Mr goon had mentioned that we do have the achievement data from last year's spring testing for PS and keystones what frankly honestly is very frustrating is it's October 9th today and we're still waiting on the growth the pivas growth data and while they're both important we've talked about this and for years growth always comes before achievement um so as an educator um we want to see the growth data we want to see how our students Grew From September to June in a calendar year always and then add the achievement data to that so we had information from the state that the P growth data was going to drop on Friday the 4th and it did not and now they've pushed that back till the end of the month so we're hoping to have that soon but anyway um let me share some data with you this is I'm sorry uh Mission Vision and belief statement um our objectives in building blocks in sharing this information is always the same stakeholders review assessment data to identify student progress and utilize evidence-based Bas strategies in the classroom always this make sure to make sure that what we're doing in the classroom aligns with State Standards let me get right to it this is our fall local assessment data so this is our Diles composite score you're going to see from left to right kindergarten and the composite scores uh for where we are now this is just fall you this is a little bit of a change so I'm getting used to this too with you guys uh because people have been on the board for a couple years know that most of this data we didn't share till February when we had our September to January data so now we're disaggregating this out as a snapshot so kindergarten is at 296.32 3397 and grade three at 3423 um what we also wanted to do was share because they said to Mr Gabriel this is now year three of some of our platforms um Dibbles I ready specifically and once you hit uh year three and Mr goic remembers this once you hit year three in education um you start having Trends you can start looking at Trends um you go from coincidences to patterns so the next slide what I started to pull uh for the team is just looking at the whole composite score we've we've shared out the whole K3 composite SC scor in years past um at the midyear point but what I wanted to do is just pull what the assessments have looked like over the last three years and what the whole pot looks like so what you can see here is in 2023 2223 our K3 composite score on the Devils was at a 339 point4 that had went down to a 33245 in 2324 and this year was is what do we need to add this that was going to be my my question was I have no idea what that number actually means what's a high what's a low okay so yeah what's what's high what's low what's good what's bad what is that much of a downward trend is it statistically insignificant or does it actually mean something let me go back to you one one of the things that comes to mind here is this is data that was done this fall right now would it not be nice to have some of the data from the year before like for instance the kindergarten to see where that comes up in grade one so that you can see if there were retentions of information carrying across from kindergarten to first grade and so on the only I don't disagree with that I don't disagree with Mr I I'm sorry the only thing I'd push back on a little bit because this is what we found here when we look at this that cohort is going to change year to year so it's not the same group of kids so if I take K data this year right and I let me go back here gang if I look at K data here and I say 2967 I'd have to look at La at last year's kindergart youd have to go back they were but that that could be a different group of kids because of students coming into the district or leaving the district not a lot of not that I mind doing that I would have to put the caveat that you may not be looking at the same group of kids how about this maybe I like the idea of the norm on this slide yes for each for each grade level yep so like what should where you know where would the national Norm be for each grade where and then we can say we're a point above a you know two points below like right there yeah put a line across that's a good idea put a line across that how about yeah how about color coding it like we do with the mtss stuff so you can clearly see red yellow GRE if you're up above or right here it's right and then green above green above it or whatever a little arrow above it okay that's that cut comp changes right and that's fine students are always chasing a cut that's where in my head I'm thinking if that's where we're at right now where do we also need to be in January it's like seeing where we're at for the fall but knowing where we have to go rather than looking back and following the C but trying to will we know do you said it's a moving Target will we know the January goal now or do we have to wait yes I have my numbers so I wonder so for example for kindergarten right now just for the good of the group uh the beginning of the year Benchmark is 306 for kindergarten for first grade it's 3:30 for second grade it's 329 and for third grade it's 332 you can see that's National that's National so you get to those points well that's where we should that's where nationally we would hope we're starting yes but then maybe we do a line above I could do that that shows where we need to be by January so we can see where are we there's the current Norm of an and we can see whether we're above it or below it or on it and then where are we trying to get to by January so when we come back to January we can can run the second bit of data and say we actually hit the norm we're above the norm below the you want that all yeah it's very easy visually you want that all one slide though that could be a lot to be on a slide if it's just lines okay okay is it well let's take a look let's put it on one cl with it yes yeah play around I'll see how it looks your part Mr ginart how it looks visually you could also do K1 on a slide and two three on a slide if it's yeah I could do that you're only talking a like do a fall Benchmark right and then do a j like mid year I guess winter Benchmark where we're trying to get to we can just explain right let's see what it looks like okay if not let me put around with a couple Styles all right I'll try my graphic design yes Greenwood then I guess then I guess we don't need the next slide no I think this was just me putting around and saying now that we have three years of devils what the trends are what is interesting now this is just sorry me geeking out here sorry I can't walk away from this thing can I does this thing work I think so it does not okay thing on I'll get what's interesting is when I was disaggregating this data see this is what's interesting is what has affected the decrease which is nominal right which is nominal is that our Kinder Garden class has gone from a average of 315 on their dibles in the fall to they've dropped to 306 okay if the kindergart the incoming kindergarteners are lower are coming in lower year over year which they are unpredictable because we don't know we don't know what they're we don't know where they're coming from what's interesting is then if you look at this number I know I've seen the numbers on the back end so I'm sorry I'm on the back end is that in spite of that we've maintained our growth so we're kicking back up in grades one two and three enough to make up for that decrease of the students coming in the deficit so I guess there's two there's two conversations around the slide is that too much to try to bullet off to the side in a box okay right because you know how Dr Ben is always like if somebody doesn't watch the board meeting and they just see slides with no context definitely have to put context here or is that too confusing and is this even worth keeping like is there a is there a well I've got three your Trends on the other ones too do you me go through the rest of the local yeah before we make a decision yeah okay okay is everybody okay with me going forward sure okay um so this was the mtss pyramid we've talked about this ad nauseum students in tier three are two or more grade levels below tier two one grade level below and tier one at or above grade level these are generalizations and I know that Mora can talk about this more in depth than I can with better expertise but the general range is 5 to 10% of your students at the end of the day will be in tier three 15 to 20% in tier two and the goal is 75 to 80% in tier one again these are ranges and goals so what we're looking at is we got our I ready fall this is fall only for reading so we've got 26% of our students in tier three to start the the year 38% in tier 2 and 36% in Tier 1 we did this the first two weeks of school our goals to move students throughout this year from tier three to tier one again what I wanted to do on the next slide is look at our three-year Trends on where we've gone from 2022 23 was the first year we had I ready to this year and we can see Trends in that manner so how do you articulate this like what is is this a positive is this a negative is this a what is this telling us so what here yes please and this this re reflects eight grades right and versus you know it's not K8 right nine so I also want to preface that when you look at this triangle back here that Joe showed us historically from a teacher's perspective this is what we're used to we're used to thinking of we have to get 80% at our our uh grade level appropriate tier two will be 15 and 20 it's shifting really we every student is a general education student so really that this is where we call this the historical triangle I'm going to be sharing with you what the triangle could look like for language Learners and what it could also be for students who are identified with an IEP so what what's happening is now with mtss and one of the things about I ready that we when we go through this data to look at it is that all students are taking I ready our if they can our language Learners are taking I ready our students with IEPs are taking I ready our students with learning gaps are taking I ready and our students who are at or above grade level are taking I ready so when I look at this I see from Fall 2022 to 2023 that we increased in the green from 31% to this year 36% so that's showing that we're increasing our grade level our students who are working at grade level this is why the walk to win is so important because your specialist our reading specialist and our math specialist are working with the most intensive need of students so when I look at this you don't have an inverted triangle you have a very equally dis like dispersed triangle that shows that what we're doing is going to be intentional and targeted I see that we're decreasing the red this goes back to Joe's point that growth happens first so we're seeing that we're decreasing the amount from 29% um in 2022 2023 to 26% it's not going to happen fast because our kids who are in the red are two plus years behind our kids who are in the yellow that tier two are one year behind so we're looking to put our most intensive supports for that 26% for our walk to win and then the 38% that that's what I would like to see this year I would like to be able to see our 38% in yellow right here be able to bump these students down to increase this to be more and if I can jump in on that so our focus last year because it was really the first year we went all in from a resource standpoint from a PD standpoint our we put money and time into tier three which is the red so that's positive because we've seen a decrease from 29 to 27 to 26 right because that's where our major Focus was last year now is more pointed out we're going to focus our overall Focus this year now that we've got a better hold on the kids in red and the supports for tier three our focus is going to be on tier two resources this year so our hope is that that'll I mean that went from 40 to 38 maintained at 38 but again not that we weren't doing things in the tier two kids we were obviously supporting kids but our overall focus last year was the getting supports for the students in Red so now we're going to get supports for the students in yellow this year so we should see that go down further and a factor I remember distinctly Mr gicon asking me this two years ago we talked about this at a board meeting which was stupendous is whether we like it or not that first fall this firstall capturing of data of where kids are mainly reading but also math I would say you're capturing summer slide yeah you're capturing Summers slide in this and Summers slide nationally evidence-based is generalized to be a month of learning it's not an excuse I'm just throwing out there that I always try to remember in all my years as an English teacher that when my kids come back we we remember we talked about this you're spending the first two three weeks of school getting kids back into school um and you're capturing some of that summer learning loss summer slide we call it in this first fall data because we're doing it the first two weeks of September and I think it's important to also keep in mind and I think this is some a piece that you guys need to really think about is that up in that red triangle piece that's primarily special education students that is a group that's much more difficult to move down into the next level yeah well and I we I I want to reframe that thinking because that's also if they're in the red they're we want to put the student first so they're a student who needs tier three support if they're not function if they're not showing growth in that intensive support for us it would be like a group of like eight students Max really tier three should be one to three students so if we're not giving them an intensive if it's eight kids then we have to think how can we even intensify it a little bit more but those students if they're not going to if they're struggling to make sufficient growth then that's where we consider do we need to issue permission to to evaluate um and at that point we've had conversations with parents and the parents either agree or they just we're we're getting the parent input but you already have a group that's already identified up in that so they they are included in that triangle but I don't want to exclude the students who they're they're part of it I get that but but my whole point is it's harder to move that group and we also have to keep in mind the district has a proportion of close to 20% that's I did 22 23 yeah 23% and language Learners is also the same same amount but I mean if you think three years we went from 31 in the green to 36 it's a pretty good I mean increase what you want and then you went from 29 to 26 decrease in the red which is what you want and we had a 40 to 38 decrease in yellow meaning those kids went into the green so we're trending in the right direction and I recognize that and that's why it seems as you indicated it might be a lot easier to move that yellow group down in the green group yes you know and we see that interesting if I could jump a good starting point there Mr good can I ask two questions on this before on so with wanting to put more resources into tier two yeah the tier three numbers are still kind of high so we won't be sacrificing services in tier three to make them available for tier two no because we already have right so that was you guys you approved a bunch of different resources if you remember in June like youly and um yeah maybe that's just something 95% group no we spent all the last year money and time and training on tier three so that's in place now and people are using it to support those kids so now we're going to redirect those funds to tier two okay maybe that's just a way to put that forward so people don't look at we're not GNA pull from three give the two people think we'll make sure and we can figure out some bullets or a chart to explain but yeah like an overall Focus so that's now up and running and it's not it's not decreasing we'll make can you go to the previous slide yeah absolutely so those numbers um that fall sub you said includes a lot of Summer slide right yes so maybe you should say something about because people are going to look at what we should be at and look at where we are at and go that's ter that's an end of the year Target but wait but you don't know that looking at the slide okay so we can add end of the year targets we should be at five but we're at 26 that's terrible but they don't know the context of why we're there so we include it's all groups include summer slide and then let's make sure that we articulate that the targets are end of year targets yeah because we've gotten close to our we've gotten close to the targets the last two years by end of year our growth has been over 100% by the end of the year to those targets and this is why we've done things and I listen Shameless plug but you know the summer book packs to get books in kids hands in the summer what we also did is we expanded our licenses our um our um Exel I ready yeah uh exposure Avail access to I ready and I Exel during the summer for both reading and math so students and we we put out basically a a chart for parents that they can still run their students through practice during the summer on this you try to C you try to limit the summer slide as much as possible you never capture all of it but but to your uh uh tier two question Mr goon answer and Mr ghard you're on top of this too so I appreciate that let me start first this is K8 math because you'll see a trend in a second so we're 25% right now and and let me say this again going back and we are still dealing with the consequences of it because it's still it's a virus going through the system going back to pandemic I'll say this toone blue in the face going back to that first year when we closed schools and schools closed around the country it was estimated that students were leaving their grade having only learned about 70% of the reading material content and 50% of math I'm not great at math because I was an English teacher but take a third grader take a third grader who leaves March 1st only having 50% of third grade material now you're entering a digital world in fourth grade you're actually at three years 3.5 years third grade fifth year right half 50% of third grade even if you made up an entire year in fourth grade you're still behind then you lose a month for summmer slide now you come back in fifth grade you're only at fourth grade second month fine you make up an entire full year a miracle you come in sixth grade now only at fifth grade fourth month so we have students in the pipeline that are still that learning unfinished learning systemically nationally schools are dealing with so I just want to put that out there and to your point this is our trend line for math very similar and why we're focusing on tier two resources this year especially for math we could see we've moved kids but we've got them now we got a log Jam in tier two for math think for these slides the the arrow down yep reminder in the top box and then I think maybe one or two bullets about um what we were just talking about you know heavy focus on tier three last year 23 24 24 25 you know additional focus on tier two and and then maybe we just want to say you know something about like we do want to see green go up and red go down right like that's and I again like more focusing on the yellow because the students who are it's harder to go from red to Green yeah so we want to see the red move into the yellow and then the yellow move into the green because you can go from green to Red like I can be a regular Ed student and I can be a regular education student who came in and I could I could be struggling and the teachers can realize that and be like oh you need intensive support immediately so we can we don't have to go to tier two first there are sometimes where the teachers are like they need tier three and the Specialists are like yeah I want I I feel like I need to work with them the Specialists know the students and they can speak to their history so that's where I'm really looking for that yellow to move into the green and to decrease the amount from 53% to increase that 22% in the green especially especially from for for math yeah and I think trending in the right direction so so question we had all this growth last year why is it not reflecting in in the fall assessment this year why is it not carrying over can you want to address it first sorry so can I can I I'm sorry I don't mean I'm a really big on questions so I don't mean for my questions to come off as as judgment so I apologize if it comes off that way but it's just a curiosity that I have what number would you like to see for the green to be like if it's next year well I would almost like to see those green and yellow be reversed ideally that that's where we're at it takes three years three consecutive years going back to what Joe was talking about with Co takes three consecutive years of schooling to be able for a student to generalize the skills correct that's why third grade so crucial but we saw all that growth last year I mean Joe demonstrated it you know beautifully and and it just seems like the numbers did not you know hold there's no magic bullet or answer to your question and after 30 some years in education I wish I had it and if I did I'd be on a speaking tour right now selling books this is a snapshot in time the ALS the thing to remember too that I try to keep in mind because um I Balan the same thing Mr godon is that there's uh growth always comes before achievement and Mr Gabriel's heard me say this a gazillion times I get antsy and I get impatient because I want to see the achievement pop but I have to remember that I have to remember I stay grounded that the great growth stud a student like me in math can still be growing but I'm not at grade level standard yet if I was that far behind so imagine me trying to run a 100 yard dash my Benchmark is 100 yards I can make great growth in the first time out of the gate only run 10 yards and then with great interventions the next time out of the gate I've popped to 35 yards that's pretty good growth would you not agree and then the third time I try it I've popped out the a 62 yards but I'm still not hitting my Benchmark which is I got to finish 100 yards I'm just picture him don't want to do that okay so those are bad but I I think we have to remember some of that I feel and I don't have the data yet to prove it but I've seen something like our Keystone data for math our algebra on Keystone data had an increase this year I think it was about 11% of the percentage of students in proficient Advanced over last year I I haven't disaggregated how much of that was the eth grade algebra one students I think the majority was the eighth grade Algebra 1 students at the middle schools but I've got to believe five to six% of that growth was at the high school algebra one I know for a fact I believe uh uh English Ela Literature Keystone popped about 11 or 12% over last year Mr Gabriel mentioned this earlier we have some grades in some schools it could be fourth grade math here I don't have all the data I'm sorry could be fifth grade literature here that we're starting to get a close to 60% of our students in proficient and advanced 56% 57% we haven't had that in years I was here in the before times 2015 2016 when we were flatlining in the 30s and 40s so the fact that we're starting to starting to go north of 50 % of our students being proficient in our Advance which means passing the test all this is starting to come together we're not there but we're we're getting there not there yet not there yet also i' and I'm coming from Philadelphia so when I broke this data down for the schools that I support it their fall assessment usually went back to where it was from 2022 2023 so when I look at this I'm happy to see that there is a steady increase which is why it's like what number do you think would if we were to create a goal would be because it it looks like from 18 to 21 like almost 3% so like next year at the fall I would like for that green to be 25 because it's consistently increasing by at least 2 to 3% it's not going backwards and that happens with changing demographics because I could I could sit here and say back in 20 I mean when I got here in 2016 we had 109 ELD students in K8 we have now over 400 over 400 over 400 and this is capturing their data right so so now have a bigger pool of a demographic no blame I'm just saying I have a different pool of a demographic than I did four three four or five years ago that's going to show up in the data yes can I ask a question and those students who are at 53% and the at in the yellow yeah there are some students who never get higher than where they are I'm not a math person either right so but they're doing what they need to do to pass the grade right you you would move them back to 20 to the red or you would put more supports in to help more supports more supports we want to get our our our goal is always to get them on grade level but they're here they're always going to be say in yellow some students I maybe and some of what we do is we're either supporting I don't want to step on your toes sometimes the support Dr McGuire you're supporting a student to the point where they're staying where they're at right so a student like me who was not good at math who got supports as a tier 2 student I stayed in tier two I don't think I think to your point I was never going to get to tier one but the supports we put in with coaches with Specialists Etc helps keep me from dropping to tier three we now I'm two or more grade levels behind and that we don't want kids know this oh they are yes we talk we very open and transparent about sharing their data at the three testing points plus they do get their you know we're setting out the isrs the individual student reports we do uh send those home every year they're going out this week I think today for uh the pssa reports so they get the nice color copy from the state for both pssas and keystones so and again you know and Mr godx and I have discussed as my own bias coming from the classroom for a quarter of a century is I love the pssa and Keystone that's an end of the- year assessment and look we're we're now talking about waiting on peos growth it's October 9th the students I taught and tested are already in the next grade they're already two months in it doesn't do me as much good to alter instruction than it does local assessment and it's true you what what you were saying and I also recognize that even a keystone is a one- day snap snap yes important I I honor it I just as on a day-to-day basis if I get Dr Maguire's results today from I ready I can change instruction tomorrow to help her I'm still waiting on your pssas from last year when you were in fourth grade doesn't doesn't help me I love the accountability I'm not against it but doesn't help us serve our students today is there a reason why there's such a lag in in getting the data out from the state I I have no idea I have no idea and if you want me to editorialize for a second I don't know why the state spend $6 billion doar a year on a testing an assessment system where if the state trusted school districts and school boards you as a governing body can say this is going to serve as our as our assessment this is how we're going to track ourselves and this would be a much better system all right I'll stop okay sorry keep moving keep it moving here all right we didl remember I ready is K8 I ready is K8 we use EXL um we use EXL at the high school this is grades 9 through 11 we don't test 12th graders this is reading they're composite scores for grades 9 through 11 these are a little bit easier to read to your point Mr ghard the number means this take a look at reading strategies a 764 means 64% of seventh grade material vocabulary not 133% of ninth grade material am I doing okay I'm confused but that's that's okay I want to explain this to or not because I learn it too okay so this is showing that in the area vocabulary generally our students where they scored was 133% not 100% that from the 10th grade 133% of ninth grade material so they got they got a little pinky right in the nth grade okay this is 764 so 64% over half of seventh grade material so they they're past they're almost on the way to eighth grade scoring on an eighth grade level for reading strategies writing is 30% of eth grade material and what is the grammar mechanics 15% comp 11 we have to capture that somehow yeah it's yeah it's confusing yeah charted on the right line something so why why are grades 9 to 11 only at 78 so if you remember grade ninth grade levels if I can waigh on this real quick I think we're dealing with Co but I think prior to that we only got aligned in math in elementary math got align secondary math didn't get aligned until 2019 secondary math did not get aligned until 2021 Elementary reading got aligned l two years ago secondary English got align four years ago so we're our tier one wasn't as we'd said if if we're testing them on things that aren't what the state's asking or not on grade level then they're going to only perform to what we're teaching them with right we had textbooks from 2008 in English when I got here in 2019 it 11 years ago man that was a lot we were teaching stuff from way back when so we're now multi- years into adoptions that are aligned um but we still have kids in our system that went through four elementary math programs for four different years right they're in about seventh and eighth I know we say that a lot I know it's been a while but like those kids realistically unfortunately are still in the system like we gave the principles a document this year that said here's here's what your kids in ninth grade or eth grade or seventh grade have had in history here like did they have actually multiple years of aligned curriculum right in each area or was there some disruption so I think it's you saw our achievement at the high school was pretty low our growth at the high school was pretty low last year because again we're those kids are still working their way through the system I think that's a big piece of it um I would expect this over the next couple years as kids are coming to the high school finally that have had like eight actual years of fully aligned curriculum that that's going to change dramatically still we're we're still we are unfortunately we are we those it's going to take yeah you know another couple years for those kids that were trying to uh they're they're in seventh eth nth right now so we got years and just like looking at say statistics from a baseball game where your team lost um it's never sorry too soon uh it's Ser isn't over yes yeah yeah um it's never one it's never one factor so you guys are asking great questions because it's it's we always look at it through this Lin curriculum instruction and assessment that leads to Student Success we finally got our curriculum aligned we got teachers doing great instruction and you got we've got an assessment tool I always want to say this diplomatically as someone who taught high school for a long time one thing that I'm looking at personally is the efficacy of the assessment itself I'm being honest we've got high schoolers who are H were're throwing another assessment in them and saying go take this we have to examine that what how well are we doing how effective are we doing putting another assessment tool in front of students at at high school level who are assessed Here There and Everywhere so that's one thing that I'm looking at this year as well I'm not saying we're over assessing but it's a question are we over assessing how many assessments are are high and they're high schoolers 10th 11 they're knowing this isn't affecting their grade right they're just run running through not giving no blame it's kids kids being that kid being I sat I sit in I know it's not going to affect my grade whatever I'm two things you nailed it brother two things sat in on the testing I sit in when they assess it's not there's not a direct correlation to my classroom grade and there shouldn't be right separate entity especially the Reading part English teacher here they get reading passages Mr ginart click click you know a reading passage is going to take two to three minutes to read through and then the multiple choice questions from it and I'm painting with a broad brush we're not seeing across the board students put the time in to do the reading passages and I think that's affecting our reading strategy score One One Piece One data point that's been missing for the past couple years here has been curriculum based assessments consistently across the buildings so assessments that are common across like ninth grade English for unit one right because that's really what the kids are going to put their time into right because they're graded they're tied to what the teach teaching every day we are the what the work that Joe's doing along with Mrs Herman is we're we're trying to finally now that we have our blueprint courses up and running in some areas we're going to test run this year with algebra a common aligned assessment platform that are being ATT tied to the assessments that go with our curriculum so you've got your state Assessments in pssas and keystones you've got your local third parties like I L and I um I ready and now our next phase will be really getting common almost like midterms and finals right but maybe something a little bit more granular clom level like unit one common assessment for nth grade English unit two common assessment for nth grade right or math or science or whatever so that'll be the next phase that we can hopefully start to bring in over the next couple years to say okay so the state's telling us they're doing this these local kind of third parties are telling us this and yeah maybe they're not taking it that seriously well let's see what they're doing on a day-to-day basis and stuff that is graded and it does matter more to them what's that showing because that would be really interesting to see right is like does this type of data match up does reading data here match up with what they're doing in 10th grade English if it's tied to exactly what they're reading and studying in class and tied to what they're being great so is there a way to to break these up and and work them into just regular testing and assessments so they don't they don't know it's a separate thing and then pulling that data back out not as no in a straight answer no because this assessment is on the digital platform it's on we do make curricular connections because we're blessed withl it has our curriculum embedded in it but that's really skills practice so if I have you in CPN math in 10th Grade Mr ginart and we're working on I know nothing about math uh inequalities I remember that I can put you inl for practice and it'll Target it'll personalize your practice in that area based on how you scored on the I Exel assessment which you can see in math in a minute so it's a great tool I think to your point what Mr Gabriel is saying if I'm in your math classroom and you give me a curriculum based assessment you give me a test for Mr ghard that's testing at the end of the unit okay that's tied to the classroom that's but that you throw me on a digital platform that says we want to take a snapshot of where you are with math don't know the the validity the reliability I shouldn't say validity the reliability of that that gives me a third data point meaning I can then take your pssa math score compare it to your curriculum based assessment score and then let's say I have your I Exel score it's the of the three I'm generalizing is EAS to say I don't know how serious Joe is taking that because look his pssa was proficient he kicked butt on his curriculum based assessment but hisl score was the least was the lowest of those three he probably just blew that off came in it's first week of school te but we don't have that third data point yet and that's what we're trying to build right now it's the curriculum classroom based assessment you could actually pull data from that and have more accurate data on how students are doing the EXL is a tool yes okay now what do we have that Statewide numbers that would kind of uh tell us a little bit more about what these numbers mean do they have a national Norm for this they don't have a national Norm we did well we did the we did the correlation study but that was more for usage um that was usage and how that formed we hadel do a a linking study it's called and what they found last year is um and we use this regularly we aim for learning one skill being proficient in one skill a week in both math and reading so students teachers have students onel a lot not just as they're once you take a diagnostic it gives you a personalized learning plan so somebody like me who's stunk at math it would say Joe practice in inequalities here's some fraction work and it takes me right into the platform we didn't have this three years ago we had no intervention like this so it's great to come it is great to come right from your diagnostic score good bad Ori and go right into a Skills Practice platform based on your score um so when they practice in that when they're on inel we did a linking study and we found that students who were were proficient in one or more skills per week were about twice as likely to score proficient or Advance on the Keystone exam for both reading and math so we know it's working we're able to back mmap that to our Keystone scores um I'd have to check this see if there's any national Norms there may not be yeah there may not be from my perspective I look at this as if it's a compass and it's guiding like when I see reading strategies being at like uh just above mid seventh grade I also understand that our ninth grade Co started when they were in fourth grade that's where the shift for reading to learn and learning to read happens in third grade so they didn't really get a chance to generalize those strategies and fourth grade and then it again in fifth grade that was hybri hybrid y um and then in when they were in sixth grade I called it's not proper I call it cation where you were out for like 10 days and there was inconsistency between teachers and whole classes so really the ninth grade is going into their this is their third year of that consistent Ed education so this is where like next year it's it's just it's a snapshot to get a gauge because overall the trend in high school is that we're starting to see an increase in struggling readers and high school teachers are content-based they don't under I I gave a presentation to a high school group and they're like if my kids are on a fifth grade level then hire a fifth grade teacher I said no that's where I have to basically teach you how to use a strategy and make it age appropriate for the students that you're working with and kudos to the high school team because I'm meeting with them on Friday because they're looking for ways to they realize what they need and they're looking for ways to start embedding strategies into the high school well we're still seeing students even with grammar at 7.15 you know they're still getting B's and yes C pluses absolutely so it's not like they're failing and that's correct that's the piece that we need to convey to the rest of the board as well because these numbers are right they sound worse than they are sound horrible right because then you look and like Joe said some of these same kids that are like oh my gosh 64% of our kids are at a seventh grade level but then we also are almost at you know 60% Prof fici advance so like I think there's definitely a that's a piece we need to get conveyed to we have to make sure that we are Tak to the I think for both and I don't think it's abnormal for me to say this that I think most of our students any students put ourselves in their shoes right your classroom grade is going to be of most importance how I do on the test to final the midterm for this grade on this report card I still think the the next tier that I think there's some importance to pssas and keystones but I think IR andl come in third I think they just do by the nature of the Beast and that's okay so if if curriculum based assessments are the most reliable indicators can if they're done well and correctly which we're working on and the EXL inherently has the issue of they may not the kids may not be taking it seriously can the curriculum based assessment information be put into EXL to then H have EXL do its thing to determine where kids it can't that's something that we would use Mastery connect as our own platform to do but what what you're asking I don't thinkl can do but we can do through canvas that's what we're building canvas and then through Panorama that's what we're building we'll be able to run these same charts but on our own cricet Bas on our on our own yes these platforms don't do it we'll have our own platform to do it that's then we compare all three compare all three state assessments CB the curriculum based and this to see what that looks like because right now we're just missing that third leg of the stall we didn't have the we didn't have Excel are I ready when we got here when I got here nine years ago we only had psss and keystones students only found out how they were doing educationally when they're in the next grade we've added this that's the second data point the third data point will be curriculum based assessments then we'll be cooking yep and we'll be cooking I'm sorry so this ISL only gives us twoyear trend lines they don't give us three like I ready so this is just comparing last year's fall to this year's fall about the same yes nominal yep um sorry this is math broke this out because um very distinct Pathways with math the other thing to remember with geometry students are coming out of ninth grade without having geometry they've been in algebra for a year so just keep that in mind that always starts out lower the last three years withl J ometry has had our greatest growth by the end of the year because now they're learning geometry all year so just to keep that in mind that means that grade 10 geometry only 34% of at sixth grade proficiency they're testing out at 34% of sixth grade material okay on the they hav had any geometry yet they haven't had any geometry yet so that like Joe said that'll be the biggest growth we'll see because now they'll have now they'll have geometry and they're at 23% of seventh grade algebra material in ninth grade do not offer geometry at all in eth grade no geometry in eth grade you're going have courses you'll either have pre- alge or if you're uh scoring well in field algebra yeah which is which is typical yeah it's very that's a typical we don't normally get to Geometry no we're now we're now back aligned again pre pandemic our high school ran algebra one Algebra 2 and then geometry which was out of sequence out of sequence so um and then this was um algebra and geometry from last fall to this fall algebra is both ninth and 11th um the biggest drop we had was in 11th grade that's what you see the drop that you saw from last year to this year in sorry in category the drop from here to here was mainly they were at about 770 last year to start the year this year starting at 75 again not why we look at curricular issues instructional issues or if they're just not taking the assessment seriously okay all right and Mora I think you're up I will I'm so excited to be here and to be part of the team um as I I think I'm in day 27 of I started on September 3rd and I've been doing a lot of listening and learnings and I have outlined the scope of the work um from 2023 to January 2023 from when Cassie was hired to um basically where we're at right now so it started in I called it phase one where we worked for uh PBIS where all schools got their Banner for the the PBIS and the schoolwide supports that they were putting in place for um their SBS um then the coordinator position was hired that's Cassie and the mtss academy all the Liaisons did the mtss academy from the bciu um which brings us into phase two that was last year the mtss handbook was created which people use and it um I have to update that because there have been things that uh it's a living document so we have to continually update it to make the changes core meetings um happened and walk to win began focus on academics for tiers two and three which we talked about previously um where the board purchased programs for tier three and also tier 2 the purchase of those intervention programs for both reading and math and um the Panorama intervention plans Panorama is a wonderful tool that um teachers use to see historical data of a student and then there's a tier movement tracker this is also going to move us into um phase three where one of the things that I've noticed from my my listening and learnings is that in the core meetings that everyone every school is having they're talking about students and that's great but if you're talking about students then you're having a tier 2 or tier three meeting so if you're always talking about the students we're we're missing the green we're hitting the yellow section of the triangle and the red section of the triangle but we're we're not targeting and talking about um what Anthony was mentioning with the the areas that we need to improve on so it's not like we're ignoring the tier one because Joe's work is focusing on that and Rose's work is focusing on that but in the meetings they're not looking at the overall Trends so the climate and culture think tank is going to be crucial from a district level but we can be doing the same thing and that's where my suggestion to Upper leadership was to have the same core meeting time but for them to then adjust the structure of the meeting to focus on tier one maybe it's tier one Behavior tier one academics and then they can strategically plan out their meetings so we're not having seven different meetings we're just structuring one meeting and changing the category of what we're focusing on so then that'll save time um the goal this year last the past two years have been focusing on academics the goal this year is what in the mtss world we call full integration where you marry together academics and behavior so this year is focusing on putting Pol uh Pro I'm using the wrong words procedures procedures and um systems in place so that schools know what to do for a tier one student a tier a student who needs tier one a student needs tier two a student who needs tier three see even I have to remember to put the Student First in in the um and we're looking to manage the Fidelity of the systems that have been putting forth in phase two and phase one and also to evolve the systems uh so that we can marry together academics and behavior walk to win is continuing um professional development is happening for teachers with the programs and the main goal this year working with BC CIU Denise Harmon who's our our Tac at the IU is to get the tier 2 badges we have our tier one badge that was acquired the banner that was acquired back in phase one now the goal is to support tier two which goes back to having those meetings um but not just meetings about academics but maybe tier two meetings about Behavior as well so the tier two badge the goal will be to have apply for them in the spring so that we can receive them in the fall and this I know came up last time you know sort of what we had dealt with earlier in the year with Willowdale right this would be a great opportunity for us to focus on some behavioral stuff across buildings and we'll touch on that with a seal slide later where we can have principles actually Target behavioral needs in the buildings um earlier in in a more systemic way that makes sense and the district's mission for mtss is at the top of the slide remove the barriers to create Pathways so um that's something that we keep focusing on in addition to the the district's mission and vision there's also an mtss Vision any questions on this there's probably more that we could add in there but from my listening and learning this is what I got these are the meetings that I talked about that we're working to restructure so we're we're targeting it from the yellow in the academics and we're targeting it from the red in the academics but you can see the different categories that we also can be targeting and then this is our I I noticed I remember hearing this like the culture and climate career survey making sure that we can share those data results with you that window is open and it closes on the 18th last year we had 331 surveys completed from faculty and staff 83% of our student population completed it and 376 families completed it so that data is all right here so we're hoping to beat those totals this year is is it being used as a classroom activity to do the surveys during win during their uh their seal win time yeah that's when yeah they will use it um and then the the climate and the career down here we had 78% students complete that there's no um open-ended questions this year we took that out and the subcategories for each survey section is on the are on the side so we're really looking at school belonging School climate School engagement school safety for the culture and climate and then for career ready we're thinking about emotional regulation um especially since Co we're finding students don't know how to work they longer than a turn in talk with a peer so it's like making sure that they can hold conversation and how to have conversations um self management social awareness and supportive relationships and if you remember uh we had changed the K5 report card a few years ago to include the um PA Career ready skills part of the standards and those line up to these these areas um that what future employers are looking for and their employees as well so this also helps support what we know about our students with the for the report cards for the um characteristics of a Learner in per career PA Career ready skills section if the um the student surveys are being done during school during wi yes why isn't the partici patient closer to 100 I mean they're in school they're supposed to do it right School BEC because what happens is that the the seal win only Falls Twice during the window so if any students are absent the teachers can try to make it up but when is held to such a sacred standard that if it's taking the survey or giving the intervention teachers go towards the giving the intervention we could give them even yesterday we talked to a principal she's like do I have permission to do this on a different day because I think it may take longer for my kids to complete so they wanted that um validation of like and permission from upper leadership to be able to be like yes do what you need to do so the students can complete the survey okay the high school also only does it during English class or at least did last year um and only have you know not all of our kids have English in the fall so we did just we did just and again it was our first year doing it we didn't have a correct answer to how to do it I know this year Mr Dr car Kappa is like shutting the whole school down for a certain amount of time so everyone can get it done so we should definitely at least see an increase there definitely the high school because we only did a portion of of the students last year because of how we chose to schedule it again first year in it great return for your first year learning pH but learning phase y right yes y Aces this this is the El we mentioned our language Learners um very like frequently today this when you think about the historical triangle where you had the green the yellow and the red this is a triangle for a language learner where across the dotted lines from from here to here it shows that they this is their access level when they take their waa score their standardized test so one to a five in order to test out uh and Centennial we want them to be at a 4.5 so it just the work that we are doing in Centennial is supporting our language Learners with focusing on language so ability on acquiring language before it's like thinking about it being a disability um so we're making sure because some students are coming with schooling from their their previous where their home country some students are not some students are coming where they're only hearing language spoken in school and where the where there's a word gap so this is where we're Shifting the misconceptions that teachers have because they typically have been trained to think of the triangle as the red yellow and green where it's each area of a diverse learner can have their own triangle so this is the work that's being done for our our language Learners and ala um is doing a remarkable job with that a lot of times what we'll run into is we'll have a student who we think is lower um academically when it's really a language issue and then once we bless you once we get through the language issue we're like oh wow you're actually two great levels ahead of everybody right so let's move you in a higher a higher group or provide higher level support it's just a matter of getting them through the language barrier whereas academically right that's what I Mr toml is working on is how do we negotiate the language separately than the academic ability because we do have a lot of kids coming in especially from Ukraine and Russia that are were were in school for most of their career and we're actually very high a they were just forced to come here because of the the conflict and so the war and so we're getting them and going oh well you know they they barely speak English but it's like well no no no they can actually perform like once they take a math test people are like oh all right you're a couple great levels ahead of everybody here right it's just a matter of getting them the support for the language to to get over that hum and they may be within the tiers longer like as you mentioned that a student can stay in tier two for a period of time um it's where we want to make sure that they can acquire language and the language is the primary focus for them but it doesn't mean that we're pulling them out of grade level content so they're still if even if they're a waeda if their waeda score is a one they still have to get grade level support and even um it just shows like there and our kids are who are language Learners are there in the foundations classrooms for a portion of the time or they go back in for small group instruction where they're supported by the teacher so they're always that're they're not completely pulled out that because if we're always pulling them out of core content then we're trying to remediate to accelerate them and it's just going to create widen the gaps so ala um has structured and Cassie they structured it so that um the students are being pulled out and if their weeda level is a one to a two then they're getting tier three support for just language acquisition and then as students acquire the language over time and within it takes about 2 years then the goal is to move them and scaffold them down the triangle as needed can take up to 20 weeks to two years they also have a silent period at times it depends upon the trauma story that they come from their immigration um story so it it is um it's not a standardized process for them and these are the goals that um ala and Cassie created to increase the database decision- making for them to be able to introduce the benchmarking data for the ELP plans and also um to use the mtss teams to provide the intervention correct intervention supports for them our teachers are also struggling because they're trying to grade them in comparison to students who have been born here and have learned language so it's being able to also adjust like this is how your grading them based upon their can do descriptors so as the numbers continue to increase because I believe we're close to 24% for our ELD population um we're also working to build the capacity of teachers to be able to support one school I worked with um in Philly had 46 different languages within one building so the pocket talks have come in handy and even Kevin our school resource officer was like they they were very helpful um so these are the goals are not just for classroom teachers but they span across the district as well and then this is connecting to our seal yeah yeah so you asked about seal as well and so um you know both those links go to the Public's parts of our website that share the seal curriculum and the parent login as you know we've had purposeful people in character strong in now on year three yeah I think yes so while each curriculum does have a scope and sequence of suggested you know what we cover cover each month and each week uh we are working with the principles this year and with Central on developing protocols so if we have a situation pop up like we did at the one Elementary School where there's a certain Behavior that's recurring that's around guns or violence or bullying or whatever it happens to be the buildings have the autonomy to sort of go through a process say all right you know what instead of whatever was supposed to get covered this month we're going to set that aside and we're going to jump to another unit and address this ISS right now right and then and then they'll get back to the other skills later but that we know last year our Focus was Fidelity of implementation you know let's make sure we teach this all the way through but now that we've done that for a year so we can there's some more autonomy for principles and buildings to say hey we're seeing an arise in X type of behavior that needs addressed ASAP well we have the curriculum for we have the structures and win for it and now we have a process and the um procedures in order for them to make that adjustment and better address those behaviors sooner because I know that came up at in a couple of our conversations around that night did you have something is it kind of short on time so let's yeah so that's just there for you to read the feedback from a survey that we have which is just interesting for next tep can I just conclude with something a statement um because you know me I'm Mr rainbows and sunshine here uh I like where we're headed we're making up for a lot um where we were as a district years ago with lack of align curriculum no assessment structures then we got the double whammy with the covid um but the last four years I like where our Trends are going um the growth has been there uh we're seeing this now year-over-year um hoping achievement pops we start to see that in the achievement portion especially in the pie and keystones but the trend line has been looking up the last couple years so I'm I'm really happy with where we're at least where we're heading we're not there yet with achievement um but we're getting there with um the trend lines thank you so we'll make sure we add some of those descriptors to the slides yep so that someone's not listening or watching it's clear it's like the trend lines and some of the bullets and things yeah those are good ideas all right all right 7.1 sure no that's great you can go I was what's the AC aapa is related to child accounting okay um right you know we struggle with our student accounting and we have so many new people right now uh we talked about this last year we had with with the budget cuts we we cut our professional development and workshop budget by a lot but we kept a small portion I think we kept the about $10,000 $15,000 out of the we used to have a lot more than that for just key conferences this is one of those key conferences this is tied to State data which is tied to our funding and with Michelle uh busetti being brand new to her role and child accounting and I believe in nods going into this yes our new data specialist so they're both brand new to those roles so this is a a key key one for them in terms of being able to make sure that we are getting all the money we can from the state based off of our accounting needs all right and I see no problems with the Widener thing can how is that tied to the course work that they're doing you know are Widener accepting the course levels as they are being taught in Centennial this one is for is this for student teachers Joe the Widener oh this is yes yeah this is in dual enrollment this is student this is student te there's an affiliation agreement I believe for student teachers yep so we can take take them on if they if they all counselors actually coun counselors yep that's what this one is this isn't one of the Dual enrollments but if you read the weekly this week there's some exciting news about the number kids getting college credit this year that's that that was why you not W said Gwenn and some of the others we have some good are they literally accepting the course workor that some of yes some of the schools you'll see this week's weekly that go out that goes out Friday um I don't know the numbers all the top my head but we have large number of kids sitting in William tenant High School being taught by William tenant teachers that are getting dual enrollment credits with a few of the local universities that we partnered with so but check the weekly it'll it'll tell you exactly how many kids in which classes a physiology Anatomy that is one of the ones that we are yep there's an anatomy class yep right then there are a number of library books any of the books any questions on Mark yeah actually that's fine you're looking at me you knew what I was going to do yeah no it's okay so um there's a number of books a good handful of books with different languages I saw Turkish I saw some other languages with with their emphasis on ELD having books in the schools not English with limited resources to purchase stuff is the are these different language books just for all the different students that speak different languages to make them you know feel more at home yes and while they transition to proficiency in English that's why you're seeing some books in Ukraine yeah especially yeah I knew with theyve been one or two in USC too if I remember correctly but mainly in Ukraine yeah uh it's that it's that interim Mr ghard where we need while we do want them to reach full language Proficiency in English in the interim we need them to have books to read while they're with us while they're getting there y that's kind of I thought makes sense good question and and there are uh three books that I would like to uh have pulled um two from Clinger called one's Melissa one is Rick and one is from log Alice Austin lived here um they they just died my opinion too deep into sexualization nature and I just don't think it's something that as a school we should be putting in front of junior high school kids as a personal matter the parents should address I don't think we should be that gets into like co- paring with that stuff and I don't want to what's what's the uh titles from Clinger Clinger is Melissa okay the other one is Rick okay and from log it is Alice Austin lived here I'll I'll pull those I'll pull those thank you y appreciate that so what'll come forward will be the list without those okay thank you yep we'll move the rest of that list 7.1 through 7.9 y for board okay in favor